NF-POGO Centre of Excellence Year 2 Report

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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
Page 2 and 3: Executive Summary of Year 2 Activit
Page 4 and 5: To facilitate the review process, B
Page 6 and 7: 2.3 Course ModulesThe course module
Page 8: 2.4 Guest Lectures and Seminars8/27
Page 13 and 14: 2.11 CofE Graduation CeremoniesThe
Page 15 and 16: incorporate more laboratory and/or
Page 17 and 18: Details on the 10 students selected
Page 20 and 21: September 2009) and SAFARI'10 works
Page 22 and 23: Invited by the Abdus Salam Internat
Page 24 and 25: Appendix 1. Application Form for th
Page 26 and 27: Summary of your current work (~200
Page 28 and 29: If you are selected as a NF-POGO Sc
Page 30 and 31: Appendix 2_B. NF-POGO Scholars who
Page 32 and 33: Appendix 5. Commencement Speech Giv
Page 34 and 35: discovered that I was not cut out t
Page 36 and 37: Report for Training Programme for D
Page 38 and 39: 1. IntroductionThe topic of the 200
Page 40 and 41: Each of the three teams had at leas
Page 42 and 43: Eliliane Vasconcelos CorrêaUnivers
Page 44 and 45: Valeria SeguraInstituto Nacional de
Page 46 and 47: F. Gerald PlumleyBermuda Institute
Page 48 and 49: Friday, September 25AM: -(L) HPLC,
Page 50 and 51: 10. Appendix 5: Trainee Presentatio
Page 52 and 53: 11. Appendix 6: Selected Photograph
Page 54 and 55: Back in the lab, students and instr

NF-POGO Centre of Excellence Year 2 Report

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