NF-POGO Centre of Excellence Year 2 Report

Executive Summary of Year 2 ActivitiesBIOS answered a call for proposals to host the Nippon Foundation – Partnership for Observationof the Global Ocean (NF-POGO) Centre of Excellence (CofE) on 31 August 2007. BIOS washonored that its proposal was accepted for funding. The first year of the CofE resulted in 69student applications from 36 countries. Ten finalists were selected and were resident at BIOSfrom 3 August 2008 to 28 May 2009. It was a very successful first year for the CofE.BIOS was awarded funds from NF to support year 2 of the CofE. This report is a summary ofactivity carried out during year 2 of NF-POGO CofE. A call for applications was answered by102 students from 40 countries. BIOS ranked the applications according to established criteria(see below). Top ranking candidates were evaluated by the POGO Steering Committee who metin London, England, on 9 March 2009, to discuss the students. Ten finalist and nine alternateswere selected. The names, nationalities, and brief biographic sketches of these students wereforwarded to NF for review.The year 2 10 NF-POGO Scholars arrived in Bermuda in early August 2009. During thefollowing 10 months, the Scholars participated in 11 modules, cruises aboard the R/V AtlanticExplorer, and a 12 week period of independent research. Graduation ceremonies were held 21May 2010. It was a very successful 10 month training period. Student debriefings provided veryfavorable reviews.As part of the year 2 activities of the NF-POGO CofE, a Training Programme in a DevelopingCountry was held 21 September to 7 October 2009 in Arraial do Cabo, Rio de Janeiro, Brazil.The Training Programme title and lead instructors were:Phytoplankton Community Structure:From the Molecular to the Global ScaleDr. Robert Frouin, Scripps Institution of Oceanography (SIO), La Jolla, USAandDr. Milton Kampel, National Institute for Space Research (INPE), Brazil.This Training Programme builds on the highly successful NF-POGO Visiting ProfessorshipProgramme, which allowed short visits by scientists from advanced oceanographic institutes tovisit institutes in developing countries and counties whose economies are in transition. Thegoals of the Visiting Professorship Programme have been retained in the Training Programme,which are, broadly speaking, to provide training and mentoring, to develop collaborations, and toenhance networking. This Training Programme is seen as a complement to the POGO-SCORVisiting Fellowship Programme. The Training Programme was very successful.This report provides details on the goals, objectives, and activities of the NF-POGO CofE atBIOS, information on the students who participated, copies of the student reports on theindependent research they conducted at BIOS, and plans for year 3 activities. A complete reporton the Training Programme in a Developing Country is also part of this report.2

1. NF – POGO GoalsThe NF supports a wide range of activities, both at home and abroad, in the fields of ships andthe oceans, public welfare and volunteerism, support of the basic human needs, the arts, sports,education and network building. The long-term objective of POGO is to participate in thecreation and operation of an integrated global ocean observing strategy, addressing informationneeds of decision-makers, researchers, service providers, and the general public.2.1 NF – POGO Centre of Excellence: Goals and ObjectivesNF – POGO established The Centre of Excellence in Observational Oceanography (hereafterreferred to as the CofE) to benefit the oceanographic community in regions or countries whereocean science is less advanced. The goals of the CofE are to expand the world-wide capacity toobserve the oceans; to develop human resources in developing countries, and to expandinternational networking in ocean sciences, with an emphasis on training young scientists fromdeveloping countries. The specific objectives are:1. To create a self-sustaining CofE in an established multidisciplinary oceanographic centrethat will promote and facilitate development of human resources in oceanography withindeveloping countries.2. To facilitate continuing education and further development of former trainees of theNippon Foundation – POGO Visiting Professorship Programme.3. To help form effective networks between trainees and professors of the existing NipponFoundation – Visiting Professorship Programme, and the new students who will betrained at the CofE.4. To facilitate and assist with regional training programmes in developing countries.The CofE is seen as the beginning of a long-term, sustained effort at capacity building inobservational oceanography in the southern hemisphere as well as in portions of the northernhemisphere where oceans are rimmed by developing nations. The activities of the trainees willbe monitored for some years after the completion of the course. It is also anticipated that thestrongest participants will have further opportunities for advanced training and scientificexchange with POGO member institutions in other locations around the world. It is expectedthat the legacy of the course will endure far into the future.2.2 Scholars2.2.1 Eligibility and ProspectsThe CofE was open to 10 Scholars from developing countries. Trainees must have at least a firstdegree in science. Preference was given to applicants who currently hold a position in a researchor academic institution in a developing country and anticipate returning to the country aftercompletion of training at the NF-POCO CofE. Candidates had to demonstrate immediaterelevance of their training to on-going or planned ocean observations in their home country.2.2.2 Scholar ReviewEach student was asked to submit a completed application form (Appendix 1), a resume, threeletters of recommendation, and copies of transcripts and/or certificates. Complete applicationswere combined and collated for review.3

To facilitate the review process, BIOS created a number of files/documents. The first documentwas an Excel spreadsheet that included basic student information (e.g., name, nationality, gender,educational background, etc). From the Excel spreadsheet, a Word document was created thatcontained much of the same information present in the Excel spreadsheet, but in an abbreviatedformat. This Word document was divided into nine sub-documents based on the geographicaldistribution of the applicants (e.g., Asia and Africa were each divided into three subregions for atotal of 6 files; Brazil had many applicants and was its own 'subregion'; South America was asubregion containing Mexico and Cuba; Europe was the ninth regional division). Roughlyspeaking, there were approximately 11 - 12 students in each geographical region.BIOS faculty reviewed the files, but it is important to first describe the qualities andqualifications we deemed most important in terms of student selection:a) student's academic background, both in general scope and in terms of grades/marksb) student's current position (whether the student had a position, either academic orprofessional, that would allow them to make a contribution once they returned to theirhome country following the course).c) letters of recommendationd) student's statement of career goalse) the potential of the student to do work in his/her home country when he returned basedon each individual country's commitment, both financially and politically, to the study ofthe global oceanf) assurances that each student would carry on the traditions and diligence of the NipponFoundationg) goodness of fit with BIOS faculty research programsh) regional balancei) male/female ratio of approximately 50:50As the first stage of review, individual BIOS faculty members reviewed each applicant from agiven geographic region (i.e., each BIOS faculty reviewed approximately 11 - 12 applications,for instance, all students from Brazil). Faculty provided written reports of each student'sstrengths as well as weaknesses (if any). Each student received a score based on his/hersuitability and qualifications to participate in the NF-POGO Cof E.As a second stage of review, the CofE Director (Dr. Plumley) reviewed the applications of all104 students. In many/most cases, he concurred with the faculty evaluation/score. When he didnot, he contacted the faculty member for discussion. The CofE Director then provided hiswritten comments and his score for all 104 students.Based on written comments and scores, a number of students were eliminated from furtherconsideration, as they were deemed either unqualified or less qualified than the remainingstudents. A list of students who passed this initial screen was composed and provided to BIOSfaculty, along with the written comments of other faculty and the Director. Faculty reviewed allapplications that remained active and provided written input and scores for each student. The listwas narrowed and the faculty review process was repeated several times, creating a series of lists(e.g., First Cut Applicants, Second Cut Applicants, Third Cut Applicants, Final Cut Applicants).All of the above files (i.e., lists, Excel spreadsheets, and Word documents) were passed to thePOGO Selection Committee for review (note – we did not include telephone interviews for year2 students; see Section 4.2 for additional comments about telephone interviews). There was4

considerable Email correspondence between members of the POGO Selection Committeefollowing receipt of the above mentioned files. A few additional student names were asked to beincluded on the list of Final Cut Applicants, a request that was granted.The POGO Selection Committee met in London, England, on 9 March 2009. Students wereevaluated based on the same criteria listed above, but from a more global, or broader,perspective, as members of the POGO Selection Committee have extensive internationalexperience and expertise. Some of the students on the "Final Cut Applicants" were eliminatedfrom consideration based on the 'broader perspective' while a few students who were eliminatedlate in the process at BIOS were put back into consideration.At the end of the POGO Selection Committee meeting, a list of finalist and first alternates hadbeen generated. The names of these students were provided to the Nippon Foundation forreview. After receiving a positive response from the Nippon Foundation, invitations toparticipate in the CofE were extended to 10 students.2.2.3 Application PoolOne hundred and four students from 40 countries applied for a position in the CofE at BIOS iar1. Most of the applicants (75%) had an advanced degree (e.g., MSc or PhD) or were currentlyenrolled in a graduate program. Many of the candidates had multiple advanced degrees.Applications were received from following countries:AngolaBangladesh (4)Brazil (20)CameroonChina (3)ColumbiaCotonou (Benin)CubaEgypt (8)GabonGhana (3)India (8)Indonesia (3)IranItaly (2)Ivory CoastJapanKenya (2)LebanonMalaysiaMexico (2)MoroccoNigeria (10)Pakistan (2)Philippines (2)Poland (2)QatarRussia (2)SenegalSierra LeoneSouth Africa (2)Spain (2)Sri LankaThailand (3)TrinidadTunisiaTurkeyUkraineVenezuelaViet Nam2.2.4 In ResidenceYear 2 Scholars were selected as outlined in Section 2.2.2. Preference was given to applicantswith a leaning towards quantitative analyses of biological, physical, and/or chemical data fromthe marine environment. The names and home countries of the 10 Scholars who participated inthe year 2 CofE are provided below. Details about year 2 (and year 1) Scholars are provided inAppendix 2_A and 2_B along with a global map of scholar home countries (Appendix 3) foreach of the first two years of the CofE.Kentaro Suzuki - JapanHui Chao - ChinaLilian Anne Krug - BrazilWadanahaluge Priyadarshani - Sri LankaHoang Cong Tin - Viet NamGustavo Fuentes Hernandez - VenezuelaKathleen M. Silvano - PhilippinesBennet Atsu Kwame Foli - GhanaOlga Shatova - UkraineKyrill Kivva - Russia5

2.3 Course ModulesThe course modules presented as part of the NF-POGO CofE were based on the long-term timeseries work conducted at BIOS for the last 50+ years. Located in the Sargasso Sea, the CofEbenefits from the location of BIOS and its eight long-term ocean, atmospheric, and near-shoreobservational programs:Hydrostation “S”, the longest, year-round database at onepoint in the open ocean;The Bermuda Atlantic Time-series Study (BATS);The Oceanic Flux Program (OFP);The Bermuda Microbial Observatory;The Bermuda Bio-Optics Program;The Bermuda atmospheric monitoring programs (e.g., basedon AEROCE);The Global CO 2 /Ocean Acidification Programme;The Marine Environmental Programme (MEP), a network of nearshore research;The Bermuda Environmental Quality Program, with a focus on local and globalwater/atmospheric systems.6

The dates, titles, and instructors of the modules were:11 – 21 Sept Core SkillsDr. Gerald Plumley (BIOS)General OceanographyDrs. Kristen Buck, Jerome Aucan, Andreas Anderson, RobertCondon and Michael Lomas (all from BIOS)31 Aug – 4 Sept Ocean Observatories: Ecological, Physical, and Climate Modeling:(Powersim)Dr. Thomas Anderson, Southampton University14 Sept – 2 Oct Chemical/Atmospheric ObservatoriesDr. Kristen Buck (BIOS)12 – 23 Oct Use of Satellites, Ocean Color, Pigments, and Models of PhytoplanktonPhysiological Ecology in Long-term Ocean MonitoringDrs. Trevor Platt and Shubha Sathyendranath, DalhousieUniversity and Plymouth Marine LabLab; Dr. Heather Bowman, Oxford University, and Dr. GeorgeWhite, Bedford Institute of Oceanography26 Oct – 6 Nov Ocean Data ManagementDr. Murray Brown, Intergovernmental OceanographicCommission, Paris, France9 – 27 Nov Moored ObservatoriesDr. Maureen Conte, BIOS30 Nov – 18 Dec Physical Oceanographic ObservatoriesDr. Jerome Aucan (BIOS)4 – 22 Jan Biological Oceanographic ObservatoriesDrs. Michael Lomas and Robert Condon (BIOS)1 – 19 Feb Ocean Cycle/Ocean Acidification ObservatoriesDr. Andreas Andersson, BIOS22 Feb – 12 Mar Organic Pollutants in the Marine EnvironmentDr. Andrew Peters (BIOS)Scholars receive certificates following successful completion of the Ocean Data Managementmodule.7

2.4 Guest Lectures and Seminars8/27/09 Dr. Anne Cohen, Woods Hole Oceanographic InstitutionWhy corals care about ocean acidification9/10/09 Dr. Thomas Anderson, National Oceanography Centre, Southampton, UKModels and muddles9/17/09 Dr. Gretchen Goodbody-Gringley, BIOSSex on the Run: Does Mode of Reproduction Determine DispersalPotential"10/15/09 Dr. Chris Worboys, University of Newcastle, UKReducing Fossil Fuel Dependency in Bermuda10/22/09 Julia Lawson, Dalhousie University, CanadaThe Nightlife of Bermuda: Lunar and diel cues to reproduction in acommon Bermudian coral, Porites astreoidesRachel Evans, Southampton University, UKAnalysing Sediment Samples around Bermuda for Sewage ContaminationRussell Smith, University of VirginiaMercury and the Environment: An overview with focus on BermudaNick Jones, Southampton University, UKFish Kills: Natural Phenomena or Anthropogenic Impact?10/23/09 Steve Gaurin, University of MassachusettsNorth Atlantic Climate Variability over the Late Holocene, A View fromBermuda: Statistical Analysis of Historical Weather Records, CaveDripwater Dynamics, and Stalagmite Stable Isotopes.11/20/09 Dr. Alyson Venti, University of Miami, RSMASA comparison of coral calcification rates and aragonite saturation states1/5/10 Dr. Lisa Rodrigues, Villanova UniversityCoral strategies for survival when it gets too hot2/12/10 Dr. Jerome Aucan, BIOSComparing indigenous and western scientific knowledge of the ocean3/16/10 Dr. Jodi Schwarz, Vassar CollegeGoing Broke: Transcriptome-Level Responses of Corals to StressDr. Brian McAdoo, Vassar CollegeThe Tsunami Project- Interdisciplinary Approaches to Tsunami RiskReduction3/18 Dr. Simon Ussher, BIOSMe, Myself and Iron3/19/10 Sarah Fawcett, Princeton UniversityCoupling flow cytometry with natural abundance nitrogen isotope analysisin the Sargasso Sea: Sources of N for algal growth3/25/10 Dr. Katye Altieri, Princeton UniversityThe Composition of Rainwater Organic Matter: Caffeine, Cigarettesand Drugs4/9/10 Dr. Kristen Buck, BIOSIron, copper, and the ligands that bind them8

programs in marine and ocean sciences. Notably missing from this US-based program is thechance to understand oceanographic and marine issues on a global scale, especially as seen byyoung students from developing countries. Since all year 2 NF-POGO Scholars have advanceddegrees (or were enrolled in a graduate program), there were many lessons that could be sharedbetween the (very) young students involved in the NSF-REU Program and the young NF-POGOScholars. Two workshops were held, with students exchanging information about their homestate/territory (for NSF-REU Students) or their home country (for NF-POGO Scholars). Eachpresentation was followed by questions/answers. The workshops were each scheduled for 2 hr,but each lasted 3 – 4 hr due to the lengthy discussions that followed each presentation. Theworkshop schedule was:October 26 2009November 6 2009NF-POGO Presentations to REU StudentsREU Presentations to POGO Scholars2.7 NF-POGO Scholars – Independent ProjectsEach NF-POGO Scholar was given the opportunity to design and execute an independent projectwhile at BIOS. We introduced this concept to Scholars when they first arrived in Bermuda inAugust. BIOS faculty provided topic areas and specific titles for research projects, but allowedthe students to modify/adjust what they wanted to do within the confines of available equipmentand expertise. Scholars had several opportunities during the Fall semester and again over theChristmas/New Year holiday to work on their projects, whether the work involved experimentalmanipulations and/or background reading. We planned for all Scholars to have a projectoutlined by mid December and to begin full-time research in mid March. This allowed 10 weeksfor independent study.Scholars were required to write a proposal for their project. Proposals were evaluated by theScholars‟ mentors based on: 1) basic skills (i.e., writing skills); and 2) academics/scientificcriteria (e.g., quality and/or novelty of the idea; clarity of presentation; strength of hypothesis;strength of experimental approach).Scholars were allowed to work on their projects based on self prescribed time lines andschedules. The Scholar projects and mentors are outlined in the following table:NF-POGOScholarKentaro SuzukiHui ChaoLilian KrugPriyaWadanahalugeHoang Cong TinNF-POGO Scholar Project Titles and MentorsProject TitleOligotrophic jelly-plankton blooms: implications forcarbon cycling in the Sargasso SeaSeasonal and inter-annual Pattern ofCoccolithophore pigment and ocean acidificationOcean-atmosphere CO2 flux in North AtlanticOceanVariability of phytoplankton with relation to C fluxat BATS sitePrimary production in the spring bloom in theSargasso Sea: An integration of time-series in-situdata and ocean color remote sensing observationsMentorsDr. RobertCondonRobDr. AndreasAnderssonDr. AndreasAnderssonDr. Michael LomasDr. Michael Lomas10

Gustavo FuentesKathleen SilvanoBennet FoliOlga ShatovaKyrill KivvaAir-sea CO2 exchange and net calcification on theBermuda coral reef platformBiological contributions to the carbon inventory inthe North Atlantic subtropical mode waters duringits formation and dissipationCopper and Zinc distribution in Castle Harbor andBermudaAssessment of zooplankton contribution to particlefluxes using image analysisBiologically driven vertical water transport at theSargasso SeaDr. AndreasAnderssonDr. AndreasAnderssonDr. Kristen BuckDr. Maureen ConteDr. Jerome Aucan2.8 NF-POGO Scholars – Oral Presentations (General Public)Most young/early-career students need to work on their verbal presentation skills, especiallyscientific presentation skills. To help improve Scholar presentation skills – and to make sureScholars were on track with their independent research projects – we held a number of seminarseries for the students.The first set of seminars was designed to be suitable for the general public. After a few weeks ofpractice, the Scholars gave their presentations to the BIOS Board of Directors, a body composedof about 40% scientists and 60% non-scientists. The seminars were very well received.Scholars relax after their oral presentations – but at the same time, are helping BIOS present itsannual Marine Science Day (MSD) to the Bermuda public. Outreach efforts such as Scholarsparticipation in MSD are a vital component of the CofE.2.9 NF-POGO Scholars – Oral Presentations on Independent ProjectsThe Scholars gave two scientific presentations on their independent research projects. The firstpresentation was on 23 April 2010. In attendance were members of the BIOS Board of Trustees.Many of the Trustees are internationally recognized marine scientists, while other Boardmembers are from non-science backgrounds (e.g., business men and women). These11

presentations were very difficult to prepare, as the Scholars tended to use jargon and/or technicalterms that were not understandable to the non-scientists in the audience. At the same time, theScholars wanted to present enough science to impress the scientists who were present. Mentorsspent considerable time with Scholars helping hone their presentations. In the end, thepresentations were very well received, by scientists and non-scientists; a good learningopportunity.The second oral presentations were given on 20 May 2010, two days before graduation. Thesepresentations were given to BIOS faculty and staff; there was a packed house in attendance.These presentations were modeled after those to be presented at a scientific meeting. Jargon andtechnical terms were allowed, but we encouraged sufficient „background‟ for those in attendancewho were not experts in a given field. The presentations were of a very high caliber and werevery well received by the scientists in attendance.When the Scholars were leaving BIOS at the end of the Programme (see details in Section 2.12)many commented favorably about how they had been taught to modify „the same talk‟; oneformat for the scientific community, another format for the general public. Additionally, theScholars expressed gratitude for these seminars, in part because the seminars had proved to be astrong pedagogical device, but also because many of them had been asked (as was hoped to beasked), to give a seminar when they returned home.Scholars pose with BIOS Board of Trustee members following oral presentations.2.10 NF-POGO Scholars – Final Project ReportsEach Scholar was required to write a final report of their independent project. The format was tobe that of a journal suitable for the research conducted. Reports were turned in to mentors forreview/editing, and then returned to the Scholar to make suggested improvements. Manuscriptswere subjected to multiple revisions. A copy of each report is available as part of this report, seeAppendix 4A – 4J.As Scholars were leaving BIOS to return home, many commented positively during their exitinterviews (Section 2.12) about the final written reports. Several suggested that in future yearsmore time be dedicated to improving writing skills as part of the programme. .12

2.11 CofE Graduation CeremoniesThe year 2 NF-POGO CofE Graduation ceremonies were held on 21 May 2010 at the HamiltonPrincess Hotel. Invited guests included members of the Bermuda Government: Senator WalwynHughes and the Minister of Education, El James, JP, MP. Many BIOS faculty and staff werealso present.The opening remarks and welcome comments were provided by Dr. Gerald Plumley. El James,JP, MP, provided congratulatory remarks to the Scholars, emphasizing the importance of oceanobservatories, especially in places like Bermuda. The keynote address was given by Dr. FredMackenzie from the University of Hawaii at Mānoa. A copy of Dr. Mackenzie‟s commencementspeech is attached (Appendix 5). Dr. Mackenzie had several meetings with the Scholars, bothbefore and after the graduation ceremonies, both formal and informal. Scholars were all inspiredby the warmth, friendliness, and scientific rigor of Dr. Mackenzie.Each Scholar was awarded a Graduation Certificate. Awards were made by Drs. Mackenzie andPlumley. The receiving line was manned by mentors who were responsible for presenting themodules and working with the Scholars on their independent projects.2.12 Periodic and Exit InterviewsReview of the Programme this year followed the same (successful) format used in year 1. Bothperiodic and exit interviews were used. Briefly, meetings were held periodically with theScholars to update them with new information, answer their questions, and field theirissues/concerns. The office door of the Programme Director (Dr. Plumley) was always open aswas his email mailbox. Both were used extensively.3.0 Regional Training Programme in a Developing CountryOne objective of the CofE is to facilitate and assist with regional training programmes indeveloping countries. There are several complimentary goals, of which two will be mentionedhere: 1) training of young students in a key aspect of observational oceanography; and 2) runninga regional programme that will help attract future Scholars into the NF-POGO CofE in Bermuda.Dr. Robert Frouin, Scripps Institution of Oceanography, agreed to work with BIOS to conductthe Training Programme in a Developing Country. By way of background, Dr. Frouin was a NF-POGO Visiting Scholar in 2006 (São Paulo, Brazil). Dr. Frouin made arrangements with Dr.Milton Kampel, INPE, Brazil, to help coordinate the Training Programme. The title, venue anddates were:Phytoplankton Community Structure:From the Molecular to the Global ScaleArraial do Cabo, Rio de Janeiro21 September to 7 October 2009The subject matter of the 2009 Training Programme in Brazil was the application of remotesensing data for determination of phytoplankton functional types for biogeochemistryapplications. The rational for this approach is that partitioning the autotrophic planktoncommunity into functional types is expected to improve the modeling of primary production andincrease understanding of the role of phytoplankton in the global carbon cycle.Satellite ocean-color sensors provide data to study various biological and ecological issuesrelated to phytoplankton and their role in global biogeochemistry. As new data streams becomeavailable, it is important that young scientists are trained in the theories and applications required13

for proper utilization and interpretation of such complex information.The Programme was made available to 25 participants from five Latin America countries,including four from Argentina, 15 from Brazil including two from INPE and four from IEAPM,one from Ecuador, three from Mexico and two from Venezuela.Instructors who participated in the Training Programme included:Dr. Milton Kampel (Instituto Nacional de Pesquisas Espaciais, Brasil) – Local OrganizerDr. Heather Bouman (Oxford University, England),Dr. Robert Frouin (Scripps Institution of Oceanography, USA),Dr. Vivian Lutz (Instituto Nacional de Investigación y Desarrollo Pesquero, Argentina),Dr. Milton Kampel (Instituto Nacional de Pesquisas Espaciais, Brasil),Dr. Roberto Millan (Univ. Autónoma de Baja California, Mexico),Dr. Rodolfo Paranhos (Universidade Federal do Rio de Janeiro, Brazil)Dr. Gerald Plumley (Bermuda Institute of Ocean Sciences, Bermuda),Dr. Silvana Vianna Rodriguez (Univ. Federal de Rio de Janeiro, Brazil),Dr. Eliane Gonzalez Rodriguez (Instituto de Estudos do Mar Almirante Paulo Moreira, Brazil)Dr. Wanderson F. de Carvalho (Instituto de Estudos do Mar Almirante Paulo Moreira, Brazil)A full report of the Brazil Training Programme is provided in Appendix 6.4.0 The Future of the NF-POGO CofE4.1 Year 1 Changes that Were Implemented in Year 2After year 1 was complete, private exit interviews were held with each scholar. One of the mainquestions asked was: „how do we improve the programme?‟ After the scholars left, BIOSfaculty held discussions focused on how to improve the programme. Overall, several changeswere implemented in the year 2 programme. The changes are outlined below and are followedby comments about how these changes were perceived in year 2.1. The deadline for student applications was moved forward. This was necessary because ofdifficulties involved in getting Bermuda Work Permits and Transit Visas (i.e., in manycases, it was seemingly impossible to get one before the other without a lot of extrawork).This was a very positive change.2. Several Scholars invited to participate decided not to attend. This was invariably a resultof „family situations‟, almost always involving young children or aging parents. Theapplication form for year 2 was modified to include questions such as „how willparticipation in the NF-POGO CofE adversely affect your family life, especially if youhave young children or aging parents? Other questions were added to make sure Scholarsunderstand that they cannot commute weekly between Bermuda and their home countryto maintain a salaried position.Again, this was very positive. Only one Scholar withdrew after being asked toattend (she had not yet finished her MS degree and had anticipated she would bethrough).3. Scholars were asked to conduct an „independent study‟ during the second half of theCofE in year 1. This did not work as well as anticipated. Students were much moreinterested in learning skills than in conducting research. For instance, they would ratherconduct 5-10 short „experiments‟, each involving a new skill, than to use one skillrepeatedly in order to get publication quality results. For year 2, the decision has beenmade to increase the duration of the modules (from roughly 2 weeks to 3 weeks) and to14

incorporate more laboratory and/or field skills into each module. The year 1 Scholarsthought this an excellent approach.Scholars were very happy with the addition of new modules and the increasedefforts to get them into the laboratory for more hands-on training.4. Related to #3, the research projects will be of shorter duration in year 2 and will be muchmore directed by BIOS faculty. Our problem in year 1 was that many students tookseveral weeks to decide on a project. While we encouraged Scholars to talk with facultyabout their projects, many Scholars rotated through faculty several times as theyattempted to finalize a project. This was frustrating for faculty and was not a productiveuse of Scholar time/energy. For year 2, the projects will be much more directed, but thatdoes not mean we will „force‟ students to do a project if they have the backgroundnecessary to convince us they want, and can, do something else. Our goal is to minimize„slippage‟ (i.e., to get Scholars started on a reasonable project in a short period of time,rather than having them spend weeks mulling idea after idea).This was the most positive of all changes. Scholars had a much better idea of thework they were going to be involved with from an earlier stage.5. During the exit interview (Section 2.12), several Scholars told us that they had learnedthey needed a very detailed description of what they had done as part of the CofE. SomeScholars needed this for their home institution (i.e., many Scholars needed to „prove‟ thatthey had been trained as part of the CofE). Other Scholars needed a detailed document oftheir work in order to obtain academic credit (e.g., a couple of Scholars had applied tograduate programs and wanted to receive academic credit for their work at BIOS as partof their degree). Our plan for year 2 is to have instructors assign „grades‟ at the end ofeach module (we are still debating whether these will be letter grades, e.g., A, B, C, etc,or a more descriptive evaluation such as First, Second, With Distinction, etc.). We willalso give a „grade‟ for the final independent project (including the work itself, the finaloral presentation about the work, and the written report of the work).The grading system worked well. It allowed students to determine how they wereprogressing during the course of the Programme. Several students have subsequentlyasked for copies of their transcripts, which they will use as part of their applicationpackage to graduate schools.6. We made several changes to the modules:Our original plan for year 1 was to have a „core skills‟ module when the Scholars firstarrived. Our goal was to teach basic skills in writing (especially scientific writing) andoral presentations. As many of the Scholars arrived late, we decided to incorporate thepresentation skills into weekly seminars (Section 2.8 and 2.9). This worked well. Incontrast, we did not do a sufficient job of helping students improve their writing skillsuntil the final reports were due (Section 2.10). We will include a „core skills‟ modulein year 2 AND we will require that each module have at least one writing assignmentthat will be evaluated as part of the student grade.This worked well, but still needs improvement. We need to be more proactivein grading written reports and getting them back to Scholars in a timely fashion.Our plan for year 1 included a module on data management. This proved intractable,as the instructors, part of the Ocean Data team from Belgium, were not able toparticipate as originally scheduled. The team is scheduled for year 2.This was a very successful module and is scheduled as part of the year 3programme.15

Many/most of the scholars had not had a course in „general oceanography‟ when theyarrived for the CofE Programme. Most indicated that such a course was not offered intheir home country as part of the university curriculum. Year 2 will start with amodule on Oceanography. The text will be Exploring the World Ocean by SeanChamberlin and Tommy Dickey. The course will be team taught by BIOS faculty.McGraw-Hill, the publisher, has agreed to provide gratis copies of the text.More of the Scholars in attendance for year 2 of the CofE had already had acourse in General Oceanography. However, this was still a valuable addition tothe Programme. Students are able to hone their English skills, get to know eachother, and settle in for the harder/more advanced courses to follow.The module on Physical Oceanography was modified (and shortened) in year 1 at thelast minute, due to BIOS faculty scheduling conflicts. A complete PO module isscheduled for year 2.This was one of the more successful modules this year.To summarize, changes implemented following year 1 of the CofE were generally very positive.4.2 Year 2 Changes to be Implemented in Year 31. Several Scholars commented on the slow turnaround on their assignments during somemodules. There was also concern that some modules did not provide sufficient feedbackon “English skills” (i.e., Scholars wanted comments about the science as well ascomments about their ability to write/speak English).2. One of the year 2 Scholars had a very low ability to communicate verbally in English.His writing skills were also weak (in English) but satisfactory. This situation did notimprove for several weeks until we were able to find a local tutor who spoke his nativelanguage. Still, this was very rough on the student and he went through some hard times,not feeling part of the group, not able to fully participate in the programme. Our solutionfor this is to conduct telephone interviews with top ranking students before they areofficially accepted into the programme. We were able to implement this change into ouryear 3 selection process and results of telephone interviews were forwarded to membersof the POGO Selection Committee prior to their meeting in London in March 2010.5.0 Out Years5.1 Year 3 ScholarsWe are pleased to announce that the NF accepted a proposal from POGO to support a third yearof the CofE at BIOS starting in August 2010. A call for student applications was announced in2009. Applications were due 30 January 2010. Applications were received from 109 studentsfrom 38 countries. The applications were reviewed by faculty at BIOS (see Section 2.2.2 fordetails) and a list of suggested finalists nominated. Members of the POGO Executive Committeemet in London on 31 March 2010 to make final decisions about which students to accept. A listof finalists and alternates was forwarded to NF for review. We are pleased to report that 10 NF-POGO Scholars have been accepted (see Table below) and that we are well under way in termsof getting the requisite work permits, transportation visas, etc.16

Details on the 10 students selected to be NF-POGO Scholars during the year 3 of the CofE.Name Nation Gender Age Home InstitutionMaria Fernanda ColoGianniniBrazil F 25 Universidade Federal do Rio Grande, BrazilRafael Jose Rasse Venezuela MInstituto Venezolano de Investigaciones27Cientificas, VenezuelaPham Thi Phuong Thao Vietnam F 27 Institute of Oceanography, VietnamGayatri Dudeja India FIndian National Centre for Ocean Information24Services, Hyderabad, IndiaLuis Guaman Ecuador M 32 University of ConcepcionAkpetou KouameCenter for Oceanographic Research of Abidjan,Cote d'Ivoire M 34LazareCote d'IvoireMuhammed Fatih Sert Turkey MMiddle East Technical University/Institute of26Marine Sciences, TurkeyYosra Khammeri Tunisia F 25 National Institute of Agronomy, TunisiaEvgeniya Klimchuk Russia FMoscow State University of Lomonosov, Russian24FederationMaziar Khrosavi Iran M 27 I.R. of Iran Meteorological Org, Iran5.2 Keeping the Network Active (What Next for Current NF-POGO Scholars?)We realized during year 1 of NF-POGO CofE that it was important for the Scholars to haveaccess to digital libraries and personal laptop computers when they return to their homecountries. The CofE was able to provide both of these to year 1 Scholars and thankfully NFagreed to continue to support year 2 students in the same fashion. Briefly, this gives studentsunlimited access to all the digital library assets of the MBL/WHOI digital library consortium.The laptop computers, from Dell, contained many software programs used throughout the CofEas well as the many manuscripts, working papers, presentations and related scientific documentsaccumulated during the 10 month training programme. The end result was an extremely finetuned set of applications for ocean observatory work on a laptop computer; the type ofapplications that all young Scholars need and could use on a daily basis when they return to theirhome country5.3 Training Programme in a Developing CountryWe have also initiated efforts to provide a Training Programme in a Developing Country as partof the year 3 CofE. Dr. Stewart Bernard (Council for Scientific and Industrial Research in SouthAfrica) has agreed to help organize and coordinate the next Training Programme. He will do thisin concert with Drs. John Field and Frank Shillington (University of Cape Town, South Africa).Plans are still very tentative but the general idea is to coordinate this Training Programme withother initiatives so that it can be put into a local and strategic context. Other programmesinclude: the national Operational Oceanography initiative; the African Centre for Climate andEarth Systems Science, which is developing a strong ocean modeling capability; Europe-AfricaMarine Net, which is an EU Seventh Framework project focusing on African Marine EarthObservation (EO) capacity building; and the Applied Marine Science M.Sc course at theUniversity of Cape Town. The focus will be such that it integrates with larger African needs,such as the science development plans of GOOS-Africa (GOOS is the Global Ocean ObservingSystem). As pointed out by Dr. Bernard, “The hard part in an African context is to try and frame17

the training so it offers sustainable gains, rather than happening in isolation, so [it] would begood to consult with African partners on that aspect too. EO would definitely feature strongly,and we would then need to decide what other combination of disciplines/applications was mostneeded and offered the best potential returns.”The Training Programme in South Africa is scheduled for late early 2011 and will almostcertainly be done in conjunction with the facilities available at the University of Cape Town. Weanticipate 20 – 30 students from South Africa and a number of other African nations, and six toten instructors ranging from throughout Africa to Asia, Europe, and/or North America. Studentswill be exposed to a range of activities including classroom lectures and hands-on activities inthe laboratory and in the field.The broad outlines of this Training Programme in South Africa were viewed very favorably atthe CofE at BIOS. The outline for this Training Programme was presented to the POGOSteering Committee. Members of this committee were all very supportive.Pending approval of funding for year 4 of the CofE, we have made tentative plans to hold aTraining Programme in a Developing Country in Hyderabad, India. Dr. Srinivas Kumar (IndianNational Centre for Ocean Information Services) has tentatively agreed to help organize theTraining Programme. We anticipate training will be in the general areas of ocean color andrelated matters. This Training Programme, if approved, would be held in late 2011 or early2012.Pending approval of funding for year 5 of the CofE, we are in the early stages of planning afourth Training Programme in a Developing Country in Asia, probably Viet Nam. Dr. FredrickMackenzie, University of Hawaii Mānoa, will be the visiting guest instructor. Dr. AnongSnidvongs at the Southeast Asia START Regional Center in Bangkok, will one of the localinstructors. We anticipate training will be in the general area of ocean carbon cycle with anemphasis on modeling and collection/analysis of relevant data on a global scale.5.4 Self-sustainability of the CofELong-term, the goal is for the CofE to become self-sustaining. One corporate donor wasidentified for the inaugural year (2008 – 2009) and a second during the second year (2009 –2010). We are optimistic that three donors will participate in year 3. Our goal is to identify fiveto ten donors, which will help defray costs associated with all students.18

September 2009) and SAFARI'10 workshop and conference(Kochi, Feb. 2010)SmatiHossemEdineAyala Campos ReneJoshiMatiasNimitkumarDilipbhaiCatia IsabelPereiraLartey-Antwi Lailah GiftyAkinnigbagbe AkintoyeEdwardAttended the AGU Ocean Sciences meeting and presented hisPOGO researchFormulating PhD research project ideas based on models ofzooplankton population dynamics in the economic zone of NewCaledonia based on a 12 year time series of acoustic dataFinished graduate degreeCreated a civil association to protect the environmentIn late stages of finishing PhDCurrently working with an NGO with a mandate of coastalbiodiversity surveys and pollution monitoring. Recentlypromoted to position of ecologist within the NGO.Nominated as a trustees in another NGO focused onenvironmental issues such as whale sharks and turtle rescues.-- did you get a promotionAttended SAFARI symposium at Cochi and connected with TiagoQueiroz, Drs. Platt and SathyendranathFinished MSc degreeo Used POGO project as MSc thesis researchCurrently working on fellowship at home university on researchproject related to interannual variability in seasonalphytoplankton biomass in southern Portugal as determined byremote sensingParticipated in OTN (Ocean Tracking Network) workshop, whosegoal is to place acoustic receivers in several key places in theglobal ocean to track different speciesSpeaker at the conference on Biogeochemical Impacts of Climateand Land-use Changes on Marine Ecosytems, Trieste, Itlalyo Research topic was based on the oyster project researchconducted at BIOSOfficially finished graduate schoolVisited NF on 26 April 2010o Thanks to help of Mr. Makoto WadaPresentation at Tokyo University of Agriculture and Technologyon 30 April 2010o Topic: Solid Waste (garbage, dumping sites, leachate and e-waste) in Ghanao Funds provided by Scientist Emeritus Dr. John Farrington(WHOI) who arranged contribution from Prof. TAKADA topartially cover travel expensesMarried on June 12Represents Department at home Institute when visitors are presentAttended or invited to attend workshops outside Nigeria,o Attended one in Australiao Attended one in Belgium based on an invitation from20

PalermoJosephDominicHerbanoUNESCO/ IOC on the Ocean Teacher Academy trainingcourse on Oceanographic Data Managemento Invited to attend the workshop of the National PlanningCommission, The Presidency, Abuja, Nigeria through myinstitute to represent Nigeria in a course on OceanObservation and Hydrographic Survey in Korea starting from30th September to 23rdOctober, 2010.Submitted two papers for publicationAttended a workshop on West African Paleoecological andPaleoclimateAbstract accepted at the Science Association of NigeriaTitle: " Organic contaminants/ Pollutants in Nigeria CoastalWaters: Effects of Oil Pollution and Human Activities".Registered for MPhil programme which is likely to commencearound December this yearCurrently working at the Biological Oceanography and Modelingof Ecosystem Lab with a project on harmful algal blooms (HABs)in the tropicsConducting field experiments on zooplankton grazing,toxicology, hydrographic surveys, remote sensing and moreWill soon start java programming for agent based modelingPromoted to senior research associateAccepted to PhD program, but deferred to work on HAB projectAttended a local conference and presented a paper aboutzooplankton grazing during a Pyrodinium bloom.Two manuscripts in preparationMentor at National Science Camp for high school students –several now inspired to pursue degree in marine sciencesServed as volunteer in flood relief program.Kreiger Sebastian Abstract accepted at Ocean Sciences Meeting 2010o Work based on POGO project conducted at BIOSCurrently enrolled in the PhD programme of the OceanographicInstitute of the University of São Pauloo Providing lectures to undergraduate students at the University.o Involved in a project that tries to bring oceanography tosecondary school students through short eye-catchingworkshops. It has been great to try to explain to teen agestudent concepts like ocean circulation, greenhouse effect,CO 2 , global climate change, and what to do to help withoutusing a single equation!Visited WHOI and met with Drs. M. Conte, J Farrington and K.Brink to share some of the work I did and some experiences inBermuda.Gave an informal talk at the University of Rhode Island, GraduateSchool of Oceanography, on the research conducted at BIOSAttended the Austral Summer Institute X at the University ofConcepción in Chile,21

Invited by the Abdus Salam International Centre for TheoreticalPhysics (ICTP) to attend the 2010 Southwestern HemisphereWorkshop Series on Climate Change held at the University ofBuenos Aires in Argentina.Writing three articles (one of which from my POGO project), oneproject proposal and a short guide to Python for oceanography.Developing a data distribution server application22

Bermuda Institute of Ocean Sciences, Inc.POGO Center of ExcellenceNippon foundationExpenditures 2009-2010CostsIncurredSalaries, benefits and lecturer costsSalaries $ 239,401Benefits and taxes 50,004Travel, room and board for instructors 13,340Chile meeting 199Total 302,944Training program in foreign country 48,599Student costsStipends 38,629Accommodations 66,447Board 136,425Health Insurance 20,788Travel 34,867Total 297,156Consumables and support facility costs 21,331Events 4,157Total direct costs 674,187Indirect costs applied at standard rate of 42.5% 286,530Total cost of program $ 960,717

Appendix 1. Application Form for the NF-POGO CofE.First (given)Name:MiddleName(s):Last(Family)NameApplication for the Nippon Foundation-POGO Centre of ExcellenceBermuda Institute of Ocean Sciences2010 – 2011e-mail:Work:Other:Affiliation and Mailing AddressUniversity/Institute Name:Mailing Address:Title:(Dr/Mr/Ms)((Dr./MTelephone:Work:Other:Passport DetailsName exactly as it appears on the passport:Country of passport origin:Nationality, if different from passport origin:Citizenship, if different from passport origin:Date of passport issue:Date of passport expiration:Passport number:Nationals from some countries require Bermuda entry visas (see list at end of application).Are you from a country that requires a visa (yes or no):If yes, have you applied for and received a visa previously (yes or no):If not, do you anticipate problems in receiving a visa for any reason (yes or no):(If you answered ‗yes‘, please explain in the space below)

Qualifications (Degree, Subjects, Specialization, Grade)(please list all information, starting with most recent and ending with earliest degree)Professional experience, if any (Designation, Dates, Organization)(please list all information, starting with most recent and ending with earliest degree)

Summary of your current work (~200 words)Long-term career and/or educational goals on completion of course (~200 words)

If you are from a developing country, explain how your participation in the programme willbenefit your home country when you return home at the end of the training period.If you are from a developed country, explain how you will use this training programme toimprove observational oceanography in poorly-observed areas of the world oceans.If you are selected as a NF-POGO Scholar, how will this impact your current situation? Forinstance, if you are employed, will your supervisor allow you to take time off for theProgramme? Will you be rehired into your position after the Programme? If you are astudent, will you have finished your degree before the programme starts or will participationin the NF-POGO Programme impact completion of your research and/or thesis defense? Ifyou are away during the middle of your degree, will your supervisor allow you to completeyour degree requirements upon your return?How sure are you that you will be able to arrive on the start date? Please consider any andall aspects (e.g., If you have a job, will you be able to leave or is your presence required for amajor project? If you are a student, are you sure that some aspect of your degree, such asyour defense date, will not impact your arrival on the designated date?)

If you are selected as a NF-POGO Scholar, how will participation in the Programme impactyour family (e.g., your parents and/or your spouse and/or children)? Will being in Bermudafor 10 months impose hardships for your family and, if yes, how will you cope with them?Have you attached a copy of my transcripts?(please scan a copy of your transcripts and attach it as a pdf file andsubmit it electronically along with your other application material)Have you attached a copy of my curriculum vita?(please scan as a pdf file and submit with this application)Have you asked for a supporting letter from my employer to be sentvia email to Education@bios.edu. The letter should indicate:1) your current position at the institute2) the relevance of your training in the NF-POGO Centre ofExcellence to my home institute3) your overall qualifications for entering the Centre of Excellenceand the anticipated outcome of my participation4) The approval of your institution for your participation in thetrainingHave you asked for two additional supporting letters from twoindividuals familiar with my work and/or academic credentials. Thisletter should be sent via email to Education@bios.edu and shouldcover the criteria listed in #3 above. Comments about criteria #2 ifpossible, would be helpful.Yes: : No: :Yes: : No: :Yes: : No: :Yes: : No: :Typing my full name representsmy digital signature that theabove information is accurate:Date:Please fill out the information above, save the file, and then send it via email to:Education@bios.eduDEADLINE for Applications: 15 January 2010Applicants will be notified if they have been selected by mid March 2010.

Appendix 2_A. NF-POGO Scholars who participated in year 1 of the CofE at BIOS.Last Name First Name "Known As" Title Date of Birth Gender Nationality Institution AddressMM/DD/YYKidwai Samina Samina Dr./Mrs.1/29/1966 F Pakistani National Institute of Oceanography; ST- 47, Block 1,Clifton, Karachi-75600, PakistanQueiroz Eurico Tiago Justino Tiago Mr. 7/3/1978 M Angolan Faculdade de Ciências,Departamento de Geofísica,Av.4 de Fevereiro nº71, 4º andar- Cx.Postal nº 3244Luanda-AngolaSmati Hossem Edine Houssem Mr. 7/18/1984 M Tunisian Institut National des Sciences et Technologie de laMer,28 Rue 2 Mars 1934,Salammbô, TunisiaAyala Campos Rene Rene Ayala Mr. 6/30/1982 M Venezuelan Valle de SartenejaUniversidad Simon BolivarCaracus, VenezuelaJoshi Nimitkumar Dilipbhai Nimit Mr. 4/23/1981 M Indian Jawaharlal Nehru Technological University,Kukatpally, Hyderabad - 500 072, Andhra Pradesh,IndiaMatias Catia Isabel Pereira Catia Ms 4/16/1983 F Portuguese Marine and Environmental Sciences Faculty, AlgarveUniversity-Faro,PortugalLartey-Antwi Lailah Gifty Lailah Miss 4/5/1982 F Ghanaian Oceanography& Fisheries Department, University ofGhana,P.O. Box LG 99 , Legon – Accra, GhanaAkinnigbagbe Akintoye Edward Toye Mr. 11/29/1977 M Nigerian Nigerian Institute for Oceanography and MarineResearch3,Wilmot point road, Off Ahmadu Bello way, P.M.B12729, Victoria Island, Lagos, NigeriaPalermoJoseph DominicHerbanoM/FJoseph Mr. 6/27/1978 M Philippino Ocean Color and Coastal Oceanography LaboratoryThe Marine Science Institute, College of Science,Velasquez St., University of the Philippines, Diliman,Quezon City 1101, PhilippinesKreiger Sebastian Sebastian Mr. 6/21/1978 M Brazilian Universidade de São Paulo, Instituto OceanográficoPraça do Oceanográfico, 191 Sala 172BCidade Universitária05508-120Sao Paulo, SP, Brazil

Appendix 2_B. NF-POGO Scholars who participated in year 2 of the CofE at BIOS.Last Name First Name "Known As" Title Date of Birth Gender Nationality Institution AddressFoli Bennet Bennet Mr 04/05/80 M Ghanian University of Ghana, P.O. Box LG 25, Legon, GhanaFuentesHernandezGustavo Gustavo Mr 07/05/80 M Venezuelan Estacion de Investigaciones Marinas de Margarita(EDIMAR), Fundacion La Salle. Final Calle Colon,Punta de Piedras, Isla de Margarita. EdoNueva Esparta. VenezuelaCong Tin Huang Tin Mr 04/13/82 M Vietnamese Centre of Coastal Management & DevelopmentStudies, 77 Nguyen Hue street, Hue City, VietnamZhao Hui Hui Mr 12/07/78 M China Chinese Academy of Sciences, 164 West XingangRoad, Guangzhou, 510301, P. R. ChinaSilvano Kathleen Mimoy Ms 05/07/75 F Philippino University of the Philippines, 2251 Leveriza St.,Malate, Manila, Philippnes 1004Suzuki Kentaro Ken Mr 08/07/84 M Japanese Maizuru Fisheries Research StationField Science Education and Research CenterKyoto University, Nagahama, Maizuru, Kyoto 625-0086, JapanKivva Kirill Kirill Mr 08/07/84 M Russian Russian Federal Institute of Fisheries &Oceanography, 17, V. Krasnoselskaya Str., Moscow,107140, RussiaAnne Krug Lilian Lica Ms 05/15/80 F Brazilian Instituto Nacional de Pesquisas Espaciais, RemoteSensing Division INPE - Av dos Astronautas, 1758,Jd. da Granja CEP:12.227-010, São José dosCampos – SP, BrazilShatova Olga Olga Ms 07/13/87 F Ukranian Moscow State University, Heroev Sevastopolya str. 799001, Sevastopol, UkrainePriyadarshani Wadanahaluge Priya Ms 06/03/71 F Sri Lankan National Aquatic Resources Research &Development Agency (NARA), OceanographyDivision, Crow Island, Mattakkuliya, Colombo 15Sri Lanka

Appendix 3. World Map with Locations of NF-POGO Scholars Home Countries during year 1 andyear 2 of the CofE at BIOS.

Appendix 5. Commencement Speech Given at NF-POGO CofE Graduation Ceremony year 2.Address to the POGOnian Scholars on the Occasion of their Graduation from the NipponFoundation-Partnership for Observation of the Global Oceans Centre of Excellence Program at theBermuda Institute of Ocean SciencesMay 21, 2010byFred T. MackenzieProfessor EmeritusDepartment of OceanographySchool of Ocean and Earth Sciences and TechnologyUniversity of HawaiiLadies and Gentlemen, Honorable Elwin James, Board Members, Dr. Knap, Dr. Plumley, thePOGO faculty of Andreas Andersson, Mike Lomas, Rob Condon, Nick Bates, Kristen Buck,Jerome Aucan, and Simon Ussher, staff, and especially the POGOnian scholars. Aloha to you allfrom Hawaii. It is an honor and a privilege to stand before you this evening—the second graduatingclass of the Nippon Foundation-Partnership for Observation of the Global Oceans Centre ofExcellence program at the Bermuda Institute of Ocean Sciences. I have been a scientist all my lifeand it has been an exciting and rewarding ride. What I would first like to talk to you about thisevening are three lessons that I have learned along my ride through my scientific career and life. Asthe great New York Yankee catcher and baseball manager Yogi Berra once said: ―You can see a lotby just listening‖ or maybe it was ―You can hear a lot just by watching‖. Whatever way Yogi meantit, I have done a lot of listening and watching and I would like to share with you some thoughts thatmight be relevant advice to you POGOnians on this graduation day.Lesson # 1 is simply to expand your scientific horizons. I started science as a physicist witha minor in geology. This was fortunate because it taught me early on that observations were only apart of scientific investigation and one needed a sound foundation in mathematics, fundamentalscience, and Earth science in general within which the observations could be quantified andmodeled. After finishing my Ph.D. in geochemistry in 1962, I took a job with Shell Oil Company asa research and exploration geologist. Shell was far ahead of academe at that time in studies ofsedimentary processes and I received an excellent hands-on education in this field. Shortlythereafter I came to this institute, then known as the Bermuda Biological Station for Research, andbegan to spread my wings as an oceanographer, helping to maintain operations at Hydrostation S.At that time the only major buildings on the Institute‘s grounds were what are currently known asthe Wright Building, the Shop, one–half of the lower floor laboratory, the old library, and severalhouses for Station scientists and renters mainly from the naval base. The scientific staff numberedfour, and only John Beers, who subsequently went to Scripps, and I were here all year around.The experience of helping to maintain Station S in the Sargasso Sea was a double–edgedsword. Although I had sailed with my father for several years as a first mate on board his charterboat in New Jersey, being seasick every two weeks on the winter seas around Bermuda doing 24-bottle Nansen casts on board the small, wooden, and round-bottom RV Panularis I spouting diesel

fumes through her deck boards was a dreaded adventure. However, at the same time, it was excitinggoing to sea as a scientist and learning the rudiments of oceanographic sea-going equipment andinstrumentation. What a change to what you see today in terms of accommodations, ships,laboratories, and equipment that you have been able to use as POGOnian scholars at BIOS!In my early career, having the opportunity to work for Shell Oil Company and to work asStaff Geochemist and Assistant Director at BBSR enhanced my understanding of the Earth andocean sciences and broadened my scientific perspective. This paid off in my future endeavors interms of being able to obtain grant support in both ocean and Earth sciences, and eventually climatescience, and to collaborate with scientists from several disciplines. My collaborators over the yearsnow number more than 200 individuals in many fields! It also prepared me for the teaching andcommunication enterprise part of my career, eventually leading to the creation of a new Bachelor ofScience degree program in Global Environmental Science at the University of Hawaii.I would encourage all of you POGOnians, especially in this day and age, to continue to honeyour skills in mathematics and cognate science to provide you with the tools to interpret yourexperimental and field data on the basis of sound theory and modeling. This will also enable you tocommunicate more clearly and to form scientific collaborations with your colleagues in Earthscience and oceanography disciplines that may or may not be your specialty. In addition, it will helpto prepare you for future career changes and opportunities that inevitably will come your way. ThePOGO program alone has enabled you to expand your scientific and outreach horizons and willstand you in good stead for the future.Lesson # 2 can be difficult and one you might not want to hear and that is to work hard andlong. I learned this lesson early on but it was imprinted on me as a graduate student at LehighUniversity. Our department Chair at that time was Hugh Richard Gault who maintained what hecalled ―bed check‖. It may be difficult to believe but he would come into the laboratory at midnightor shortly thereafter every night to check on the graduate students to make sure they were stillworking. I did keep a sleeping sofa in my office for just those occasions. Our workweek was likethat of medical doctors in residency for four to six years. This made quite an impression on me. Ilearned early that science is a hard and generally unforgiving taskmaster and to succeed you have toput the time and effort into it. I conveyed this to all my graduate students and, like Dr. Andersson, Ithink they listened!! I would also encourage you POGOnians to spend the time and effort wiselyand judiciously to solve the problems of the oceans.Lesson # 3 is one we learn early on as scientists--be a skeptic. I remember early in mycollege career while taking courses in scientific philosophy and methodology that the Irish physicistand geologist John Joly had calculated the age of the oceans in 1899 to be 80 to 100 million yearsbased on the input of salts to the sea by rivers and the amount of salt in the sea. Fortunately therewere skeptics around like the Dutch geochemist and mineralogist Willem Nieuwenkamp whopointed out that the salts of the sea recycle through the atmosphere and sediments of the sea floorand the age of the Earth and oceans must be much more, as was required by the 1859 evolutionarytheory of Charles Darwin.In a less dramatic sense, in the early 1960s in my days at Bermuda, I was developing aresearch program studying the calcareous deposits of Bermuda as an indicator of sea level changesduring the Late Pleistocene and looking at the processes controlling strontium concentrations andvertical gradients in the ocean offshore Bermuda. The latter work was an eye-opener. First I

discovered that I was not cut out to be a marine analytical chemist and second that bucking thescientific establishment can be quite an adventure. In a nutshell, I discovered that there is amaximum in strontium concentrations at mid-depth in the North Atlantic Subtropical Gyre (I hope itis still there!), but despite these results being published in the journal Science, few believed thestory. It was not until Renate Bernstein at the University of South Florida reported in 1998 in thejournal Deep Sea Research that the Acantharian protozoans that construct skeletons of celestite, thatis strontium sulfate, were a significant part of the plankton community and dissolved on sinkingthrough the water column that I was vindicated! Being a skeptic about the uniform distribution ofstrontium in the sea proved to be an asset. So I encourage you POGOnians to be true to your ownideas.I now would like to make a few comments about the future environment in which you willbe using the skills you learned as POGOnians. Although they did not have satellites or spacecraft,early natural scientists knew well that the ocean is a part of a more encompassing Earth system.Astronaut Jim Lovell aboard the Apollo 8 Spacecraft expressed this recognition in later years whenhe said ―the Earth from here is a grand oasis in the big vastness of space‖. It could be argued thatthe Earth sciences, including oceanography, are the most important sciences for the twenty-firstcentury because it is likely for centuries to come that humanity will have only one planet for home,and it will be studies in the Earth and ocean sciences that will help us maintain that home in asustainable manner. The Earth sciences had their beginning, much like physics, during theCopernican Revolution in the 16 th century when the planet Earth was no longer recognized as thecenter of our Solar System. Brahe, Galileo, Bruno, and Newton completed the ideas of Copernicusand at this time, modern scientific investigation had its beginning, including study of the Earth‘scontinents and seas. With the Challenger Expedition of 1872 to 1876, the foundation of modernoceanography was laid. Since then and until very recently, observations of the state of the oceanswere done mainly from ships at sea and instrument packages suspended or released from ships.Despite this vast collection of data at sea, as James Baker quoting Walter Munk at this graduationgathering last year stated: ―the oceans are a source of heat, moisture, and ignorance‖, in that weknow so little about the chemical, physical, and biological properties of the deep ocean, and I wouldadd, the shallow coastal ecosystems of the world of which Bermuda is one. These latter oceanregions, intimately connected to the land, are, and will continue to be, the most heavily impacted byhuman activities as evidenced by the recent well failure and oil spill in the Gulf of Mexico.We are now abundantly aware of the fact that humans have become a geologic force in thesystem and that the oceans must be viewed in this context. During much of the twentieth century,the natural sciences were concerned with examining individual physical, chemical, and biologicalprocesses, or groups of processes, in the atmosphere, hydrosphere, lithosphere, cryosphere, andbiosphere. However, two factors have led to a reawakening of the sciences and emergence of aplanetary approach to the investigation of planet Earth. The first I mentioned above of satelliteimages of the blue planet showing Earth as one entity without political boundaries and the second isthe concerns we have with environmental issues and their connection to population, resourceconsumption, and energy growth on regional and global or worldwide scales. These issues includethe continuing environmental problems of deforestation, desertification, loss of habitat andbiodiversity, the depletion of the ozone layer, acid rain and photochemical smog, an enhancedgreenhouse effect and consequent global warming, ocean acidification and eutrophication, and PeakOil and its implications. It is going to be very difficult to avoid by the middle of this century,as described in the 2008 book by Thomas Friedman, a hot, flat, and crowded Earth, including apolluted and acidified ocean. And here is where you young scientists come in with your training at

BIOS as POGOnian scholars. You have gained confidence in your academic program at the GlobalOcean Centre of Excellence to expand our worldwide capacity and expertise for interdisciplinaryobservations of the oceans using in situ measurement techniques, moored instrument packages,time-series stations, satellites, and telemetered data collection and to increase the number andeffectiveness of capacity-building projects. Among others, examples of these ocean observingprojects include the Tropical Atmosphere Ocean project, the Bermuda Atlantic Time-series stationand the Hawaii Ocean Time-series station, the National Aeronautics and Space AdministrationOcean Surface Topography satellite studies, and the Pacific Marine Ecological Laboratory CO 2Program in coastal margins. Although I missed your presentations yesterday because we did notarrive from Hawaii in time, I have seen the titles and they address issues that the aforementionedocean observing projects deal with. You are to be commended for selecting topics of relevance andfrom what I hear from your instructors, your research went very well, as did your presentations—congratulations POGOnians!For the future, you POGOnians as potential leaders in ocean and Earth science in yourvarious countries of Vietnam, Sri Lanka, China, Ukraine, Japan, Russia, Brazil, Philippines,Venezuela, and Ghana have the potential to promote international collaboration and networking inocean sciences inside and outside your countries and to become active in one or anotherinternational program or to generate support for a program within your country. With the extensivepolluted coastlines many of you have, there is a crying need for country by country programs formonitoring coastal ecosystems and assessment of the physical and biogeochemical processes ofthese systems under human influence. Sponsorship by the Partnership for Observations of theGlobal Ocean has brought together the major oceanographic institutions of the world to achievenew ways of observing and understanding the ocean for the betterment of society, includingassessment of human influences in a hot, flat, and crowded future, and you as POGOnians are partof the solution of the problems of that future.Finally, foremost, and most importantly, my heartfelt congratulations to you POGOnianscholars on your achievements, past and present, and for what you will achieve in the future. Theknowledge and experience that you have gained as POGOnians here at the Bermuda Institute ofOcean Sciences have truly made you members of the international oceanographic community. Iwish you all much success as you go forward into the new phases of your careers. The environmentof the world and the oceans is changing and we need more than ever before scholars like you whowill be able to deal with the future of the oceans of our planet. Like the natural scientists of the past,you POGOnians have the potential to revolutionize our concepts concerning the oceans and planetEarth. I wish you well!

Report for Training Programme for Developing CountriesPhytoplankton Community Structure:From the Molecular to the Global ScaleUnder the Auspices ofNippon Foundation – Partnership for Observation of the Global Oceans (NF – POGO)As a Component ofThe NF-POGO Centre of Excellence in Observational OceanographyBermuda Institute of Ocean Sciences (BIOS), BermudaIn Association withThe National Institute for Space Research (INPE), BrazilIn Collaboration withInstituto de Estudos do Mar Almirante Paulo Moreira (IEAPM), BrazilThis Training Program/Workshop is also a contribution to ANTARES, an integrated network of in situ andremote-sensing stations focused on detecting long-term changes in marine waters around LatinAmerica.Conducted byDr. Robert Frouin, Scripps Institution of Oceanography (SIO), La Jolla, USAandDr. Milton Kampel, National Institute for Space Research (INPE), BrazilDates: 21 September to 7 October 2009Venue: Arraial do Cabo, Rio de Janeiro, Brazil

1. Introduction................................................................................................................................... 32. Training Objectives....................................................................................................................... 33. Training Activities......................................................................................................................... 44. Final Remarks ............................................................................................................................... 55. Acknowledgments......................................................................................................................... 56. Appendix 1: Trainees .................................................................................................................... 67. Appendix 2: Instructors............................................................................................................... 108. Appendix 3. Other Instructors/Participants..................................................................................119. Appendix 4: Lectures, Laboratory Exercises, Group Work, and Field Work ............................. 1210. Appendix 5: Trainee Presentations ......................................................................................... 1511. Appendix 6: Selected Photographs During the Training Programme..................................... 172

1. IntroductionThe topic of the 2009 Training Programme in Brazil was the application of remote sensing data fordetermination of phytoplankton functional types for biogeochemistry applications. The rational for thisapproach is that partitioning the autotrophic plankton community into functional types is expected toimprove the modeling of primary production and increase our understanding of the role ofphytoplankton in the global carbon cycle.Satellite ocean-color sensors are providing data to study various biological and ecological issues relatedto phytoplankton and their role in global biogeochemistry. As new data streams become available, it isimportant that young scientists are trained in the theories and applications required for properutilization and interpretation of such complex information.The 2009 Training Programme in Brazil builds on the successful Training Programme in 2006conducted by Dr. Robert Frouin in collaboration with Dr. Milton Kampel through the NF-POGOVisiting Professorship Programme. The 2006 programmeEvaluation of Satellite Ocean-colour Algorithms and Productsin Coastal Regions of Central and South Americawas conducted in association with the National Institute for Space Research, Brazil and theOceanographic Institute of the University of São Paulo, Brazil. The training included two major groupactivities, with formal lectures, theoretical work, laboratory measurements, field experiment, and dataanalysis. The major aspects of ocean color remote sensing were covered, from fundamental principlesto modeling, inversion, instrumentation, and measurements. The 2009 training programme coveredmany of the same topics, but emphasized aspects of algal taxonomy, biology, ecology, and physiology(as described in detail below).The 2009 Training Programme in Brazil represents the first “Training Programme in a DevelopingCountry” implemented as part of the NF-POGO Centre of Excellence. This Training Programmebuilds on the highly successful NF-POGO Visiting Professorship Programme, which allowed shortvisits by scientists from advanced oceanographic institutes to institutes in developing countries andeconomies in transition. The goals of the Visiting Professorship Programme have been retained in theTraining Programme, which are, broadly speaking, to provide training and mentoring, to developcollaborations and enhance networking. This Training Programme is seen as a complement to thePOGO-SCOR Visiting Fellowship Programme.The 2009 Training Program was also a contribution to ANTARES, an integrated network of in situ andremote-sensing stations focused on detecting long-term changes in marine waters around LatinAmerica. A major goal of ANTARES is to detect and understand the impact of climate change andhuman activities on coastal ecosystems of Central and South America and to provide the scientific basisfor ecosystem definition and management.2. Training ObjectivesThe Training Programme represented an intensive, graduate-level workshop in ocean biology andbiogeochemistry as related to the optical properties of ocean waters, remote sensing technologies andsatellite oceanography. The workshop content focused on developing skills required to use remotesensing technologies to determine phytoplankton functional types within the water column.The Training Programme represented the continuation of a long-term, sustained effort at capacitybuilding in the region. It is anticipated that the workshop will lead to other opportunities for advancedtraining and scientific exchange for many of the trainees.3

Specific Training Objectives Included:capacity building in the host institution, leading to enhanced sustained ocean observations thataddress societal issues of the day.development of highly-trained scientific professionalspromoting contacts, collaborations and networking among institutions of developing anddeveloping countriesAnother goal of the Training Programme is to recruit students into the 10 month Centre of ExcellenceProgramme in Bermuda.The Programme was made available to 25 participants from five Latin America countries, includingfour from Argentina, 15 from Brazil including two from INPE and four from IEAPM, one fromEcuador, three from Mexico and two from Venezuela. Student applications were evaluated based onacademic credentials, prior work (e.g., motivation) and letters of recommendation. Travel andsubsistence costs were defrayed for the trainees. The workshop was aimed at doctoral students andyoung researchers with interests in quantitative analyzes of biological data from the marineenvironment, remote sensing and physical-biological interactions. Trainee names and home institutionsare provided in Appendix 1 (page 6).3. Training ActivitiesThe course format included lectures on theoretical fundamentals complemented by practicaldemonstrations, data collection, group work, and a sampling opportunity aboard the research vessel,R/V Diadorim. The specific topics for discussion and practicals included the rational and methods fordetermination of phytoplankton community composition and structure and the relationship ofphytoplankton to optical data derived from satellites. Data interpretation was stressed, both in terms ofboth regional and global issues. Selected photographs of the trainees during various stages of theprogramme are provided in Appendix 6 (page 17).Laboratory practicals included identification (taxonomy) and characterization of well-known andcharacterized algal cultures as well as algae collected from waters adjacent to the lab using both lightand epifluorescence microscopy. Pigments were qualitatively and quantitatively determined via HPLCfor most of the same algal cultures. Spectral properties for algae cultures were determined with aspectrophotometer. Other projects/demonstrations for the trainees involved use of methods andprotocols related to downloading and analyzing satellite ocean data. Software programs such asSeaDAS and WIM were emphasized. The schedule of activities is provided in Appendix 4 (page 12).For independent research projects, the trainees were divided into three teams. Samples analyzed werecollected aboard the R/V Diadorim. Briefly, two stations were sampled, one in the Bay and one furtheroffshore. CTD data were collected from each station along with Secchi disk readings and net tows.Water was sampled from three depths at each station via Niskin bottles.Once shipboard samples and data were returned to the lab, trainees were challenged to make determinealgal taxonomy via light and epifluorescence microscopy. Pigments were quantitatively andqualitatively examined via HPLC. Quantitative aspects of phytoplankton abundance were analyzed viaUtermohl chambers. Spectral properties of algae were determined via spectrophotometry. Traineesdownloaded satellite images of the region and used the data to interpret the field data.4

Each of the three teams had at least one trainee with expertise in phytoplankton taxonomy, one inHPLC analysis of pigments, and one in analysis of satellite images. Each team produced a writtenreport and made an oral, group presentation of results. This format permitted trainees to learn andfamiliarize themselves with various aspects of ocean color remote sensing, methods for algalidentification (including microscopy and pigments) and to apply and deal practically with thetheoretical concepts introduced in the formal lectures. This format also allowed trainees to interact,develop strategies for their individual research projects in their home countries, and importantly, tobuild friendships that foster long-term networking on problems in each trainee home country.4. Final RemarksThe list of trainees and instructors, including contact information, is given in Appendices 1, 2 and 3.The instructors’ lectures and trainees’ presentations are listed in Appendix 4 and Appendix 5,respectively. Team reports are provided online at:http://www.dsr.inpe.br/nfpogo2009/reports.php?idioma=ENA web page was developed for the course, i.e., http://www.dsr.inpe.br/nfpogo2009/. This page, writtenin English and Portuguese, includes information about course application, content, and format, alist of trainees and instructors, lectures, trainee presentations, and photographs. Links to the web pagesof the main sponsors and organizations are also included.The trainees were highly motivated and worked and studied diligently throughout the trainingprogramme. The student presentations were very strong, even for trainees who were just starting theirresearch programmes. This sharing of information was viewed as one of the highlights of theprogramme, as students were able to see and hear first hand about research efforts conducted by theirpeers across Latin America. Trainees spent considerable time honing their presentations in an effort toaccurately relay their work. This hard work paid off as trainees were required to present finalpresentations of their independent projects (i.e., analysis of samples collected from R/V Diadorim andinterpretation of regional satellite images), as these presentations were remarkably professional giventhe short amount of time available for data analysis/interpretation. This speaks well to the strength ofthe training programme as well as the camaraderie developed between these young scientists in such ashort period.The instructors were very hard working, extremely supportive of trainee questions and concerns, andcame well prepared to present lectures and labs on topics at the cutting edge of their respective fields.IEAPM administrators, scientists and staff were friendly, supportive, and helpful in all possible ways.It will be important to monitor trainees for years to come in order to determine the success of TrainingProgramme. Measures of success would include trainee ability to enter graduate programs, obtainemployment and/or publish manuscripts in peer-reviewed journals related to topics covered during theTraining Programme.5. AcknowledgmentsWe would like to thank POGO and the Nippon Foundation and the Director and staff of IEAPM forgiving us the opportunity to implement this training programme in Brazil. Our special thanks go to Drs.Heather Bouman, Vivian Lutz, Silvana Vianna Rodrigues, Silvia Mattos Nasimento, Roberto Millanand Rodolfo Paranhos as well as the Captain and crew of the R/V Diadorim.5

6. Appendix 1: TraineesAdriana Gisel Gonzalez SilveraFacultad de Ciencias Marinas (FCM)Universidad Autónoma de Baja California (UABC)Carretera Tijuana-Ensenada Km 103 - CP 22800Ensenada, Baja California, MexicoTelefone: +52 (646) 174-4570; Fax: +52 (646) 174-4103agglez@uabc.mxAmabile FerreiraInstituto de Oceanografia Universidade Federal do Rio GrandeAv. Itália km 8 - Rio Grande96201-900, RS - BrazilTelefone: +55 53 3233-6535; Fax: +55 53 32336888amabilefr@hotmail.comAna Inés DogliottiInstituto de Astronomía y Física del Espacio (IAFE)CONICET-UBA Ciudad UniversitariaBuenos Aires, Argentina. C.C.67 Suc.28 (1428)Telefone: +54 11 4783-2642 / 4781-6755 (Int. 225); Fax: +54-11-4786-8114adogliotti@iafe.uba.arCassia Cristina de Azevedo Cubas JonckUniversidade Federal Fluminense – UFFInstitute of Chemistry – Department of Analytical ChemistryOuteiro São João Batista s/n – Instituto de Química, 5º andar, 24020-150Niterói, Rio de Janeiro – BrazilTelefone: +55 21 2629-2154, 88983032 (cell phone)cassiacubas@yahoo.com.brEduardo Miranda de SouzaDepartamento de Oceanografia Biológica, Universidade de São PauloPraça do Oceanográfico 191, Sala 115B. CEP: 05508-120Phone: +55 11 3091-6600/9407-1147; Fax: +55 11 3091- 6607edmirandas@yahoo.com.brEduardo Santamaría del AngelFacultad de Ciencias Marinas (FCM)Universidad Autónoma de Baja California (UABC)Carretera Tijuana-Ensenada Km 103 - CP 22800Ensenada, Baja California, MexicoPhone: +52 (646) 174-4570; Fax: +52 (646) 174-4103santamaria@uabc.mx6

Eliliane Vasconcelos CorrêaUniversidade Estadual do Norte Fluminense Darcy Ribeiro.Endereço profissional: Av. Alberto Lamego 2000, Pq. Califórnia.Campos dos Goytacazes. 28055-080, RJ-Brasil.Telefones: +55 22 2732-2112, 9884-1616elilianevasconcelos@yahoo.com.brEline Simões GonçalvesFederal Fluminense University – UFFInstitute of Chemistry – Department of Environmental GeochemistryOuteiro São João Batista s/n – Instituto de Química, 5º andar, 24020-150Niterói, Rio de Janeiro – BrazilPhones: +55 21 2629-2154, 9102-3244 (cell phone); Fax: +55 21 2629-2234elinesg@gmail.comGustavo Souto Fontes MolleriInstituto Nacional de Pesquisas Espaciais - INPEAv. dos Astronautas, 1758 - Jardim da Granja12227-010, São José dos Campos - SP, BrazilPhone number: +55 12 3945-6501; Fax: +55 12 3945-6488molleri@dsr.inpe.brJaimie Cristina Rojas MárquezConcepcion Mariño Avenue, Residential area La Floresta#14 House, the Margarita Island. N.E. StatePhone: 0412-3956106jaimajo2000@gmail.comLohengrin Dias de Almeida FernandesUNIVERSIDADE FEDERAL RURAL DE PERNAMBUCODEPARTAMENTO DE BIOLOGIAR. Dom Manoel de Medeiros, s/n, Dois IrmãosRecife, Pernambuco.Phone: +55 81 33206320, 81 33206300lohengrin.fernandes@gmail.comLuis Fabricio Guamán GuevaraUniversity of Concepción. ChileJUAN BENIGNO VELA 03-24 Y ESPEJOAMBATO-EQUADORPhone: (593)3282-8417, (593)8465-1937; Fax: (593)3242-0282luisfguaman@udec.cl / fabricio2biomarino@hotmail.comMariana Elvira Callejas JiménezUniversidad Autónoma de Baja California (UABC), Facultad de Ciencias Marinas (FCM)Km 103 road Tijuana-EnsenadaA.P. 453 Ensenada, B. C., MexicoPhone/Fax: (52) 646-1744905 ext.120; Fax: (52) 646-1744103;cajime@uabc.mx / mcj842@gmail.com7

Mayza PompeuInstituto Oceanográfico da Universidade de São PauloDepartamento Oceanografia BiologicaPraça do Oceanográfico, 191, sala 115B.CEP: 05508-120, São Paulo - SPPhone: 055 11 3091-6600; Fax number: 055 11 3091-6607pompeum@usp.brMelissa Medeiros Ferreira HatherlyUniversidade Federal do Rio de JaneiroMuseu NacionalQuinta da Boa Vista, s/n, 20940-040 São CristóvãoRio de Janeiro, RJ, BrazilPhone: 55 (21) 2424-1088 / 55 (21) 9763-6735mel@biologia.ufrj.brNatália de Moraes RudorffInstituto Nacional de Pesquisas Espaciais – INPEAvenida dos Astronautas, 1758 - Jardim da GranjaCaixa Postal 515, 12201-970, São José dos Campos – SP, BrasilPhone: +55 12 3945-6477; Fax: +55 12 3945-6488nmr@dsr.inpe.brRene Ayala-CamposValle de Sarteneja, Universidad Simon Bolivar,Departamento de Estudios Ambientales,Pabellon 1, Lab. Sensores Remotos,VenezuelaPhone/Fax: +58 212 906-3052ayalarene@gmail.comSilvana Raquel HalacEstación de Fotobiología Playa UniónCasilla de Correos Nº 15 (9103) Rawson, Chubut, ArgentinaInstituto Nacional del Agua: Ambrosio Olmos 1142 (5000) Córdoba, ArgentinaPhone: +54 2965-496269 / +54 351 4682-7817srhalac@gmail.com, shalac@ina.gov.arSimone de Castro ViannaUniversidade Federal do Rio de Janeiro (UFRJ)CCS – Ilha Fundão, 21949-900 Rio de Janeiro, BrasilPhone: 55 21 2562-6305 ou 55 21 8111-8173; Fax: 55 21 2280-2394simone@biologia.ufrj.brValeria Ana GuinderInstituto Argentino de Oceanografía (IADO-CONICET),Camino la Carrindanga km 7.5 (8000)Bahía Blanca – ArgentinaPhone/Fax: +54 (0291) 4861112 Int.: 179vguinder@criba.edu.ar8

Valeria SeguraInstituto Nacional de Investigación y Desarrollo Pesquero (INIDEP)Paseo Victoria Ocampo Nº 1, B7602HSA 7- Mar del Plata, ArgentinaPhone: +54 (223) 486-2586 int:254; Fax: +54 (223) 486-1830vsegura@inidep.edu.arWanderson F. de CarvalhoInstituto de Estudos do Mar Almirante Paulo Moreira (IEAPM)R. Kioto, 253, Praia dos Anjos, Arraial do CaboRio de Janeiro, Brasil, CEP: 28930-000Tel: +55 (22) 2622-9010wf_carvalho@yahoo.comMaria Helena C. Baeta NevesInstituto de Estudos do Mar Almirante Paulo Moreira (IEAPM)R. Kioto, 253, Praia dos Anjos, Arraial do CaboRio de Janeiro, Brasil, CEP: 28930-000Tel: +55 (22) 2622-9010baetaneves@uol.com.brMariana Dantas AlbertoInstituto de Estudos do Mar Almirante Paulo Moreira (IEAPM)R. Kioto, 253, Praia dos Anjos, Arraial do CaboRio de Janeiro, Brasil, CEP: 28930-000Tel: +55 (22) 2622-9010dantasmari@gmail.comBruna PozzebonInstituto de Estudos do Mar Almirante Paulo Moreira (IEAPM)R. Kioto, 253, Praia dos Anjos, Arraial do CaboRio de Janeiro, Brasil, CEP: 28930-000Tel: +55 (22) 2622-9010brunapozzebon@gmail.com9

7. Appendix 2: InstructorsHeather BoumanDepartment of Earth SciencesUniversity of OxfordParks Road, OxfordOXI 3PR - United Kingdomheather.bouman@earth.ox.ac.ukDr. Robert Frouin, LeadClimate Research DivisionScripps Institution of OceanographyUniversity of CaliforniaSan Diego, 9500 Gilman DriveLa Jolla CA 92093-0224 USAPhone: +1 (858) 534-6243 Fax: (858) 534-8561rfrouin@ucsd.eduVivian LutzInstituto Nacional de Investigacion y Desarrollo Pesquero ( INIDEP)Paseo Victoria Ocampo 1 B7602HSA Mar del Plata - Argentinavlutz@inidep.edu.arMilton KampelInstituto Nacional de Pesquisas Espaciais – INPEAvenida dos Astronautas, 1758 - Jardim da GranjaCaixa Postal 51512201-970, São José dos Campos – SP, BrasilPhone: +55 12 3945-6447; Fax: +55 12 3945-6488milton@dsr.inpe.brRoberto MillanUniversidad Autónoma de Baja California (UABC)Facultad de Ciencias Marinas (FCM)Km 103 road Tijuana-EnsenadaA.P. 453 Ensenada, B. C., MexicoCP 22800Phone/fax (52) 646-1744905rmillan@uabc.mxRodolfo ParanhosUniversidade Federal do Rio de JaneiroDepartamento de Biologia MarinhaAvenida Prof. Rodolpho Rocco 211, Prédio do CCS, bloco A, sala A1-071Cidade Universitária, Ilha do Fundão, Rio de Janeiro, Brazil, ZIP: 21941-617Phone: +55 (21) 2562-6303rodolfo@biologia.ufrj.br10

F. Gerald PlumleyBermuda Institute of Ocean Sciences (BIOS)17 Biological Lane, Ferry ReachSt. George's GE01Bermudaphone +1-441-297-1880 FAX: +1-441-297-8143Gerald.Plumley@bios.eduSilvana Vianna RodriguesUniversidade Federal FluminenseCentro de Estudos Gerais, Departamento de Química AnalíticaOuteiro de São João Batista S/N Centro24020150 - Niteroi, RJ - BrasilTelefone (21) 719-6934 Fax: (21) 7178silvana@vm.uff.brSilvia Mattos NascimentoUniversidade Estadual do Norte Fluminense Darcy Ribeiro, Laboratório de Ciências Ambientais.Av. Alberto Lamego, 2000 Parque Califórnia28013-602 - Campos dos Goytacazes, RJ - BrasilTelefone: (22) 27261472; Fax: (22) 27261472silvia.nascimento@gmail.comWanderson F. de Carvalho (listed as both a trainee and an instructor)Instituto de Estudos do Mar Almirante Paulo Moreira (IEAPM)R. Kioto, 253, Praia dos Anjos, Arraial do CaboRio de Janeiro, Brasil, CEP: 28930-000Tel: +55 (22) 2622-9010wf_carvalho@yahoo.com8. Appendix 3. Other Instructors/ParticipantsDanilo Vinicius PieroneThermo ScientificManager for GC & LC ProductsStreet Assungui, 432 Sao Paulo – SP - BrazilZIP Code 04131 000Phone +55 11 2162 80danilo.pierone@novanalitica.com.brAline QuinaiaThermo ScientificGC & LC Product SupportStreet Assungui, 432 Sao Paulo – SP - BrazilZIP Code 04131 000Phone +55 11 2162 8080aline.quinaia@novanalitica.com.br11

9. Appendix 4: Lectures, Laboratory Exercises, Group Work, and Field Work(T): Theory(L): Laboratory demonstration(G): Group work (Trainees’ projects in groups)(F): Field workAM: 9:00 to 12:00 hours; PM: 14:00 to 18:00 hoursLunch break: 12:00 to 14:00 hoursMonday, September 21AM: -Welcome/Logistics. (Milton Kampel, Eliane Gonzalez, Robert Frouin, Gerry Plumley)-(T) Importance of phytoplankton; Aspects of macro-ecology; Overview of ways toquantify and identify phytoplankton, to connect the subjects to be covered in the course:taxonomy, molecular biology, flow cytometry, pigments, bio-optics, remote sensing,‘Phytoplankton Functional Types’. (Heather Bouman)Lunch breakPM: -(T) Cell structure; Phytoplankton taxonomic composition, morphology, and size;Microscopy (light, electron, and fluorescence types). (Silvia Nascimento)Tuesday, September 22AM:-(T) Why Size and Taxa Matter: Patterns, and Global Biogeography; GlobalBiogeochemical Cycles and Ecosystem Dynamics. (Heather Bouman)Lunch breakPM: -(L) Microscopy, demonstration; Looking at different types of phytoplankton under themicroscope (cultures and fixed samples). (Silvia Nascimento)-(G) Group work.Wednesday, September 23AM: -(T) Molecular biology; Phylogenetics; Importance and Applications. (Gerry Plumley)- Trainee presentations. (Fabricio Guaman, Amabile Ferreira, Valeria Guinder)Lunch breakPM: -(T) Pigment composition of phytoplankton; Different approaches to estimatephytoplankton groups from pigment data. (Roberto Millan)-(G) Group Work.Thursday, September 24AM: -(T) Phytoplankton pigments; Chemical structure and properties; Methods, HPLC (SilvanaRodriguez)-(T) Brief introduction to chromatography. (Silvana Rodriguez)Lunch breakPM: -(L) HPLC, demonstration. (Silvana Rodriguez)-(G) Group work.12

Friday, September 25AM: -(L) HPLC, demonstration, cont. (Silvana Rodriguez)Lunch breakPM: -(T) Phytoplankton ecology. (Roberto Millan)-Trainee presentations, cont. (Eduardo Miranda, Eduardo Santamaria, Eliliane Corrêa)-(G) Group Work.Saturday, September 26AM: -(T) Nature of light. Properties defining the light field. (Robert Frouin)Lunch BreakPM: -(T) Primary production modeling. (Heather Bouman)-Trainee presentations, cont. (Eline Gonçalves, Gustavo Molleri, Jaimie Marquez)-(G) Group work.Sunday, September 27AM, PM: Free.Monday, September 28AM: -(T) Phytoplankton absorption; Implications of pigment composition; Photo-adaptation,photo-acclimation. (Vivian Lutz)-Trainee presentations, cont. (Mariana Jiménez, Lohengrin Fernandes)Lunch breakPM: -(L) Measurements of absorption, demonstration. (Vivian Lutz)-(G) Group Work.Tuesday, September 29AM, PM: -(F) Collection of water samples at sea for microscopy and HPLC analysis.Wednesday, September 30AM: -(T) Ultra-phytoplankton; Flow cytometry. (Rodolfo Paranhos)-Trainee presentations, cont. (Melissa Hatherly)Lunch BreakPM: -(G) Group work.Thursday, October 1AM: -(T) Radiative processes within the water, at the surface, and across the interface;Link between particle properties (size, composition, shape, and internal structure) andinherent optical properties. (Robert Frouin)Lunch breakPM: -(G) Group Work.13

Friday, October 2AM: -(T) Modeling the diffuse reflectance of natural waters. (Robert Frouin)-(T) The measurement of marine reflectance. (Robert Frouin)Lunch BreakPM: -Trainee presentations, cont. (Adriana Gonzalez, Mayza Pompeu, Cassia Jonck)-(G) Group Work.Saturday, October 3AM: -(T) Atmospheric correction of satellite ocean-color imagery. (Robert Frouin)-(T) Structure and function of the phososynthetic apparatus. (Vivian Lutz)Lunch breakPM: -Trainee presentations, cont. (Simone Vianna, Ana Dogliotti, Valeria Segura)-(T) Satellite ocean-color data processing software. (Ana Dogliotti, Eduardo Santamaria)Sunday, October 4AM, PM: Free.Monday, October 5AM: -(T) Principles of satellite ocean color remote sensing. (Milton Kampel)-(T) Estimation of phytoplankton biomass and inherent optical properties. (Milton Kampel)Lunch breakPM: -Trainee presentations, cont. (Rene Ayala, Natalia Rudorff, Silvana Halac )-(G) Group work.Tuesday, October 6AM: -(T) Discrimination of phytoplankton functional types from space. (Robert Frouin)-(T) Mixotrophy. (Wanderson Carvalho)-(T) The Antares network. (Vivian Lutz)-(T) NF-POGO Center of Excellence. (Gerry Plumley)Lunch breakPM: -(G) Group work.Wednesday, October 7AM: Group Presentations.Lunch BreakPM: -Presentation of certificates.-Closing remarks.14

10. Appendix 5: Trainee PresentationsANTARES: Baja California Station (Adriana Gonzalez)Optical characterization of the phytoplankton blooms at the Patagonian Shelf-Break (AmabileFerreira)Satellite-based estimates of primary production in the Patagonian Continental Shelf (Ana InésDogliotti)Phytoplankton of Campos Basin: Measuring Composition and Abundance byChemotaxonomy (Cassia Cristina de Azevedo Cubas Jonck)Chlorophyll and phytoplankton size-structure on Abrolhos Coral Reefs, Brasil (EduardoMiranda de Souza)Relationship between Chl a "in situ" and Chl a derivative from remote sensing observations:Statistical consideration to the matchup approach (Eduardo Santamaria-Angel)Physiology and Toxicology of Ostreopsis ovata, a bloom forming epi-benthic dinoflagellate onthe east coast of Rio de Janeiro. (Eliliane Vasconcelos Corrêa)Determination of phytoplankton pigments in sediments by HPLC (Eline Simões Gonçalves)Space-time variability of the Amazon River plume based on satellite remote sensing imagesfrom 2000-2004 (Gustavo Souto Fontes Molleri)Optical Measurements at the CARIACO Time-series Station (Jaimie Cristina Rojas Marquez)How does suspended sediment affect microplankton grazing? (Lohengrin Dias de AlmeidaFernandes)Seasonal influence of the near-inertial frequency on currents and temperature overcontinental shelf off Conception, Chile (Luis Fabricio Guaman Guevara)Dynamic regionalization of Gulf of Mexico Based on Water-leaving Radiances, nLw (MarianaElvira Callejas Jiménez)Ubatuba long-term plankton and bio-optics time series – UPBITS (Mayza Pompeu)Campos Basin Microplankton: Taxonomy, Composition and Abundance (Melissa MedeirosFerreira Hatherly)Multi-scale temporal analysis of Chl and SST obtained by satellite derived products fromMODIS, MERIS, SeaWiFS and AVHRR, at the Ubatuba ANTARES station, South Atlantic(Natália de Moraes Rudorff)15

Phytoplankton variability and photoacclimation state in the Cariaco Basin (Rene Ayala-Campos)Interactive effects of UV radiation and temperature on phytoplanktonic species andassemblages in Patagonia (Silvana Raquel Halac)Microphytoplankton taxonomy and ecology (Simone de Castro Vianna)Phytoplankton dynamics in the Bahía Blanca Estuary, Argentina (Valeria Ana Guinder)Variations in primary production in relationship to phytoplankton functional types in thePatagonian Sea, Argentina (Valeria Segura)The double life of Mixotrophic Organisms (Wanderson F. de Carvalho)16

11. Appendix 6: Selected Photographs During the Training ProgrammeGroup picture during week 1.Photo taken outside the lecture hall and labs.Milton provides information on satellites.A lecture from Robert on the properties of light.Students discuss an issue.Robert & Milton consider a new approach to data. Anna lectures on data analysis programs.17

Heather (above) updates the class on globalprimary production.Vivian (rights) discusses different types of algae.Boarding the Diadorim for a day cruise.Trainees watch sample collection procedures.Trainees preparing the net for sampling.Other trainees label samples from the net tow.18

Back in the lab, students and instructors examine what they have collected under the microscope (left).View of local phytoplankton through the microscope (right).Roberto (left) and Robert (right) discuss field results with trainees in the lab.Interesting data?Student presentation.19

Students preparing their final group report.Certificate presentation (closing ceremonies).20