Teaching Oceanography
I am approaching week five at my new job, teaching at The Oregon Institute of Marine Biology, and I have never been happier!
It's Fall term here in Charleston, Oregon, and the trees (and the weather) are starting to turn. Every morning, I am welcomed by a cool breeze that carries a wonderful smell. It reminds me that I am just a stone's throw away from the ocean—this is where I belong. Living and working on a marine station is a joy. I feel immersed in my passion: marine biology!
This term, I am teaching Biological Oceanography. Over the past few weeks, I have been teaching the students about coastal upwelling and how the ocean's physical processes (e.g., wind-driven surface currents, stratification) affect its chemistry (e.g., temperature, salinity, density, dissolved oxygen) and biology (e.g., phytoplankton and zooplankton abundance). We recently completed two oceanographic research cruises inside and outside Coos Bay, during which the students learned various oceanographic research techniques to measure these physical, chemical, and biological ocean properties.
Here is a short video we made summarizing the highlights of our cruises:
Halftime is an interesting point in a football match because there’s already more information available than before kickoff. You know the score, shots, cards and general flow of the first half, but there’s still another 45 minutes to play. I find it interesting how the market reacts to that combination of known information betchain casino and uncertainty. A team being ahead doesn't automatically mean the match is settled, especially if the first half was fairly even. The second half can change the picture very quickly.
Awesome video showing how the students are lucky to have you as their professor and Bradd/Caitlin/Scout/George working the Meglaopa.