SEAWRITER.OceansClimate.Issue3.2024 by Sea Education Association

SSV Robert C Seamans at anchor, Funafuti, Tuvalu, October 2024 (Arthur Winslow)

Contents of SEA Writer: Issue 3, 2024

“Besieged By the Sea: Tuvalu’s Fight to Feed Its People”

“How Does the RCS Function as an Ecosystem?”

"Cloudy with a Chance of Dolphins!”

Science Writing and Cartoon by Willow Shoemaker p. 11

Journal Entry by Isabella Hackerman p. 18

Entry by Anika StanWiens

21 “Loving / Sonorous / Brutal”

“Your Vacation Island Will Soon Become Atlantis” Science Writing by Hatuey M. Connelly

“Entries on the Voyage So Far”

Journal Entries by Timothy Chiu

“Saturdays are for The Ships” Journal Entry by Sophia Weinstock

“Perspectives on Climate Change: Insights from Students at USP, Fiji” Science Writing by Raquel Cautrecasas

“A ‘Stu-Stew’ Day”

Entry by Kelsie Bottari

“Seabird Interaction and Distribution of Ocean Plastics”

“Ocean Whispers: Margaret's Tale”

Major oceanographic sampling stations during the voyage of the Robert C. Seamans, October 11 to November 11, 2024, from Denarau, Fiji, to Auckland, Aotearoa New Zealand, with port stops in Denarau and Savusavu, Fiji; Funafuti, Tuvalu (Anika StanWiens)

Solid Form S318 Map

A map of the cruise track constructed through the various locations of science deployments. The largest shape in the center of the map is the cruise track Abstract lines were used to connect each science deployment, creating an approximation of the track. (Kiera Rennick)

The Sea Education Association (SEA), based in Woods Hole, MA, USA, offers ocean studies programs for undergraduate, gap year, and high school students.

Introduction

Inside the main salon of the Robert C. Seamans, past gimbaled tables surrounded by students and crew, there is a library. Fiddlesticks keep the volumes from flying across the room, and a small plaque provides some history on the ship’s namesake. Inside the library, there are sections titled things like, “maritime history” and “natural history,” “maritime literature,” and “nautical.” At the desk below the shelves, people were working. They were scribbling in journals, typing on a desktop, or coaxing a laptop to work through weeks of the ocean’s data.

This SEA Semester, class S'318, studied for six weeks in Woods Hole, MA, then sailed for six weeks aboard the SSV Robert C. Seamans from Fiji to Aotearoa New Zealand via Tuvalu. The undergraduates took classes in 'Oceanography,' 'Nautical Science,' ‘Marine Environmental History,’ and ‘Environmental Communication.’

The Seamans was our home for six weeks, but before that, sixteen students met in Falmouth, Massachusetts to start preparing for a semester and a cruise. Summer transitioned into autumn on the Cape, and we began to explore the legacy of mariners that came before us We boarded a schooner for the first time, and faces filled with excitement and wonder at the prospect of taking a humble collection of steel, wood, and canvas across the South Pacific. When librarians kindly brought centuries-old collections of naturalists’ best attempts to characterize what lives in the sea, we gasped and laughed and wondered which illustration we would have tattooed on our arms.

After six weeks in Falmouth, fifteen students, a program assistant, a captain, and two professors made their way to the other side of the globe to join thirteen crew members already living on the Seamans. Fiji’s Pacific humidity was a seasonal change from the winter winds blowing from the

Atlantic. Days later, the boat sailed north, and we got our first taste of running a boat underway. After days of a blue horizon, a dot of land appeared. We anchored in the bay at Funafuti, the capital of Tuvalu, and had the privilege of exploring the island. From Tuvalu, we sailed south to Savusavu, re-entering Fiji and learning more about nations in the South Pacific. From Savusavu, we continued to Port Denarau, where we arranged affairs to prepare for our longest passage, crossing the South Pacific Gyre to New Zealand. Our time underway was distinct from our time on land The shore presented opportunities to learn from landscapes and people that were new to us.

We observed ecosystems and markets, buying and eating and walking. We came back on the ship filled with wonder and with questions - what is the future of these islands? What is our place in a globally connected climate? What drives the movement of water here? Back on the ship, a place that came to feel like home, we used our isolation to push ourselves. We learned to take care of the ship and of each other. We cataloged organisms we found in the ocean as we traversed almost thirty degrees in latitude.

Nearing Auckland, each watch noticed more signs of land. During a dawn watch, beginning at 1am and finishing at 7am, a storm and sunrise

S’318 in Woods Hole, MA at the SEA campus, just days away from flying to Nadi, Fiji (John Wigglesworth)

revealed a city skyline. Our time as a community, taking care of each other, and the ship, was drawing to a close. Our journey was singular. One ship, 134-feet long, with eight sails and thirty-four humans. We plotted a unique 3,272 nautical milelong path across the South Pacific. Our journey was also one instant in a long tradition of people being pushed to observe and learn on the sea We looked at the expanse of blue around us, for many of us, the first time we had been out of sight of land on the ocean, and the salted air moved us.

Our response to all of the new routine and strange, rafted community, the groundbreaking sensory experiences, and elemental experiences of wind, sweat and spray, was to create.”

Many of us found ourselves making. Our response to all of the new routine and strange, rafted community, the groundbreaking sensory experiences, and elemental experiences of wind, sweat and spray, was to create. Even before we stepped foot on the Seamans, studying the maritime environment spurred sketches and music, paintings and stories. We framed landscapes in photographs. We knitted, embroidered, and crafted with every fiber on deck. On the boat, its inhabitants sang shanties about sailors long ago, and then made up tunes to work to. And

we wrote. In this issue of Sea Writer, our class shares what we want readers to know about our journey and the ocean around us. Some pieces are direct observation from our time on the Seamans Others are writing about places and events that our journey did not reach, and instead engage with pressing issues on the front lines of a changing world that span place and time All of them culminate in a group’s experience of the ocean, one that we hope readers can delight in and learn from.

--Emma Johnson

Cover Art: Hatuey M. Connelly Original Canva Template: Zuzanna Witek

Editors: Raquel Cautrecasas, Emma Johnson, Kiera Rennick, Sophia Weinstock, and Richard King

Besieged By the Sea: Tuvalu’s Fight to Feed its People

One island nation in the Pacific is set to be the first to drown – but the rising seas might starve it first. The nation of Tuvalu, a low lying country consisting of three reef islands and six atolls, lies north of Fiji and east of the Solomon Islands Though in many ways a fairly obscure country, it has gained widespread recognition in recent years due to its position as one of the first prospective victims of sea level rise. However, a recent study reveals another, more immediate threat: food insecurity.

All 11,000 Tuvaluans live on just ten square miles of exposed land, most of which is nutrient-poor and requires fertilizer to sustain agricultural activities It also has no lakes or rivers, drawing all its water from underground aquifers. This means that the majority of its food must be imported or grown at a subsistence level Now, researchers have discovered that climate change, exacerbated by high import costs, cultural changes away from traditional lifeways, and lack of governmental resources, is in danger of breaking the delicate balance of food production.

In their paper, Saamu Tui, a major

by Willow Shoemaker

Tuvaluan official in charge of managing climate change, and Bapon Fakhruddin, a climate resilience director in a leading environmental engineering consultancy firm, have collaborated to get an idea of how climate change is affecting Tuvalu’s food security. To do this they interviewed citizens and government experts to get their perspective on the risks of climate change, then analyzed the results and supplemented them with

A public water collection point in Tuvalu, in response to a drought (2011, Wikimedia Commons/Dept of Foreign Affairs and Trade)

a literature review of international climate change and food insecurity papers, as well as Tuvaluan flood records The researchers state, “We assessed risk as a function of food security vulnerability, flooding hazard and its exposure based on IPCC risk assessment guidance and Tuvalu Coastal Adaptation Project (TCAP) of Green Climate Fund, and from the perspectives of the local communities and experts.”

They then categorized that information into an overall food insecurity risk assessment of low, moderate, or high for each of the four domains involved: built environment, natural environment, social, and economic.

The researchers found that the built environment, natural environment, and economic domains are all highly vulnerable to food insecurity, while the social domain is moderately vulnerable The factors considered for these results include poor agricultural land, decreasing interest in traditional agricultural practices, few natural resources, high dependency on foreign aid, poor coastal defense measures, and increased exposure to erosion.

Overall, Tui and Fakhruddin have found that Tuvalu has few of the advantages it needs to maintain a strong defense against climate change. Combined, these factors indicate that the people, economy,

by Willow Shoemaker

The factors Tui and Fakhruddin considered in creating each risk assessment (Fig from their study, 2022)

and environment of Tuvalu will be highly affected While the government of Tuvalu has been aware of the threat of climate change for a very long time, research like this will help inform its future actions and help to preserve the Tuvaluan way of life.

Out of all the factors which influence food insecurity, saltwater flooding has the greatest effect on a wide variety of domains. The increased salinity interferes with most Tuvaluan farming practices both directly via damage to the plants, as well as indirectly by turning people off from engaging in agricultural production and lowering overall food production.

The researchers have found that the main cause of flooding is the increased occurrence and extent of storm surge and unusually high “king tides.” This introduces salt that poisons the staple foods like the breadfruit and pulaka which make up much of Tuvalu’s domestic crop production, as well as tainting the freshwater sources used for irrigation

The domesticated livestock which provide most of the meat in Tuvalu traditionally are kept near the coast, but local people are increasingly less able to give their animals fresh water and protection from storms as salinity increases and storm intensity worsens. As a small island Tuvalu has very few other terrestrial protein sources, so this may lead to major diet and lifestyle changes for many Tuvaluans.

Wind and wave damage is not limited to livestock sheds. Storms also beat at the coast and surrounding reef, inducing unusually high erosion of farmland and native fish habitat These are some of its most productive agricultural areas and have a large impact on the amount of food that can be supplied locally. As a result Tuvalu needs to import even more food, which damages the economy and makes them more dependent on outside sources.

Tui and Fakhruddin have several ideas regarding how the government could help mitigate climate change concerns and preserve the nation for years to come.”

However, storms are not Tuvalu’s only problem. Much like storm surge, the increasingly frequent droughts stress major food crops such as giant taro and threaten local animal populations, but they can also make life harder for Tuvaluans in other ways. These unpredictable dry events cause water shortages which force people to pay for water. As the researchers point out, “given the low salary rate, spending money to buy water and nutritious foods including meat and vegetables put pressure on peoples’ finances.” This is very damaging in such an isolated location with few job opportunities. Overall, Tuvalu is being beset on multiple fronts. The situation is very serious, and everyone in Tuvalu,

by Willow Shoemaker

both citizens and government officials, are aware of the danger their home is in. However, Tui and Fakhruddin have several ideas regarding how the government could help mitigate climate change concerns and preserve the nation for years to come. They recommend investing heavily in flood-resistant infrastructure such as levees, and salt-resistant water sources, promoting agricultural techniques and salt-tolerant crops, moving fields and livestock barns further inland, and initiating more local level, community-based involvement in dealing with climate change As the researchers state, “Protecting Tuvalu’s food security from the negative impacts of climate change will eventually lead to resilience of all sectors.”

Of course, present throughout the study is the fact that Tuvalu as a landform is most likely doomed without extreme emission mitigation measures being taken by the rest of the world. Already only 4 6 meters at its highest point, it is projected to be entirely underwater within the next century, taking with it all its pulaka pits and stormbattered pig sheds.

Some might suggest that this research is ultimately pointless, that Tuvalu should just ship all its citizens to New Zealand now instead of spreading it out over the next few decades in order to save itself some trouble. However, the people who live there strongly oppose such

sentiments. As the prime minister of Tuvalu stated in his speech at COP26, “[T]he social fabric of societies is torn asunder as lands become uninhabitable resulting in uncontrolled migration and widespread forced climate displacement [...] The existential threat of climate change and sea level rise has strengthened our resolve to preserve our statehood and sovereignty ”

by Willow Shoemaker

How Does the RCS Function as an Ecosystem?

As one of our prompted journal entries, our Marine Environmental History instructor, Professor Brooke Grasberger, posed this question: How does the RCS function as an ecosystem?

Here is my response.

I’ve actually thought about this question a lot the past few weeks, especially as it pertains to the division of labor between professional crew and students in an outdoor education context There’s this continual push/pull between the historical hierarchy of a tall ship with a captain, mates, and deckhands, and the outdoor education teaching context where we are all learners and it doesn’t necessarily matter if we get everything right the first time.

As a student, I can see the struggle in some of the mates’ faces when they are trying to balance safety, alacrity, and learning, all while doing the other things that a mate needs to do during watch, like track our course line, keep an eye on the weather, and think about our sail plan, along with a plethora of other micro decisions that need to be

by Isabella Hackerman

made every second. There’s also a much stronger sense of historical ship language and rules that aren’t necessarily written down, which makes it difficult to feel like you as a student belong to the ecosystem.

There are so many unwritten rules don’t sit there, that’s the captain’s seat, don’t wear a hat or your harness at meals, don’t use white light at night, don’t eat too much food, don’t sit there, that’s the low side, don’t sit there, you might hit the throttle, don’t sit, don’t be late for watch (but late is less than 10 minutes early) Sometimes it feels

Emma, Isabella (white T-shirt) and Tim haul together on the main stays’l downhaul

like there’s so many “don’ts” that you’ll never remember them all, but eventually you start to distinguish the hard rules from the soft rules and it slowly starts to feel like you’re fitti i t th t

second too long on watch and your mate admonishes you for sitting again, and it feels like you’re back to square one It sometimes feels like the ship would keep trucking along without me, and that the crew could just run the whole operation (and actually might prefer to) without students

I know in my heart of hearts that this isn’t true, because the purpose of sailing on this ship is education, and the professional crew would not be here if they didn’t believe in the mission, but it’s sometimes hard to remember that when you’re down in the dumps. I think that feeling comes from the historical nature of a ship’s ecosystem and how our vessel must be run to have effective lines of communication. Everyone has a job, and there’s a clear chain of command from the captain all the way down to the students. It can be a bit harsh at times, and I’m not sure

if there’s a solution to that. There’s not a lot of autonomy on the ship tasks must be completed for the safety of your fellow sailors, even if you feel seasick or tired from yesterday’s dawn watch. The saying “ship, shipmates, self” rings true a lot of the time. We must always have a hand for the Bobby C. because she is the only thing separating us from the sea, sustaining our fragile existence far from land We must also take care of our fellow watchmates, because we are all working together for the greater good of the ship. It’s hard to hold the identities of being an individual person and a sailor at the same time because they require such different mindsets.

I think the students who have 100% thrown themselves into the ship have a better time than those who don’t; it feels like you either get with the program (no pun intended),

We must always have a hand for the Bobby C. because she is the only thing separating us from the sea, sustaining our fragile existence far from land.”

or you can stay angry at your watch officers (who on land would probably be your peers) telling you to do things all the time. The people who choose the latter definitely do lower quality work because they haven’t bought in to putting the ship first; they’d rather preserve their own comfort before their

by Isabella Hackerman

Captain Miller (far left) manages the full organization

shipmates’. I don’t think that’s necessarily a bad thing; we need to be able to take time for our sanity. Living on a ship can take a huge toll on mental and physical health, and we can’t always count on our shipmates to notice when we need a bit of a break.

I think that it needs to be a constant balancing act between ship, shipmates, and self, and not a hierarchy, but it is difficult to create that balance when inside the ecosystem of the Seamans.

I do want to mention that it’s not all antiquated practices aboard the Robert C Seamans The ecosystem of our ship subverts some of the historical ways a ship functions. We all eat meals at the same time, and there’s not as much of a sense of separation between officers and students we are expected to ask

questions and learn all we can. It’s not that strict separations that we read about on other scientific research vessels like the H.M.S. Challenger, but instead an environment that feels more updated to modern day educational ideals. After being a student aboard the Seamans for six weeks, I can see that education on a tall ship requires a bit of cognitive dissonance, a willingness to be uncomfortable, and the drive to work through both of those abnormal states of being to do work you are proud of.

by Isabella Hackerman

Isabella (foreground) listens to third mate “Spatch” Patulek lead a meeting on the quarterdeck

Cloudy with a Chance of Dolphins!

Date: October 28th, 2024 Time: ~1712

Location: ~17° 43 46’ S x 179° 06 48’ E island hopping around Fiji

Weather: Lots of streaky clouds, peaceful warm glow with a light wind

Hello everybody! I return, this time writing from the majestic Robert C Seamans Wow, has it been one heck of a time out at sea. Coming from the landlocked state of Idaho, the ocean is somewhat new to me. Besides the essential trip to my San Diego beach when I need a pick-me-up and hang out, the extent of the ocean for me resides still attached to land (which partly I’m thankful for). There’s been so much excitement just in the last few days getting underway again after departing Savusavu Only a couple hours ago on afternoon watch, a pod of dolphins swam up to the ship and rode the current under the bow while I was on lookout. Another pod came and said hi during our evening science deployment last night too! The past few weeks have been tough but very enlightening. To start off, Brooke, my wonderful history professor with us onboard established a friendly competition for a prize to the person who threw up over the side of the ship the

by Anika StanWiens

greatest number of times during the trip, and, put simply, I am winning that competition in a landslide. It is a whole new world out here, learning how to walk again in tune with the motion of the ship and trying to understand the new phrases and vocabulary of a sailboat which sounds like a language of tongues at first. Despite the trials and tribulations of consistent seasickness since the ship left dock, the unending magic of the open ocean fills me with peace and

Anika steering the Robert C Seamans (Arthur Winslow)

simplicity every time I step outside. When I stare out to the blank horizon it is only me; everything else is faded. I find clarity. Maybe a different form than I expected but clarity in what I miss, what is important to me, what I feel in every second of the day, and what my body needs to the most minute detail. As for daily responsibility on board goes, I’ve grown a love hate relationship being posted at lookout every day. This is the time when inevitable boredom and my profound imagination collide for an hour. We all call it the contemplation hour Just me, my thoughts, the loud silence of the ocean, and the radiating sun rays. I’ve realized the last few weeks that I’m very excellent at being entertained just by staring at anything moving. The clouds, the sun setting, or whether that be the side of the highway on a land life road trip, or each wave barreling at the Bobby C. in a tiny different way. The mystery of what could come next keeps me glued to the scenery On lookout, the blazing 95° F heat which reaches its peak by 10:00 in the morning on our way to Tuvalu is pouring down onto my already crisped skin.

The sun hurts now She’s stronger than any force around me. The intensity of unbothered nature out in the open ocean feels angry, resentful, but all the while calm. All I want is to jump into the water below me, but I ask myself if the water will even be cold. My hands are breaking out from the amount of sunscreen

I’ve been applying, once an hour. It feels like a losing race against time until my skin turns lobster red. I quickly realize I will never win and so I’m forced to surrender back into the space that I’m familiar with, my bunk inside four solid walls Finally, I escape the sun. Some of my favorite

parts of the trip have become the everyday treat of sunrises and sunsets -- they are incomparable This is when temperatures are the coolest, and the sun doesn’t feel like you’re an egg on a frying pan.

by Anika StanWiens

The view of the bowsprit from aloft (Arthur Winslow)

Journal painting by Sophia Weinstock

We’ve also had the occasional rainbow sighting after a squall crawls its way over the tops of our heads, and a rainbow blankets the body of an island mountain in Fiji or sends stripes of color jetting across clouds high up in the sky above somewhere random in the open ocean. Since this vessel is all about awesome science I wanted to share some details about how rainbows form, which is the coolest meteorological phenomena ever. Rainbows

Since this vessel is all about awesome science I wanted to share some details about how rainbows form, which is the coolest meteorological phenomena ever.”

require water droplets to be floating around in the air with the sun behind where you’re looking, and the clouds parting around the sun’s rays. Although it is rare to see a complete half circle rainbow arching over the horizon to your pot of gold, rainbows are actually full circles and if you were in an airplane, you could see the full rainbow circle within the atmosphere in absolute perfect conditions. The mechanics of how a rainbow forms involve the bending of light and refraction around a single water droplet. Light is refracted due to water being denser than an air particles causing light to travel slower through the water droplet.

As the light reflects off the inside of the water droplet, it bends and is

by Anika StanWiens

separated into different wavelengths of light. Wavelengths are separated based on how intensely it bends creating the magnificent colors of a rainbow. Fun fact: the colors of the rainbow will always be oriented with red on top (longest wavelength which bends the least) and violet on the bottom (shortest wavelength bending the most). A double rainbow forms when light inside the water droplet re-refracts, and the order of colors is reversed completely and appears as a mirror image to the primary rainbow.

To S318: Wow. You were life changing. You fulfilled all those dreams little me had who walked along the beach picking up trash and shells, playing with kelp, and floating in the shore waves with wonder sparkling in her eyes. I love that the extraordinary people I’m with have grown so close and seen every state of me. We are all in our purest and rawest form, and that is one of the most beautiful things.

Loving / Sonorous / Brutal

Date: October 28th, 2024

Time: 8:34.59

Weather: Wind SE×E, Beaufort Force 3

I’ve been thinking about the wind in the past two days, what it means to me, how I interact with it, how I respect it, pray to it, and what, if anything, I mean to it. After Savusavu, at the end of our two days here, I went out on Gene with Anika and Gus. I had been wanting to since Tuvalu and didn’t know if I was going to be able to at any point later, so despite (or perhaps in spite) of my exhaustion, I found myself climbing down the wooden and rope ladder into the metal hull filled with brown water and sticks.

Gene is a small boat, probably about 10-15ft long and 4-6ft wide. Those numbers I’m not sure about. She has a metal hull, wooden benches along her rim, a jib, a main, a rudder The lines for the sails lay loose in the brown water below; I pushed my hands in to grab them.

on the lowside to catch and lift the sail and when we tacked, gybed, I’d duck under the boom and pull the other line Scattered memories and moments.

At one point, as the boat picked up more and more speed, as the hull drew closer and closer to the water, as I grabbed the sheet and pulled, as my body leaned as far out as it could go, mirroring the tilt, and as the hull reached the surface, just inches off, and for a moment, fear that the water would rush in, but then to trust in her; the wind, the waves, the lady of boat, three lovers holding fast; I leaned into the wind and let her hold me too.

I wonder if I’ll ever feel it again. I’ll long for it until the day I die.”

To cry, to feel that feeling again Her touch, the most loving and sonorous and brutal thing I’ve ever felt. That moment, singular or infinite. I wonder if I’ll ever feel it again. I’ll long for it until the day I die.

I sat on the wooden bench, no more than a plank to support, and pulled back and forth on the jib sheets, adjusting them to the wind, the direction of Gene. I held tension on one line, eased the other, depending on the tilt of her tension cont'd

by Kiera Rennick

I’ve been thinking about the shape of the wind, of all its forms and kinds. I’ve begun to see it everywhere, little silver hints just beyond my visual range. Sometimes, if I’m lucky, I can look at the way the waves swirl, the way they spin when they hit the hull, and for a splinter of a second, I can see that silver spiral like salt dusting, scattering and disappearing.

I don’t presume to know what the wind likes or doesn’t, whether it likes or doesn’t in the first place, but I do know that in Gene’s sails she felt full and wide and round, that on the bow of the ship she feels biting and and clever and wispy, and in the back of the bus on our trip around Savusavu, she felt angry and splintered and crying. I don’t presume to know fully what this means, but I know I felt it, and that much is true Perhaps it was the way the bus engine screamed, the way the chicken wire and tarp both protected us inside from the wind and split it violently around us. I don’t know, but maybe I do, or maybe one day I will.

by Kiera Rennick

Call Me Ishmael

Call me Ishmael.” These three words begin Herman Melville’s winding, epic tale of a sailor, a captain, and a whale, a novel famously, or infamously, titled Moby -Dick. These words begin the narrative portion, but are preceded in the printed book by upwards of seventy quotes on the subject of whales, from folk songs to the author’s contemporaries, classics to Bible verses.

Like us, Melville is keen on the idea of the sea, and recognizes the temporal depth of humanity’s relationship with the sea It has been long in the making.

The watch schedule on the Robert C. Seamans offers a lot of time for reading. I had been steadfast in my decision not to read Moby-Dick, a hill I was ready to die on. So many other books, so little time, too precious to waste on a long-winded explanation of one man’s hubris and overlydetailed descriptions of whale anatomy. Until I found myself in New England for the fall, getting ready to board a boat that would not be out of place on a Moby-Dick reprinted cover.

by Emma Johnson

In the opening chapters, you could have mistaken the book’s main character, Ishmael, for an excited student walking onto our vessel for the first time. Like us, he is an outsider, new to the crew he has joined A young man of some means, he waltzes onto the Pequod asking for work. Like us, he finds that people are suspicious – what could bring you here, drive you to choose this line of work?

The Seamans is full of undergraduates pursuing careers in the sciences, naturalists who, instead of interested in pursuing whales and taking them apart, would rather preach about conservation and protecting endangered species, horrified at the thought of hunting whales.

Downtime on deck before setting sail from Fiji That’s Emma, left, writing in her journal (Brooke Grasberger)

Too much taking; a limited resource. Instead, we cast nets to get to know zooplankton populations, lovingly cataloging the creatures in an effort to understand enough about their environment to protect it. Without resorting to harpoons, we drown lantern fish in ethanol and leave larvae to their demise in the refrigerator. I, too, am fascinated by the entrails of marine beasts, excited when I spot a salp’s digestive tract Chapter 105 of Moby-Dick addresses concerns around the increasing scarcity of whales: could humans be hunting them faster than they can repopulate? No, Melville assures us. They are not disappearing – they are simply becoming more careful, traveling in packs. As marine biology students, this answer is at once comical and frustrating. It embodies the extractive, overconfident strokes of Western perceptions of the sea. The sea’s vast unknowability and wicked tempers offer excuses.

Ishmael tattoos the dimensions of these hunted whales he was allowed to view onto his arm. Students on this boat bear tattoos of marine life. The personalities of the mates on the Pequod are larger than life. Mates on the Seamans have their devoted followings of students under their watch. The same attention is paid to seabirds and their supernatural tendencies. Parallel morbid jokes are made about crew going overboard (though less complete with drills and “Oscars,” in the Pequod’s case).

Ishmael’s first friend in frenzied New Bedford, before he joined the Pequod, one that becomes brother and loved one, is Queequeg. The hero, a Pacific Islander, is characterized by strength, competence, wisdom, and kindness, complete with daring harpooning feats and rescue missions. He is simultaneously introduced with Ishmael’s terrified descriptions of the man’s preserved human heads, religious icons, and deadly-looking weapons.

As marine biology students, this answer is at once comical and frustrating. It embodies the extractive, overconfident strokes in Western perceptions of the sea.”

Hanging on bulkheads of the Robert C Seaman’s main salon are a Marquesan war paddle and an axe from Pasifika. They are joined by other works by other Indigenous artists and craftsmen, including a Māori club, a carved salmon, and a tiki from Fatu Hiva. We don’t have a clear record of where most of the objects came from – some were purchased at markets, some were gifted from a befriended artist None have plaques or artist labels.

Ishmael was obsessed with the other, in awe and sometimes disgusted by the culture he encountered As students on the Seamans, our relationship with the South Pacific is no longer rooted in whaling or employment. But still, we cont'd >

by Emma Johnson

exchange, during interactions with people in the places we visit, or take, in the water column data and biological samples we collect from foreign waters. Though the angle of education, understanding, and reciprocity is what one hopes for in this journey, the spirit of Ishmael’s fascination with the other informs travel on this tall ship.

by Emma Johnson

Hands on deck watching Avery (tan hat) reeling in a fish (Brooke Grasberger)

Photo by Brooke Grasberger

Your Vacation Island Will Soon Become Atlantis

Although the thought of an underwater city may be enticing, real communities are losing their homes thanks to rising sea level. Current estimates for flooding in the islands of Tuvalu show that one quarter of the atoll islands are getting flooded every five years. This island has an average of 5’4’’ (1.55m) above sea level. However, according to the latest study by Moritz Wandres, et al. this number looks way different in the years to

come. The dangers of the higher sea levels aren't just land coverage but fresh water access. The truth of the matter is that sea level is rising. Climate change is the driving force causing it. Global warming is the main effect of climate change; this warming of the earth is causing the glaciers to melt and the water itself to expand as it heats up. All that new water is entering the ocean causing the average sea level to rise But that isn't the only issue. Adding to that, as the oceans warm up, more and more tropical cyclones are

by Hatuey M. Connelly

Caption from this, Fig 11 in the study: (a–c) Inundation maps for the main village in Nanumea (a) 5-year ARI inundation at present sea level, (b) 50- year ARI inundation at present sea level, (c) 5-year ARI inundation with SLR corresponding to the SSP2-4.5 scenario (2100 time slice). Red shaded area indicates where the range of variability of the three simulations is smaller than 25% of the inundation depth (d) Return intervals at which certain areas of Nanumea are flooded (under present sea levels) (e) Return intervals at which certain areas of Nanumea are flooded (under SSP2 4 5 projections of 2100 sea levels)

occurring, and they are bigger and stronger. This means that places affected by the rise of the sea are not just dealing with the water level but the waves also reach further inland.

Rising sea levels have already become a problem in many places on earth The most impacted areas are the higher latitudes and the lowlying islands, such as those in the Pacific. The rise in sea level causes an increase in intensity of storm surges, flooding, and damage to coastal areas. This effect is usually felt the most in low income communities. In places where there is more land you have three options to deal with the effects: 1. Barrier the coast, 2. lift the buildings, 3. move further inland But like previously mentioned these are usually areas

by Hatuey M. Connelly

of low resources where they lack the capacity to pay for any of the options--especially in the Islands of the Pacific where they don't even have the possibility of moving further inland, being forced to leave their lands.

Tuvalu is a nation made of nine low-lying atolls and reef islands Atolls are islands made from volcanic activity, they are characterized by their low altitude and their deep shores. Going from a few feet to thousands of feet in a matter of yards form the island edge. While reef islands are made from the accumulation of corals growing over thousands of years. This makes their crystal clear water coasts a haven for biodiversity and tourism. Due to their low altitudes they have been cont'd >

getting coastal floods more and more consecutively. The country is just a few years from getting 80% of their land flooded with extremely high frequency. This could result in the islands losing most of its access to fresh water, and agricultural and housing land--then having to depend on the rest of the world to continue to live in their land.

The study done by Dr. Wandres is the first one of its kind It takes a look at many variables at the same time, including the duration of the flood, the probability of tropical cyclones, wind in the area, astronomical tides, waves, bathymetry, composition of the islands, etc. The study utilizes probabilistic models that took into account: sea level anomalies, extreme wave conditions from faraway and local tropical storms, and near shore wave setups and runups. They used those data points to create maps that calculate the probability of flooding in the present conditions and with the sea level rise predictions

This being the first ever study to go so thoroughly into the effect of sea level rise on the country of Tuvalu, they had to fill a couple of holes in the global map Dr Wandres' team had the ONU make a LiDAR scan over the country. LiDAR are expensive high resolution scans of the topography of the land giving you a precise vertical and horizontal contour of the area. They are usually reserved for highly populated areas, and Tuvalu being the second

smallest population on Earth they have been largely ignored. They also had to scan the coastal water having a precise map of their sea floor from 10m to 2000m.

This [is] the first ever study to go so thoroughly into the effect of sea level rise on the country of Tuvalu.”

According to the models used in the study the frequency of the flooding events are going to increase mayorly because of tropical cyclones. Even with their most conservative model, the current rates of flooding (45% of land flooded every 50 years) will accelerate by ten times by 2060 (45% of the land will be flooded every five years) It's also expected that by the year 2100 the lower islands will be flooded up to 89% every five years.

It's unfortunate that the people of the Pacific Islands have to take undesirable action due to the behavior and actions of the rest of the developed world. Adaptation and resilience is something that characterizes island communities like Tuvalu. That's why mitigation and global policies must take into account their livelihood. Lowering carbon emission, ideally becoming carbon negative will help the planet cooling, and in correlation stop sea level rise. This is a process that will take years and it might not even

by Hatuey M. Connelly

Hatuey took this photograph at the very edge of Funafuti, Tuvalu

occur fast enough to prevent the loss of low income homes, as these are present in the most susceptible areas Still it's the right thing to do; it might still be able to save and minimize the impact of sea level rise in parts of Tuvalu and other islands. Technologies like the ones developed by Dr. Wandres are crucial to the future of policy creations. As they show the future effect and help the different governments to take action like their work already has. As said by Dr. Wandres – The present study is therefore particularly important, allowing decision‐makers to put policies and strategies into place to cope with the effect of sea level rise and coastal flooding on Tuvalu's population and key infrastructure Tuvalu is a beautiful place in danger of disappearing due to sea level rise. Climate change is the driving force causing it. The effect of sea level rise has already taken effect and it is crucial we start the mitigation process and policy making in order to protect unique places like the Pacific Islands. To do this we must take into account the works of people like Dr. Wandres. It's no longer a matter of “IF’” it's a matter of “WHEN.”

by Hatuey M. Connelly

Entries on the Voyage So Far

Date: November 6, 2024

Time: 1530

Hello from the Southern Hemisphere! My name is Timothy Chiu, I go to Carleton College in Minnesota, although I am from Long Island, New York Now how the heck did I get here? Starting in Woods Hole, Massachusetts, I studied oceanography, nautical science, environmental communications, the carbon cycle, and marine environmental history from August 26th till October 4th. This is when I, and our highly motivated class, traveled the eighteen-hour plane ride to Fiji to meet the Robert C Seamans, the vessel we’ll be traveling with on our six-week journey. Now as I write this, we are on day 34 of our voyage, sailing to Aotearoa, the last leg of our trip.

Day 1 – 1800, Landed around 67am, and finally arrived at the Robert C. Seamans. After moving our bags, we met the crew we would be working with for the trip: three watch officers, three science officers, two engineers, two medical officers, and three deckhands. Everyone has arrived safely and

by Timothy Chiu

exhausted. We split into groups to review what to do on boat check, where all the machinery was in the engineering hold, and where everything was on the science deck. We also practiced using the J-Frame and the wire, which is used to deploy the hydrocast We briefly went over tying knots, sailing, and navigating, our duties when working on deck. We had dinner at 1830, and were then able to rest again. We have now split into our watch group Emma, Isabella, Kiera, Quinn, and myself make up B watch, Best Watch.

Day 6 – 1600, Today was way better than yesterday, and I was able to eat some solid food With a little seasickness still lingering, I feel

Captain Rick Miller (right) teaching about navigation and chartwork (Brooke Grasberger)

about 80%. I had science deployment, my favorite part! This includes the hydrocast, Neuston net (the one I’m focused on), meter net, and phytoplankton net. It took all morning, just four hours of science, learning all the preparations and deployments and motions. It is difficult to keep still on the open sea, but by gybing, we are relatively stationary. We also must maneuver the ship to move only two knots, a somewhat difficult task, although we will improve. The hydrocast takes water samples at different depths, while the nets collect phytoplankton, zooplankton, and many other organisms.

We use very fine mesh nets to collect what we want, zooplankton, and leave what we don’t want, water. We also collect plant material, tar, and larger organisms, which we separate after collection by taking them out and sieving. Once we have everything separated, like all the zooplankton, copepods, and many other nekton, then we get a biovolume Scales don’t work well on boats since everything constantly moves, so we use biovolume. This means we take a known volume, 10 ml, add the sample taken, and see how much changed, and mark down this change as our biovolume. We take the biovolume collected and divide that value by the total volume of water, which is found by the time the net was in the water, or the amount of water that passed through the net. This allows the biovolume of the sample divided by

the volume of water, to find the density of organisms, in this case, zooplankton per unit of water.

This relationship makes up a large part of the ocean, and learning more about it can give a piece to the puzzle of the marine environment.”

Now after all this work, why does this matter? Knowing the density of plankton can tell us about the productivity per unit of water. Most of the ocean is made up of invertebrates, simplifying the food chain, with most of it being phytoplankton being eaten by zooplankton. Measuring density of zooplankton per unit of water can tell us how much nutrients or other invertebrates are present in the water This relationship makes up a large part of the ocean, and learning more about it can give a piece to the puzzle of the marine environment. Day 16 – 2000, Four weeks left in this trip, can you believe that? It’s already been sixteen days! Quite a lot of time passes. Today, B Watch had morning watch, 0700 to 1300, starting with chores, then on deck. Science deployment at 0930 Always a lot to do and so little time during morning watches. We were guided on how to gybe correctly to then heave-to for science. First is to gybe, moving the stern of the ship through the wind to position the sails correctly, and then gybe to heave-to to stop sailing. This is the first time

by Timothy Chiu

Kelsie (waving) and Sophia prepare to deploy the nueston net (Brooke Grasberger)

we start directing the gybe and eventually we will run the gybe for science ourselves.

Day 25 – 1900, The morning watch started at 0650. Turns out I am shadow, and I have to listen and learn from the officer on deck This includes entering events during watch into a log, directing sail handling such as calling out sails to strike, and direct my fellow watchmates into the rotation of jobs I have already started thinking about this aspect of the job as part of the watch, so I was able to pick up these new responsibilities more easily. This watch included gybing twice, the first to align the sails, and the second to stop the ship for science. We have to learn carefully because soon we will direct it by ourselves without the watch officer’s directions.

Day 37 – 2000, Tonight we are starting JLO, or Junior Lab Officer, which leads lab in the deployment without any input from the lab officer. This did start last night, but today Quinn and I are running the deployment this morning. We coordinate with the Junior Watch Officer (JWO) on when to gybe and deploy the equipment. We decide to gybe for science at 0900 to be ready to deploy at 0930. Quinn leads the set up and deployment of the hydrocast and phytonet, the first part of morning watch. Then I took over the second part of watch, supervising the collection of water samples, finalizing paperwork, and deploying the Neuston net. Although

JLO gives us a lot more responsibility, we have been learning all the skills needed to lead up to this moment. I enjoy this new found responsibility, even if there is a lot of work to manage.

by Timothy Chiu

Saturdays are for The Ships

Date: Sunday Nov. 10, 2024

Time: 1353

Today is my second stustew day with Tom and Tobi. They are always so fun to hang out with and maybe this time we won’t start a fire in the galley… fingers crossed. (Don’t worry, all jokes )

Yesterday was field day, which is when we give Bobby C. a spa day, as Rocky likes to call it. A Watch (best watch) and B Watch create a fire line to bring items from the galley up to the foredeck where they get a good scrub and rinse. Jackie, Kelsie, and I are in charge of this part and we have a fun time telling stories, gossipping about people back home, singing and dancing (since this is the one time we can play music aloud on deck). My job is to rinse and shuttle clean items (I say “items” because there is a whole array of objects besides dishes that get washed) to a different space on deck to dry in the sun and hopefully not be splashed by a wave. It is sometimes a difficult task when a swell comes through and sends my neat stack of pans and myself flying with hands full of awkwardly-shaped metal objects. I

by Sophia Weinstock

can say over the past three or four field days we’ve had that my balance has most definitely improved.

To get us hyped up for field day, we like to do something fun to get us in the mood since dawn watch is usually just waking up and is a little sluggish. Last week we got to scream as loud as possible into the vast expanse of the ocean. It was really freeing but also crazy to think that no matter how loud I yelled, the only people that heard me were the people on the ship. The big blue is more than just big.

This week’s hype up was rockpaper-scissors elimination where

The women of A watch: Kelsie, Sophia, and Maddie

Things got goofy towards the end of our trip when the air got colder Pictured (starting from bottom left going clockwise): Sophia, Emma, Talia, Sam, Matthew, Maddie, Anika, Brooke, Katherine, Kelsie

by Sophia Weinstock

everyone starts with one-on-one rock-paper-scissors. The loser of that round then becomes the fanbase for the winner who finds a new opponent until you’re left with a group cheering for one person and the rest cheering for the other Not to brag, but I did win the game. Can’t lie, I’m pretty good at rock-paperscissors.

Claudia even said one time that she thinks of my toe as another student.”

Before field day begins, our muster starts the same way all ship’s meetings do: with announcements and reports. Yesterday we had a long list of announcements including leaving “the tropics” and our task of completing inventory updates for the stewards. Also, I announced to everyone that my toe had closed up, which was followed by the loudest cheers and the most enthusiasm I have heard probably all trip. It was really funny but also really sweet that everyone cared so much about my toe. To think that these people who were mere strangers less than a few months ago are now active supporters of my healing toe journey really goes to show how strong the sense of community onboard the ship is. Claudia even said one time that she thinks of my toe as another student. I’d like to thank everyone for their support in these trying times, the

doctors at Port Denarau and especially Talia for holding my hand when they cut my toenail off and trying to distract me with stories I have yet to hear the end of… also for assisting in wrapping my toe in the following days

To my parents back home who have sent their advice over the phone thousands of miles away, my toe and I are both still here and thriving At the end of field day while things are wrapping up, Kelsie and I like to grab a long metal object that’s been freshly cleaned (usually a fiddle) and put on a concert. For any poor soul who happens to come by, we hold out our microphones and sometimes get a guest appearance, but usually not. As items are firelined back to the galley, we like to give items names and warnings for how they look as they are sent back down below to the galley I wonder if the names make it all the way to the galley… I guess I’ll never know.

Yesterday was a good day and today is too, so far We dock/ clear into Auckland in a week from today… crazy, but I won’t think about that too much right now.

by Sophia Weinstock

Perspectives on Climate Change: Insights from

Students at The University of the South Pacific, Fiji

Situated in the South Pacific Ocean is a collection of over three hundred tropical islands that together form the beautiful country of Fiji. This vibrant archipelago is highly sought after by visitors, for its stunning landscapes and rich culture. Unfortunately climate change has become an unwelcome visitor in this beautiful country. Fiji is a Small Island Developing State, being particularly vulnerable to the impacts of climate change due to the limited resources and geographic isolation. This poses a significant threat to its occupants when it comes to the loss of livelihood, caused by extreme weather events such as floods, sea level rise, and

coastal erosion due to climate change.

The ocean has advanced upon the borders of these magnificent islands, approximately six millimeters per year, observed since the 1990s. Year by year this green patch of trees and life becomes concerningly smaller.

A wide range of perceptions on climate change were observed by Dr. Rohit Prasad and Mr. Lauri Mkumbachi in their study conducted at the University of the South Pacific in Fiji. Different perspectives can change based on religion, culture, socio-economic class, education, nationality, and so on. Opinions on the topic vary widely, from trending interviews with very important U.S. politicians expressing skepticism on the topic, such as Donald Trump’s 2014 statement--“I think that climate change is just a very, very, very expensive form of tax. I don’t believe it”--to impactful speeches from young activists dedicated to raising awareness about this global issue, such as Greta’s Thunberg 2020 message: "I want you to act as if our house is on fire. Because it is." In some countries, climate change is not yet given much attention, while in others it is a daily concern.

by Raquel Cuatrecasas

Opinions on climate change vary. Some religious groups believe that a

higher power controls everything and that the acceleration of climate change is not influenced by human actions. Conversely, the researchers noticed that an overwhelming majority argue that climate change is worsening due to poor human management and activities.

In Fiji, where nature is an integral part of daily life, the agrarian community deeply influences their understanding of the environment Half of the country´s Gross Domestic Product (GDP) is dominated by tourism, the agricultural production accounts for ten percent of the GDP, and production and processing of sugarcane contributes about 15 percent of the GDP. More than seventy percent of Fiji´s economy depends on nature, and this close connection makes it easier for the habitants to notice significant changes in natural resources and weather patterns in their region.

To conduct this study, two different groups that focused on environmental protection were selected from the University of the South Pacific at Fiji by the researchers, to complete a questionnaire that is often used in climate change decision-making policy The Wantok Moana group’s main focus is on marine science and is mostly bachelor of science students. The Econesian Society is mostly students majoring in Geography, land use planning and real estate, as well as lecturers in climate change and graduate assistants in marine science.

The data included sociodemographic information, environmental knowledge, degree of awareness, individual perceptions, and environmental problems in the local community.

Understanding of Climate Change

Michael Mastrandrea and Stephen Schneider described climate change as a change in global weather patterns: long-term variation in global weather patterns particularly increases in temperature and storm activity, regarded as a probable consequence of the greenhouse effect In this study, both groups referred to climate change as a severe environmental problem, caused by deforestation, burning of fossil fuels, greenhouse emissions, and air pollution

The Wantok Moana members did not mention air pollution as a cause of climate change, and stated that burning fossil fuels was the main cause of climate change, while the majority of Econesian Society students mentioned that greenhouse gas emissions were the main cause

by Raquel Cuatrecasas

Fijian coast from the deck of the Robert C Seamans (Brooke Grasberger)

of climate change. These resulted in coral bleaching, rising sea levels, and drastic weather changes. Forty-eight percent of the students from the Econesian Society responded that climate change is related to a change in habitat, seventeen percent responded that climate change relates to a change in their lifestyle, experiencing uncomfortable nights due to high temperatures, among other negative changes.

The responses showed that inhabitants have changed their lifestyles in many ways as they were being directly affected by climate change Some students said that they have to protect themselves from the sun, as it is very intense during the day, but some others prefer to stay under a shelter to avoid the sun and heat.

Even though students had a similar understanding on the topic, this study revealed that even within the same country, area, and university, different viewpoints on

by Raquel Cuatrecasas

climate change were recorded. The results showed that the majority of participants from both groups learned about climate change primarily through social media. Given that social media can often provide distorted or inaccurate information, this reliance is alarming as it can lead to misinformation and fragmented information on climate change. Additionally, the results of this study showed that eight percent from Econesian society and six percent from Wantok Moana, had never heard about climate change. This highlights the failure from big institutions such as universities, in addressing and putting the effort on educating students on this topic.

Communal Responsibility

Addressing climate change is a moral and civic duty, given its profound impact on our communities and ecosystems. It is important to have a good understanding on climate change in

A rainbow welcoming the Robert C Seamans to Savusavu (Brooke Grasberger)

order to confront this global crisis. To manage this crisis, it is essential to incorporate comprehensive environmental education for both current and future generations. Such education should encompass strategies for adapting to changes in climate, as well as mitigating the effects of climate change. By doing so, we can better equip individuals to confront the challenges posed by this crisis

The results showed that the majority of participants from both groups learned about climate change primarily through social media.”

Dr. Rohit Prasad and Mr. Lauri Mkumbachi, mainly conducted this study to help assess societal attitudes towards climate change, to understand how different groups perceive and respond to environmental issues. This understanding can guide policymakers in aligning their strategies with public perspectives and cultural values, ensuring that future environmental management and planning are informed by a broad range of societal views and traditional practices. Engaging with these diverse viewpoints is crucial for developing effective and inclusive approaches to climate action.

by Raquel Cuatrecasas

A “Stu-Stew” Day

Date: November 12th, 2024

Time: ~1000

Location: ~32˚ 18’ S x 175˚ 35’ E

Weather: Easterly wind, 10-12 kts

Kelsie, its 5:15, your stustew day starts in a few minutes” have been my favorite words to wake up to during our voyage so far. “Stu-stew” stands for student steward and you get this opportunity two to three times during our trip.

During this day you get to work in the galley with our amazing stewards Tobi and Tom. During my first galley day I was craving “carnival style” food and Tobi and Tom were able to make that dream come true We woke up really early, around 5:15 to start on breakfast which was waffles! All meals are split watch group and the time of your next watch shift, so we didn’t have to make enough waffles for thirtytwo people at a time. Each meal seating got a warm stack of waffles, a bowl of green apples, crispy bacon, and yogurt. We have a lot of savory breakfasts on the ship, so I think the waffles were a fan favorite.

Once 10:00 rolled around, it was time to bring out snack, which I

by Kelsie Bottari

chose to make rice crispy treats

These treats are my favorite snack off the boat, so I decided to bring them to the boat, and they were eaten pretty quickly. For lunch, Tom, Tobi, and I made mac and cheese. This was the most amazing mac and cheese I’ve ever had; everyone ate so much, and we got lots of amazing feedback on the meal.

A few days later, in Tuvalu, we used the leftover mac and cheese and had fried mac and cheese balls

Preparing calzones in the main salon with Tobi (left), Kelsie, and Tom

for dinner!

For afternoon snack we kept it simple, with a refreshing fruit salad since it was hot out that day. For dinner I saved the best for last, with my favorite meal ever: hot dogs with homemade buns, and french-fries! If you know me, you know that hot dogs are my absolute favorite food, and when I found out about stustew days, this option was a no brainer To finish off my carnival themed meals, we ended the day with four large tins of Carmel corn for all watches and others.

I have been lucky enough to have two stu-stew days at this point in the trip. For my second day, the galley and I started off with pear muffins, maple bacon, and yogurt. We had extra muffins, and they were delicious to snack on throughout the day.

For snack, once again, we made rice crispy treats, but this time we used Trix and Lucky Charms. Personally I like these better than the last ones!

Lunch took a long time to prepare but it was well worth it. We made salmon sushi cups. We seasoned the sushi rice with rice vinegar and packed the rice in muffin tins, with seaweed liners We then stuffed them with a seasoned salmon, and green onions and baked them. This meal was definitely a fan favorite, even Cap said so himself. We served another fruit salad for afternoon snack because, once again, we had a lot to prepare for dinner. For dinner we made thirty-

five calzones! Tom, Tobi, and I set up an assembly line. Tobi rolled out the dough, I stuffed them with ricotta, mozzarella, and sausage, and then Tom folded them and gave them their calzone shape. Served with the calzones, we had sides of sautéed mushrooms, peppers, and onions, along with a blush sauce to dip. And for my midnight snack, we served big buckets of Chex mix.

I truly think that Tom and Tobi play one of the most important roles on this ship. I am so extremely thankful for how much work they put into these trips in order to feed everyone such amazing food multiple times a day. I absolutely love the idea of bringing a student into the galley. It truly gives us a whole day to get to know them on a deeper level and allow us as students to share our favorite foods with the rest of the crew.

by Kelsie Bottari

My second version of the rice crispy treats, enjoyed by Kiera (Emma Johnson)

Seabird Interaction and Distribution of Ocean Plastics

Oceanic ecosystems are under severe threat from marine plastic pollution, and seabirds are among the species most affected by this issue. Seabirds’ interactions with ocean plastics are intensive and extensively documented through accounts of ingestion, entanglement, and nest construction. They may ingest plastic debris, mistaking it for prey, which can lead to health problems or death.

Understanding the factors affecting how seabirds interact with plastic debris is necessary to frame effective strategies in mitigating the impact of marine pollution. The article “Factors (type, color, density, and shape) Determining the Removal of Marine Plastic Debris by Seabirds from the South Pacific Ocean: Is There a Pattern?” aims to identify patterns related to the different characteristics and location of plastic debris and their effects on seabird removal and feeding. By examining these factors and patterns, the study seeks to highlight the issue of seabird conservation and better management of the threats of marine plastic pollution. The study explores three main

by Avery St. Clair

hypotheses: surface-feeding seabirds often ingest plastic directly and may selectively pick plastic items based on their physical features; diving seabirds can also ingest plastics, but this might occur indirectly through their prey, which may have previously consumed plastic; some seabirds might selectively gather certain types of plastic from the sea surface to use as nesting materials, based on the characteristics of the plastic items.

To test these hypotheses, the

Avery crafted this sculpture from plastic trash he picked off the beach in Woods Hole

study compared various characteristics of plastic debris such as type, color, shape, and specific density across two main categories: abiotic (non-living) and biotic (living or related to organisms) The abiotic compartments were composed of beaches from the continental coast of Chile, Rapa Nui beaches, and the South Pacific Gyre. The coast of Chile was used to represent a close source for the plastics, while the other two sets represent the open ocean and plastics that had to be transported through ocean currents to get to where they accumulated For the biotic compartments, the scientists examined the stomach contents of surface feeding and diving seabird species; they also examined the use of plastic materials in seabird nesting areas.

The study took place across the South Pacific Ocean, with samples from both the abiotic and biotic environments collected over twenty years. Data from various studies were compared, including those on plastic debris from beaches in Chile

and Rapa Nui, surface microplastic surveys, seabird foraging and plastic contamination of seabird nesting sites. Plastic debris of various types and colors with defined density and shapes was collected from the ocean They also observed seabird behavior, noting how often different types of debris were ingested or removed. To explore the relationship between plastic characteristics and seabird behavior, statistical analyses were used, including regression models to assess the significance of each factor.

Samples of plastic debris were gathered from thirty-eight beaches along the Chilean coast, Ovahe Beach on Rapa Nui, and eight sites in the South Pacific Gyre near Rapa Nui, a major area for plastic accumulation. Boat surveys with trawl nets were used to collect surface plastics, while researchers

Avery St. Clair

also conducted shoreline surveys with systematic beach searches. These samples were collected in a consistent way across all locations. Biotic samples were taken from seabird stomachs (including surfacefeeding Polynesian storm petrels and dive-feeding Christmas shearwaters) and from the nesting sites of five seabird species: the great frigate, black-browed albatross, Chatham albatross, southern royal albatross, and northern royal albatross.

Stomach contents were only collected from dead birds found on Salas y Gómez Island. The seabird nesting areas were located on Salas y Gómez Island, Diego Ramírez Island, the Chatham Islands, Taiaroa Head on New Zealand's South Island, and Campbell Island.

The plastic debris was classified into five main groups based on photos: hard fragments, expanded

polystyrene (EPS), pellets, lines, and thin films. The researchers also categorized plastics by color, using eight categories: white/gray, yellow/orange, red/pink, blue/light blue, green, brown, black, and transparent. Shape was determined by measuring the two longest dimensions and calculating circularity. To measure density, each plastic item was submerged in distilled water. If the plastic floated, ethanol was added to reduce the solution’s density; if it sank, concentrated calcium chloride was used to increase it This process continued until the plastic reached neutral buoyancy. Afterward, the density of the plastic was calculated by measuring the weight of the solution displaced by the plastic

On the Chilean coast, the majority were EPS (50.5%) and hard plastics (32.7%). In contrast, plastics from

by Avery St. Clair

from the South Pacific Gyre were mostly hard plastics (71.4%) and plastic lines (19.2%), with only a small percentage of thin plastic films (6.3%), and no EPS. On Rapa Nui, hard plastics dominated (84.4%), followed by plastic pellets (15 2%) No EPS or thin films were detected

This broad study regarding marine plastic pollution and interactions with seabirds contains wide-reaching implications for conservation.”

on the beaches there. When researchers looked at seabird stomach contents, they found that surface-feeding seabirds mainly ingested hard plastics (71.3%) and plastic lines (27.6%). Similarly, divefeeding seabirds also had mostly hard plastics (80.9%) and plastic lines (11.1%) in their stomachs, with no EPS or thin films. The plastics in the seabird nesting areas were dominated by hard plastics 88 8% and plastic lines 10.7 %, while very few thin plastic films 0.4% were found.

This broad study regarding marine plastic pollution and interactions with seabirds contains wide-reaching implications for conservation. The study brought out the clear trend in the different environment types of plastics and the effects these have on the behavior of seabirds. For surfacefeeding seabirds, hard plastics and

plastic lines are often ingested directly and could be of particular importance, while diving seabirds also encounter these and similar types of debris through their prey. The fact that expanded polystyrene and thin plastic films are not found in the stomachs and nesting areas of seabirds would suggest that some types of plastics are more easily consumed or collected than others. This pattern emphasizes how interventions should be duly targeted toward the specific kinds of plastics prevalent in seabird habitats. For example, less production and release of hard plastics and plastic lines can reduce the rate of ingestion and its health implications among seabirds. Further research can give a better understanding of the actual mechanisms involved in plastic ingestion by seabirds and their long-term health consequences for seabird populations. In this way, an effective strategy may be proposed to protect seabirds and conserve ocean ecosystems because of increased plastic pollution.

Ocean Whispers: Margaret's Tale

Margaret Fisher stood on the weathered dock of Seabrook, her eyes scanning the horizon where the sky kissed the sea. The salty breeze carried whispers of change, a language she'd learned from a lifetime on these waters.

"What stories do you bring today?" she murmured, studying the clouds. High cirrus clouds, wispy and delicate, stretched across the sky like celestial brushstrokes. Margaret's weathered hand reached for the small notebook she always carried–a habit her grandmother had instilled in her decades ago September 17, 2024: Cirrus clouds moving fast from west to east. Air feels different. Fish patterns are shifting again. Water temperature 2°C above normal

As she jotted down her observations, Margaret's mind drifted to her grandmother's words: "The ocean connects us all, Maggie. What happens here ripples across the world." Those words had shaped Margaret's life, keeping her rooted in Seabrook even as others left for bustling cities. Why leave when the

by Madeleine Chapman

whole world came to her doorstep with each tide?

Margaret's small fishing boat, The Stargazer, bobbed gently beside her. Named for the countless nights she'd spent navigating by starlight, it was more than a vessel–it was her window to the ocean's soul.

Her

grandmother's words: ‘The ocean connects us all, Maggie. What happens here ripples across

the world’.”

As she prepared to cast off, a flicker of movement caught her eye. A pod of dolphins, unusual for this time of year, leaped playfully in the distance. Margaret frowned. It was another sign of the changes she'd been noticing.

Out on the water, Margaret let her instincts guide her. The wind had shifted, carrying a warmth that didn't belong to September. She sailed further than usual, following the dolphins' path Hours passed before she found what she was looking for--a school of mackerel, but not where they should be.

"You're a long way from home,

aren't you?" she murmured, casting her net.

As the sun dipped below the horizon, painting the sky in hues of orange and purple, Margaret charted her course home using the North Star as her guide The constellations above were constant companions, unchanging in a world that seemed increasingly unpredictable.

Back at the dock, Margaret's catch drew curious glances from fellow fishermen. "Mackerel? This time of year?" Old Joe, a fixture at the harbor for as long as anyone could remember, shook his head in disbelief.

"Something's changing, Joe," Margaret replied, her voice tinged with concern. "The water's warmer than it should be. Fish are where they shouldn't be. We need to understand why "

That night, unable to sleep, Margaret poured over years of notebooks filled with her observations. Patterns emerged subtle at first, then unmistakable Warm spells lasted longer each year. Cool periods became rarer. Fish migrations were shifting.

The next morning, driven by a need to understand, Margaret visited the local library. A scientific journal caught her eye as she searched for answers: "Atmospheric wavenumber-4 driven South Pacific marine heat waves and marine cool spells."

Margaret began to read but quickly found herself lost in the

technical jargon. Wavenumber-4?

Atmospheric forcing? The concepts were far beyond her understanding. Frustrated but determined, she checked out the journal and several books on oceanography and meteorology

Over the next few weeks, Margaret divided her time between fishing and studying. She struggled through basic concepts of atmospheric science, often staying up late into the night, her kitchen table covered with books and notes.

As her understanding grew, so did her concern. The changes she'd been observing weren't isolated incidents - they were part of a global pattern. But she still couldn't fully grasp the implications.

Seeking help, Margaret contacted Dr. Emily Chen, an oceanographer at the nearby university who occasionally visited Seabrook for field research.

"Dr. Chen," Margaret said during their meeting, "I've been noticing changes in our waters for years. The temperatures, the fish patterns And now I've found this article about something called a wavenumber-4 pattern, but I can't make sense of it all.”

Dr Chen listened intently as Margaret shared her observations and questions. "Margaret, what you're describing aligns perfectly with this research. Let me see if I can help explain it "

Over several meetings, Dr. Chen helped Margaret understand the wavenumber-4 (W4) atmospheric

by Madeleine Chapman

pattern. She explained how this global wave of alternating high and low-pressure areas could stall, leading to simultaneous marine heat waves or cool spells across different ocean basins.

"So, when we have a warm spell here," Margaret mused, pointing to Seabrook on a globe on Dr. Chen's desk, "similar events could be happening in the Atlantic, Indian, and eastern Pacific Oceans?"

"Exactly," Dr. Chen nodded. "Your local observations are part of a much larger picture. The W4 pattern is like a global dance of atmospheric pressure When it's moving normally, we see typical weather patterns. But when it stalls, we get these prolonged heat waves or cool spells."

Dr. Chen sketched a diagram on paper: "Imagine four giant highpressure systems spaced around the globe, with low-pressure systems between them. When this pattern stalls, it can lead to persistent weather conditions that affect ocean temperatures and currents " Margaret's eyes widened with understanding. "And that's why the mackerel are showing up in strange places? Because the currents are changing?"

"Exactly," Dr. Chen smiled. "The shifting winds associated with these pressure systems can alter ocean currents, bringing warmer or cooler water to areas where it's not typically found."

Armed with this new understanding, Margaret felt a

renewed sense of purpose. She organized a meeting at the harbor, where fishermen gathered to hear her findings.

"Friends," she began, her voice carrying over the lapping waves. "What we're seeing isn't just local It's part of a global pattern." She explained the W4 phenomenon as best she could, with Dr. Chen present to provide scientific backup.

Margaret shared her years of observations, now contextualized by scientific research. "Remember the summer of 2021, when we had that long warm spell and the mackerel showed up early? Well, fishermen in parts of the Atlantic and Indian Oceans were seeing similar strange patterns."

Murmurs rippled through the crowd. Old Joe spoke up, "But what does this mean for us, Maggie?"

Margaret took a deep breath "It means we're all connected, just like my grandmother always said. What happens here affects fishermen halfway across the world. And what they experience affects us "

In the following days, Margaret's discovery sparked a change in Seabrook. Fishermen began sharing their observations, creating a network of citizen scientists They started working with Dr. Chen and other marine researchers, contributing their generations of knowledge to the scientific understanding of oceanic changes

Margaret found herself at the center of this movement, bridging the gap between traditional fishing

by Madeleine Chapman

wisdom and modern science. She organized educational programs, teaching young people to read the clouds, winds, and stars while also understanding the global forces at play.

The community came together to adapt to the changing conditions. They adjusted their fishing schedules and techniques based on the new patterns they were observing Local restaurants started featuring "climate-aware" menus highlighting sustainable seafood choices based on the shifting marine ecosystems.

Seabrook's efforts didn't go unnoticed. News of their citizen science project spread, and other coastal communities soon reached out to learn from their example. Margaret found herself speaking at conferences, sharing Seabrook's story with scientists and policymakers.

To further understand the global connections, Margaret established regular communication with fishing communities in three other locations around the world that corresponded to the W4 pattern: a small island in the southern Indian Ocean, a coastal town in central Chile, and a fishing village off the coast of Argentina. These locations, along with Seabrook, allowed them to track the W4 pattern's effects across the Southern Hemisphere. During one such call, Margaret shared her recent observations: "We've been seeing unusually warm waters and more tropical fish

species lately. How are things looking for you all?"

The representative from the Indian Ocean island nodded in agreement.

"We're experiencing similar warming Our usual tuna migration patterns have shifted."

The Chilean fisherman added, "It's the opposite for us right now. We're in a cool spell. The anchovies are behaving differently than expected."

Argentina's representative chimed in, "We're somewhere in between. Temperatures are normal, but we're seeing some unusual current patterns."

This global perspective helped the communities anticipate changes and adapt their fishing practices. In Seabrook, Margaret worked with local fishermen to implement several changes:

1.They adjusted their fishing grounds based on water temperature data, often venturing further to find the cooler waters preferred by their usual catch

2.The community invested in more versatile fishing gear to handle a wider variety of species, preparing for the possibility of tropical fish becoming more common

3.They implemented a rotating fishing schedule, allowing certain areas to rest and recover, ensuring the long-term sustainability of their practices

4.Local fish markets started offering cooking classes to introduce consumers to new species

by Madeleine Chapman

that were becoming more prevalent due to the changing conditions.

As these changes took hold, Margaret often found herself reflecting on the journey that had brought them here. One evening, as she stood on the dock watching the sunset, she opened her notebook and wrote:

October 15, 2024: The ocean whispers of change, but also of hope. We are learning to listen, to understand. In understanding, we find the power to adapt and protect. Grandmother was right - we are all connected, and in that connection lies our strength The W4 pattern is forming again. We're prepared this time, ready to adapt and help others do the same.

As the first stars began to twinkle in the twilight sky, Margaret closed her notebook and looked out over the water The future was uncertain, but she faced it with determination and hope. After all, she was part of something much larger--a global community united by the very forces that challenged them

In Seabrook and beyond, the ocean's whispers were finally being heard, translated by a harmonious blend of age-old wisdom and cutting-edge science And Margaret Fisher, standing at the intersection of these two worlds, knew this was just the beginning of a new chapter in humanity's relationship with the sea

by Madeleine Chapman

Image Credit:

The sample cover image for this story was generated using OpenArt SDXL from the prompt: (watercolor style), a middle age woman brown hair (wisdom and resilience) standing on a dock, (gazing thoughtfully) out at the sea holding a small notebook, cool color scheme, soft blues and grays, (gentle hues) in the sky, mix of cirrus clouds and clear patches, (reflecting changing weather patterns), tranquil atmosphere, serene vibe, high detail, (immersive and expressive) ocean backdrop, (4K ultra-detailed) watercolor aesthetics.

Whale Song: Original Musical Composition

This is a short piece of ambient music, linked below via YouTube, that I wrote about sperm whale strandings. In 2018 there was a mass stranding event in Taranaki, Aotearoa New Zealand, that saw thirteen sperm whales washing up on shore between May and June. While there's little substantial evidence for why this happens, a group of researchers were able to track the whales genetic lineage, as well as the areas they had been inhabiting.

Warming Seas and Shrinking Phytoplankton Populations:

What It Means for You and Our Oceans

Oceans, which cover more than seventy percent of our planet, are fundamental to life on Earth Among the smallest inhabitants of the sea, phytoplankton are among the most crucial. These microorganisms not only support marine ecosystems but also play a key role in regulating Earth's climate. However, with rising sea temperatures, phytoplankton populations are declining, which could have profound effects on both the environment and human life.

What Are Phytoplankton and Why Should You Care?

Phytoplankton are microscopic,

surface waters of oceans and freshwater bodies, much like plants grow on land. Through photosynthesis, they use sunlight and nutrients from the water to produce energy, releasing nearly half of the oxygen we breathe.

But their role in life on Earth doesn't stop there. Phytoplankton also absorb large amounts of carbon dioxide (CO2), a greenhouse gas currently driving global warming.

By capturing CO2 through photosynthesis and incorporating it into their cells, they help regulate the Earth's carbon cycle This process prevents an overaccumulation of CO2 in the atmosphere, which would otherwise trap heat and lead to global warming

by Jeff Becko

Once the diatoms, a type of phytoplankton, have utilized all silicate, they take their chance and start to reproduce at a very high rate Within a matter of days the water can be filled with young spherical colonies Each tiny spot on the photo represents one Phaeocystis cell

pre-Anthropocene conditions as natural climate stabilizers, absorbing CO2 and releasing oxygen, which helps regulate the planet's temperature and keep it habitable. However, recent scientific studies suggest that even these tiny organisms are at risk due to rising ocean temperatures. Changes in ocean conditions are disrupting the delicate balance phytoplankton need to survive A decline in their populations could create a deadly feedback loop, not only in marine ecosystems but also on the entire planet.

How Warming Seas Are Affecting Phytoplankton

A recent study by Swan L. S. Sow, Thomas W. Trull, and Levente Bodrossy took a closer look at how warming seas are affecting phytoplankton, with a particular focus on a type called Phaeocystis, chosen due to its significant ecological roles in marine ecosystems, especially in highlatitude environments like the Southern Ocean.

The study revealed several key and surprising insights into how climate change is impacting these organisms The researchers collected data from the South Pacific Ocean, spanning from the icy waters near Antarctica to the warmer waters near the equator. During the autumn and winter of 2016, they gathered seawater samples from 132 stations across a 7,000-kilometer transect, analyzing the distribution

of phytoplankton at varying depths. Their findings showed that oceanographic fronts natural boundaries between different water masses play a crucial role in determining where Phaeocystis populations thrive These fronts are influenced by differences in temperature, salinity, and nutrient availability, creating distinct zones in the ocean with unique conditions.

For example, Phaeocystis antarctica was the dominant species in the cold waters near the Subantarctic Front. However, just north of this boundary in warmer waters, two other species Phaeocystis globosa and Phaeocystis cordata were found to dominate. This was unexpected, as these species are typically associated with the Northern Hemisphere.

The paper suggests that rising ocean temperatures may shift Phaeocystis assemblages by altering nutrient availability and environmental conditions across ocean fronts, challenging the cold-adapted Phaeocystis antarctica in highlatitude waters.

Why Are Phytoplankton Populations Shrinking?

As global temperatures rise, the delicate balance of phytoplankton populations is disrupted. One of the key discoveries from this research is the decline of phytoplankton in vast ocean regions, a trend expected to worsen. Phytoplankton thrive within a very narrow range of environmental conditions, making

by Jeff Becko

them highly sensitive to changes caused by warming seas. This delicate balance is increasingly being disrupted as ocean temperatures climb.

As the oceans warm, the natural mixing between water layers becomes less frequent. Normally, this mixing allows nutrient-rich deep waters to rise and blend with sunlit surface waters, where phytoplankton carry out photosynthesis. This process is essential for their growth and reproduction, as it provides the nutrients they need. However, reduced mixing means fewer nutrients reach the surface, depriving phytoplankton of the resources necessary to sustain their populations. Additionally, the warming surface creates a barrier between the cooler, nutrient-rich waters below and the upper, sunlit waters where phytoplankton reside. This phenomenon, known as stratification, limits the upward flow of nutrients, leading to a decline in phytoplankton as they can no longer photosynthesize and grow effectively.

drivers, and ecological interactions with other microbes, in efforts to better understand its potential response to climate change and the cascading effects toward the broader marine ecosystem.”

However, reduced mixing means fewer nutrients reach the surface, depriving phytoplankton of the resources necessary to sustain their populations.”

The study reports that the relative abundance of Phaeocystis sequences was highest at high latitudes, peaking at around 9% near 64°S, and decreased significantly towards the subtropical oligotrophic gyre (10–40°S) where it reached a low of 0 3–0.9%. This quantitative finding indicates a latitudinal decline in Phaeocystis presence as conditions warm, which aligns with observed sensitivity of Phaeocystis to environmental shifts driven by climate change. As global warming continues to heat the oceans, these

The paper’s authors note, “Further molecular exploration of this genus, particularly in its noncolonial forms, should be a key consideration to better understand its seasonal variability, environmental drivers, and ecological interactions with other microbes, in efforts to better understand its potential response to climate change and the cascading effects toward the broader marine environmental cont'd >

by Jeff Becko

Second scientist Katherine Rigney (left) helps Hatuey (sitting) and Avery get ready to deploy the CTD (Brooke Grasberger)

disruptions may push phytoplankton toward further decline, with serious consequences for marine ecosystems and the global climate.

Why Does This Matter?

Although the decline in the population of microscopic organisms in the ocean might seem minor at first, it becomes a significant concern when considering the potential ripple effects on marine ecosystems and the broader climate.

Phytoplankton form the foundation of the marine food web, supporting nearly all sea life, from tiny shrimp to massive whales. Many marine animals rely on phytoplankton directly or indirectly.

For instance, small fish and other aquatic creatures feed on phytoplankton, and these small animals are, in turn, prey for larger predators, including commercially important fish species like tuna and salmon. A decrease in phytoplankton would lead to a proportional decline in fish populations, with serious consequences not only for marine ecosystems but also for global fisheries affecting millions of people who rely on seafood for their llivelihoods

Phytoplankton also play a crucial role as a carbon sink. By absorbing CO2, they help reduce the concentration of this greenhouse gas in the atmosphere, thereby slowing down the process of global warming. If phytoplankton populations decline, less CO2 would

be absorbed, resulting in higher levels of CO2 in the air and more rapid climate change. As researcher Thomas W. Trull explained, “The loss of phytoplankton would mean losing one of the planet's key mechanisms for regulating CO2 levels As their distribution and abundance shift, we may see an acceleration in global warming.”

Oceanographic Fronts

This study by Sow et al. reveals one of the most intriguing findings, namely how crucial the role of oceanographic fronts play in regulating phytoplankton populations. These fronts act as natural boundaries, separating water masses with distinct temperature, salinity, and nutrient profiles. Since phytoplankton growth depends on specific conditions, these fronts create unique ecological regions within the ocean. For example, in the Southern Ocean, the Subantarctic Front marks a divide: the colder, nutrient-rich waters to the south support species like Phaeocystis antarctica, while the warmer, nutrient-poor waters to the north favor species like Phaeocystis globosa.

This discovery challenges the previous belief that phytoplankton are evenly distributed across the oceans, where any species could thrive in any region. The study shows that global oceanographic fronts act as gatekeepers, determining which phytoplankton species can survive in specific areas.

by Jeff Becko

and (F) transmittance (%) within the top 500 m

150 m for chlorophyll a) Major oceanographic fronts are indicated by

indicate approximate boundaries for subtropical gyre and equatorial upwelling

Figure 1 illustrates how these fronts influence the temperature, salinity, and nutrient composition of different ocean zones, leading to distinct environments where various Phaeocystis species thrive.

A complementary study by Ajani et al. (2020), “Global Warming Impacts Micro-Phytoplankton at a Long-Term Pacific Ocean Coastal Station,” provides additional insights into how rising temperatures affect phytoplankton populations, aligning with the findings in Sow et al.'s research on Phaeocystis assemblages. The research revealed how rising sea temperatures at a

by Jeff Becko

coastal station near Sydney, Australia, over nearly ninety years, have changed the composition of phytoplankton species: warm-water species like Leptocylindrus danicus have increased, while cooler-water species such as Asterionellopsis glacialis have declined. These findings align with the shifts observed in Phaeocystis species in the earlier study, highlighting a clear trend toward warmth-tolerant species as oceans heat up. This shift could have significant implications for the marine food web and carbon absorption processes.

The two figures demonstrate the

Figure 1 Vertical distributions of (A) temperature, (B) salinity, (C) dissolved oxygen, (D) chlorophyll a, (E) nitrate + nitrite

of the water column along the P15S sampling section (top

red dashed arrows, white dotted lines

zones (Sow, et al , 2020)

impact of warming seas on phytoplankton populations. Figure 1, from Sow et al. (2020), illustrates how oceanographic fronts shape the distribution of Phaeocystis species by influencing physical ocean boundaries, nutrient availability, and species assemblages. Figure 2 from Ajani et al. (2020) presents long-term changes in phytoplankton species at a coastal station, showing a correlation between rising sea surface temperatures and an increase in warm-water species, alongside a decline in cool-water species. Both figures emphasize the significant effects of climate-driven changes on marine ecosystems.

Conclusion: A Call to Action

The findings on phytoplankton populations underscore a critical issue: warming seas pose a serious threat not only to these microorganisms but also to the entire marine ecosystem and the global climate. Phytoplankton form the foundation of the oceanic food chain and are among the most important carbon sinks on the planet, absorbing CO2 and releasing oxygen. However, rising sea temperatures and altered nutrient supplies are causing phytoplankton populations to decline or shift in composition, which will have farreaching effects on marine

Figure 2 from Adjani, et al (2020) presents the temporal shift in Community Temperature Index of the coastal station in the Pacific Ocean As temperature warms, warmer- water phytoplankton species become more dominant, while cooler-water species decline Kernel density plots show the temperature preferences (STIs) of the top eight most abundant species for each survey at PH100m

by Jeff Becko

biodiversity, fish stocks, and global carbon regulation.

Research by Sow et al. (2020) and Ajani et al. (2020) demonstrates how oceanographic processes and increasing temperatures are driving changes in the distribution of both cool-water and warm-water phytoplankton species. These shifts are likely to trigger cascading impacts within marine ecosystems, as well as on human livelihoods that depend on the ocean. The message from these studies is clear: continuous monitoring of phytoplankton health and global action on climate change are essential to mitigate these impacts.

While the outlook is concerning, understanding these changes empowers us to make informed decisions about protecting our oceans and, ultimately, our planet.

Classroom Lesson Plan: Dinoflagellate Pathway Mapping

students will learn about water currents and how to map them based on historical biological information. They will step into the roles of scientists and practice drawing conclusions based on the world around them.

Age Range 7-12

Materials:

Tub of water (ideally with clear sides)

½ teaspoon of pepper 100 cut-out dinoflagellate images

Maps of the room (½ the amount of students)

Advance Preparation:

Lay out cut-out dinoflagellates on the floor, keep in mind a pattern that students will be mapping

Lesson Procedure:

Engage/Prepare to Explore

1. Ask students what they know about surface water currents, steering towards the idea that this is the pattern that water flows in.

2. Explain the basics of the original study: Scientist Marlow Cramwinckle and their team performed a study where they mapped the appearances of fossils of dinoflagellates, which are a type of small plankton that live in the ocean Because the dinoflagellates float, they follow along the water currents and eventually sink to the bottom of the ocean. The scientists then used the fossils to map out what the water currents would have looked like 40 million years ago, during the Eocene period.

3 Have students gather around the water tub for a display of organisms following the water currents

by Mira Peffley

Mira, practicing her teaching, by presenting on the quarterdeck

a. Sprinkle pepper on top of the water explaining that it represents the dinoflagellates. Give students the opportunity to take turns swirling the water and watch the patterns that the pepper follows. Ask the students questions as they do so, leading them to the conclusion that the dinoflagellates are following the surface water currents.

b. After a few minutes, the pepper will float to the bottom of the tub; you should connect this to the idea of the death-like cyst stage dinoflagellates go through, at which point they float to the ocean floor and can become fossils.

4. Tell students that today they will have the opportunity to map the pathways of dinoflagellates and the water currents they follow, just like the scientists from the study.

Explore

5. Have students partner up and give each pair a map of the classroom

6. Instruct students to walk around through the room and mark on their map where they see the cut-out dinoflagellates

Note: this activity can be made more difficult by having students use desks to model landmasses in their maps. It can also be done by adding in “decoy” dinoflagellates, asking students to identify which are correct from a provided chart and explaining that some dinoflagellates

aren’t from the correct time period and shouldn’t be considered part of our maps. In the study, scientists had to identify dinoflagellate species to ensure they were all from the Eocene period.

7 After students have finished marking the locations of all the dinoflagellates, have them sit and work with their partners to uncover the patterns of where the dinoflagellates would have been flowing.

Reflect and Share

8. Regroup the classroom and ask students to share what their maps look like.

9. Have students reflect on how they can use fossils to find out what the world looked like in the past and why it might be useful for people to know about historical water currents.

cont'd >

by Mira Peffley

Ancient and modern dinoflagellate cysts (Wood, “The Sedimentary Record of Dinoflagellate Cysts,” 2001)

10. Explain that the Eocene, the time period the study focuses on, was a time of historic climate change. Ask students if the information learned in the study could be useful for climate scientists today, and how it might be used

Focus on giving students the feeling of agency when it comes to climate change, rather than additional fears by helping them view themselves as scientists Students should leave the lesson feeling like they have power to address and influence large scientific problems, rather than feeling as though they have no control over an overwhelming issue. Students with the opportunity to act in the roles of scientists early on will be more prepared to take on the role in the future.

11 End the lesson by asking if the students have any questions on how the original study works.

To Where the Road Ends

Date: November 13th, 2024

Time: ~1200

Location: ~34˚ 00 4’ S x 176˚ 01 2’ E

Weather: Clear, 10-12 kts easterly

Acelebration of going down an unknown path ”

I recently had an impossible choice in my life; I could choose to stay or I could choose to leave. It was unclear what the decision to stay would entail, and it was unclear what leaving would bring.

In the end, I decided to walk away and close the door behind me. Turns out it's true what they say, when one door closes another one opens. For me the door that opened was SEA. A door that led me to a new adventure at the end of a road in Fiji.

I found myself at the end of a road. I didn't think the road would end, and I didn't see it coming, but then again I never saw the beginning of it either. The road was a long hike. I had left the Robert C. Seamans, and walked past touristy businesses, past the post office, past winding steep roads, past water towers, past the airport, past the red dirt, past the fancy AirBnBs, past the churches, past the Vishnu buses, past the

by Arthur Winslow

paved road, past the muddy road, and all the way to the end of the road. The people who lived at the end of the road told me that if I wanted to continue I could follow the beach to keep going forward. So I continued, past the small village with fields of kids playing, past a preschool, past friendly elders enjoying each other's company and down to the ocean's edge. Despite walking the road, I never knew the road's name or where it began. I

Most of the crew getting together to haul on the main halyard the line that lifts the mainsail (Arthur Winslow)

could have turned around, but I didn't. The reward for my perseverance was an unseen view of Fiji. A beach that felt wild, unlike the postcards, and unlike home. There were cool shells on the beach nestled in piles of dead driftwood and other detritus that had washed ashore. I met some Fijians who treated me not as a tourist, but with as much curiosity as I treated them. While walking along the border between Jungle and Ocean I saw a cool rock in the foliage and decided to climb it so that I could see the more wild jungle of Fiji, and to my surprise on top of the giant rock I found two kittens in a den under one of the coolest trees I've ever seen. At one point I got hot and decided to go for a swim and found that I was casually swimming among corals. The beach did not go on forever At some point it ended at a nice Fijian resort, that leads to a road, the road back to my home the tall ship Robert C. Seamans. In total I walked 7.5 nautical miles and came home sore, but I have no regrets but I guarantee you, you'll see things few others see if you decide to go on and face the unknown.

Cheers to SEA, and cheers going on adventures that won't even cross the minds of most.

It is not lost on me that the ability to walk down a road that most people won't get the opportunity to even see was given to me by others Thanks Mom for enabling me to go to SEA. Thanks to Kurtis J, Zach N,

Andrew W, and my Mom for helping me through an impossible decision. Thanks to my friends back home: Max, Josh, Noah, and Aniket, Erik Jan, and Klaus.

by Arthur Winslow

Selfie overlook above Savusavu (Arthur Winslow)

From Your Program Assistant

Dear S-318, I congratulate you on completing your semester abroad with SEA, and I wanted to share some reflections with you and express my gratitude to all of you for allowing me to be a part of the journey. You made the program what it was, and I really loved getting to know each of you. Your curiosity and eagerness to learn was inspiring You were all so easy to get along with and found community a

enjoyed coming to house dinners onshore and getting to know all of you before heading to sea. I remember everyone was so excited to start the sea component, and it was so great to experience it with all of you.

And then the sea component! From arriving in Tuvalu, to spotting dolphins off the bowsprit, to rough/sporty seas, to Denarau, then back to Denarau, and back again to Denarau (rumor has it we’re still there today..), they were all great memories.

by Talia Felcher

Talia steering the ship (Arthur Winslow)

At sea, I got to see all your passions ignite. In the science lab, on deck, and in the galley, you all thrived. You excelled at everything you set your mind to. This was clear in watching you develop from Phase One newbies into accomplished Junior Watch Officers and the cohesive working crew community you became.

I hope you use this experience to motivate yourselves to make changes and take action in the climate change realm in the creative and powerful ways you see fit.”

Kiera, I was always in awe of your creative writing/journaling; Avery, you are awesome, and it was fun to watch how excited you were to fish any time in any weather; Kelsie, I enjoyed your eagerness to connect with others around you and bring positive energy into conversations; Tim, you were so eager to help others around you at any time; Mira, your calming energy was appreciated by all; Maddie, you carried such great enthusiasm at sea; Jeff, you had a compelling life outlook; Arthur, you had great curiosity and eagerness to ask questions; Willow, your humor was so uplifting; Emma, I loved your courage and sense of self; Quinn, your kindness was contagious; Isabella, you had amazing creativity, cooking skills, and a sense of adventure; Raquel, your persever-

ance, determination, and laughter were inspiring; Hatuey, your care for your fellow classmates and excitement for learning were infectious; Anika, your leadership and patience didn’t go unnoticed; and last but definitely not least Sophia, you were great at going with the flow and encouraging others. You all made S-318 what it was and each of you played a valuable role in that

So, as you reunite with friends and family at home, I hope you all share the stories and experiences you had at sea and keep the memories alive I hope you spend time reflecting on what this experience meant to you and what you want to carry with you moving forward. I hope you use this experience to motivate yourselves to make changes and take action in the climate change realm in the creative and powerful ways you see fit. While the sea may feel far away at times, the experience and emotions you had are real and the skills you learned are transferable to wherever you may go next. I kept an SEA journal as a student and find myself returning to it often. I’m looking forward to seeing what you all do next - never hesitate to reach out And remember, people from S-318 are only a phone call away.

All the best, Your program assistant, Talia

by Talia Felcher

What We Can Do for the Health of the Pacific Ocean

After studying the South Pacific from a classroom and sailing through its waters, the students and crew of S-318 were asking questions about how to promote the health of the South Pacific’s people and waters. Students and crew would like to lift the voices of those Indigenous to the South Pacific and those whose work, community, and stewardship is central to life in the South Pacific

As students, the following are ideas that we believe in.

If we had money to donate, we would ask for resources to be invested towards clean energy. We would ask for relief for displaced peoples. We would allocate funding towards disaster recovery and local community funds We would also invest in education in the South Pacific, supporting local efforts.

We want individuals to vote. We want people to reuse what we can, and to push for change within our own governments.

We hope for further research on the frontlines of a changing South Pacific. We support research that includes Indigenous knowledge systems. We hope for investment in the generation of knowledge in coastal resilience, benthic ecosystems, disaster response, and a future with a changing climate. We also support the research of strategies to combat greenhouse gas levels, such as carbon sequestration, community sustainability, green cities, and clean energy technologies. We push for responsible science that respects Indigenous people and lands.

We want companies to invest in green infrastructures. We want them to take responsibility for their impacts and give reparations to communities harmed by extractive practices We want them to be transparent about climate impacts, contracted services, and funding sources. We want them to deliver on green promises.

We want our governments to legislate a clean energy transition, tighten environmental legislation, and ensure fair voting practices We also want them to accommodate climate refugees. In the South Pacific, we hope that our governments can deepen relationships with nations on the front line of a changing climate.

Coda

Well, here we are. For as much as we’ve all written, researched, and learned, it seems I’ve finally made it to a loss of words for this program In all, I journaled 98 pages throughout our semester; it’s somehow fitting that I didn’t quite make 100. There’s space still, to charge on, to continue the story until I reach 100 and then pass it, but I’m not sure if I will. Sometimes it is good to let things settle. I know that the end of the words doesn’t mean the end of what it meant to me I wasn’t quite sure how to start this ending; the ending to this magazine, another journal of sorts, that we’ve collected through our times and trials. It has the delicate touch of every hand that sought it through words and photos and thought A part of me, I suppose, is daunted by the prospect of writing some finale; some last beat; some final words at the end of a poem. That’s just not the way I work, and I think, perhaps, not how most of the students of S318 work. We were hearty folk, and equally courageous and curious. Somehow, I know that these words, like my own last pages, are not truly the finale of our time together.

As I write this Coda, now a number of weeks out from our departure of Bobby C., the clear details of each day futz up like sea

foam spritzing on the bow. The sensations, physical and emotional, remain, but the day to day slinks back to terrestrial life like rain water spreading into dirt and germinating seeds below the soil. Luckily, those seeds will grow into a new life, inspired and influenced by our time with each other on the ocean Today, I looked out to the sky and remembered the names of the clouds, and I believe I will continue to do so every time my eyes turn upward Part of me knows, for at least myself, that I’ll end up on a sailing vessel again. It’s only a matter of time, I think.

Those seeds will grow into a new life, inspired and influenced by our time with each other on the ocean.”

For my classmates, go forth and onward, towards whatever adventure awaits you next. I’m excited to see, through the grapevine, where you will all go. Our time spent under the sun, moon, and stars was not time wasted simply because it is over, nor time I can truly leave behind. Like the clouds, I remember your faces. I will continue to do so Out there, we learned so

much, and while I cannot speak to what all of you might have learned, I know there is one lesson in my mind that has stayed with me through every moment my feet have touched the ground now. That lesson is, that no matter what, there is something that I can learn or do.

In the face of what feels like catastrophe, in the face of what feels like terror, there is a choice to balk, or to clip into your jacklines and put on your foulies. Of course, I mean this as much metaphorically as physically, that as we take what we have learned about the world in the way of science, in the way of our experiences, back to land, that there is always something we can do, even in the littlest ways, to take care of ourselves and others. Hope, or Comradery; maybe that’s what I’ve

learned most of all. To sing while our hands stumble on line. To all come rushing to deck when we spot an albatross. To stay in contact with the friends and classmates who traveled away. To drink the swizzle juice and just trust whatever it might be. Bravery, or some sort of it, to continue on and on and on. Yes, I think that maybe that is something that S318 has learned or encompassed or embodied or some other fancy word that means something similar. And well, here we are again, but I don’t think this is an end.

Something tells me our wayward breaths will go on; brave and curious; move on, march on, for some time.

--Kiera Rennick

“Oceans and Climate” S318

Quinn Bausch, Grinnell College

Jeff Becko, Columbia University

Kelsie Bottari, Syracuse University

Madeleine Chapman, Kenyon College

Tim Chiu, Carleton College

Hatuey Connelly Molina, University of Puerto Rico, Humacao

Raquel Cuatrecasas, University of San Diego

Isabella Hackerman, Macalester College

Emma Johnson, University of North Carolina, Chapel Hill

Kiera Rennick, Grinnell College

Mira Peffley, Knox College

Willow Shoemaker, Denison University

Anika Stanwiens, University of San Diego

Avery St Clair, University of Hawai’i, Hilo

Sophia Weinstock, Hawai’i Pacific University

Arthur Winslow, St Olaf College

Talia Felcher, Program Assistant

Rick Miller, Captain

Claudia Mazur, Chief Scientist

Brooke Grasberger, History Professor

Rocky Bonner, Chief Mate

Hila Shooter, Second Mate

Spatch Patulak, Third Mate

JC Parker, Engineer

Sam Barresi, Assistant Engineer

Tobi, Steward

Tom, Assistant Steward

Süpi Vallas, First Scientist

Katherine Rigney, Second Scientist

Matthew Lawson, Third Scientist

Jackie O’Malley, Mate-in-Training

Gus McGuire, Deckhand

Francesca Johnson, Deckhand

Skylar Bertrand, Deckhand

Jan Witting, Oceanography Prof. (in Woods Hole)

Richard King, Enviro Communications

Prof. (in Woods Hole)

In Auckland aboard the Robert C Seamans (Julia Finn)

Quinn Bausch is a student at Grinnell He enjoys making music and was known on the ship for his humor.

Jeff Becko is a fifth year student at Columbia. He was drawn to SEA for “all the great food” and plans on winning multiple Pulitzer prizes and becoming the US ambassador to Korea because of his love for K-pop Tattoo idea: Jisoo from BLACKPINK

Kelsie Bottari is a senior at Syracuse University where she studies biology She is an experienced dock hand in Montauk, which is where her love for the ocean grew.

Madeleine Chapman is a student at Kenyon College Maddie was known on the ship for her very expressive personality and fiery spirit and hair! She plans to be a shark researcher in the future Tattoo idea: outline of the Bobby C.

Tim Chiu is a student at Carleton College and was known on board for his positive words and willingness to help anyone anytime.

Raquel Cuatrecasas is a third year student at the University of San Diego The highlight of her trip was the last night in Woods Hole, because of both the gratitude she had and sadness she felt for having to say goodbye to the trip and team she spent the previous six weeks with Tattoo idea: a scar (sad but true)

Talia Felcher is our program assistant and medical officer who hopes to study the tie between climate science and human behavior and the medical field

Isabella Hackerman is a student at Macalester College She was known in the boat for being creative and an avid knitter

Emma Johnson is a student at UNC, Chapel Hill where she plans to work on earth science research and community building Emma’s highlight was looking into the neuston bucket on her first evening deployment and seeing all of the zooplankton that came up Tattoo idea: the Southern Cross

Hatuey Connelly Molina is a student at the University of Puerto Rico, Humacao His love for the ocean grew from scuba diving.

Kiera Rennick is a third year student at Grinnell. Their plan is to sail again and see where the world takes them Keira’s highlight of the trip was seeing an albatross for the first time and watching everyone rush on deck to see it as well Tattoo idea: diatom from project

Mira Peffley is a student at Knox College. She is known on the boat for her big smile and contagious laugh

w Shoemaker is a nt at Denison University w was known on the boat er witty sense of humor.

a Stanwiens is a third student at the University n Diego She plans on into wildlife conservwork or forest service ’s highlights include aloft and seeing ins, and seeing a whale spout right below her on lookout.

Tattoo idea: flowy orchid inspired by wild orchids seen in Fiji

Avery St. Clair is a second year student at UH Hilo He hopes to become an explorer and was drawn to the sea by his love for boats Some highlights of his trip include catching a barracuda, swimming in 2000+ meters of water, and seeing the most breathtaking blue while sitting on top of the foremast

Sophia Weinstock is a senior at Hawai’i Pacific University studying marine biology and sustainability She plans on going into fisheries regulation. The highlight of her trip was sailing Gene in the lagoon of Tuvalu

Tattoo idea: toe

Arthur Winslow is a third year student from Boston who plans on ending the divide in America His desire to sail on a tall ship brought him to sea and his highlight of the trip was climbing to the top of the foremast while underway

Tattoo idea: a cool anchor

Tattoo idea: a sextant or the Robert C Seamans

SEAWRITER.OceansClimate.Issue3.2024

Contents of SEA Writer: Issue 3, 2024

Solid Form S318 Map

Introduction

Besieged By the Sea: Tuvalu’s Fight to Feed its People

Further Reading

How Does the RCS Function as an Ecosystem?

Cloudy with a Chance of Dolphins!

Loving / Sonorous / Brutal

Call Me Ishmael

Your Vacation Island Will Soon Become Atlantis

Further Reading

Entries on the Voyage So Far

Saturdays are for The Ships

Perspectives on Climate Change: Insights from

Students at The University of the South Pacific, Fiji

Understanding of Climate Change

Communal Responsibility

Further Reading

A “Stu-Stew” Day

Seabird Interaction and Distribution of Ocean Plastics

Further Reading

Ocean Whispers: Margaret's Tale

Further Reading

Image Credit:

Whale Song: Original Musical Composition

Further Reading

Warming Seas and Shrinking Phytoplankton Populations:

What It Means for You and Our Oceans

What Are Phytoplankton and Why Should You Care?

How Warming Seas Are Affecting Phytoplankton

Why Are Phytoplankton Populations Shrinking?

Why Does This Matter?

Oceanographic Fronts

Conclusion: A Call to Action

Further Reading

Classroom Lesson Plan: Dinoflagellate Pathway Mapping

Explore

Reflect and Share

Further Reading

To Where the Road Ends

From Your Program Assistant

What We Can Do for the Health of the Pacific Ocean

Coda

“Oceans and Climate” S318