Oceanography: Research on the Albatross

Oceanography basically refers to the study of animals, plants and other microscopic things which live in the oceans. The topic deals with a volume of studies ranging from physics, biology, chemistry and geography which all deal with different studies within the oceans. This research will concentrate with the biological studies of the oceans which generally refer to the study of the ecological characteristics, social and environmental interactions of the aquatic organisms in the marine. A topic of interest would be research on the Albatross (Russ & Shirihai,113).

Albatross refers to a biological family of birds that lives in the marines. They are commonly found in the Southern Ocean ranging from Australia, South America, South Africa and Antarctica. They are also present in the North Pacific region of Japan, Alaska and California. These birds fit in this region because they require the high attitudes which give them the pleasure of winds required for gliding. Fossil evidence indicates that these birds were once living in the North Atlantic region although they are no longer found in this region (Cooper, 1996).

They are the largest flying birds. The great species of these birds have the largest wingspans of the extant type of birds. In the history of their evolution, it is believed that the albatrosses existed as a single genus of the Diomedea. In 1852, a researcher is known as Reinchenbach then organized the birds in to four types of genera. These four types then came back together to give rise to 12 kinds of geneses. These 12 geneses were then regrouped into two types of the genus that were referred to as the Phoebetria and the Diomedea. The Phoebetria were considered to be primitive than the latter. In 1996, research conducted by Gary Nunn amongst other researchers indicated that there were actually four and not two types of the genus. This was concluded after they discovered the return of two more genuses (Tickell, 2).

Today most Biologists in this research field have accepted the existence of these four types of genera. These four genera’s include the Great albatrosses also known as Diomedea, Mollymawks also referred to as Thalassarche, North Pacific Albatrosses also called the phoebastria and finally the sooties or sooty Albatrosses commonly referred to as the phoebetria. The North pacific have been argued to have close genera of the great albatrosses while the Mollymawks and the sooties have been considered to be very close. The number of species has been discussed to stand between 13 and 24. The generally accepted number of species is 21 and it is feared that 19 of these species have been rendered extinct. This has resulted from the poaching of these birds for the need of their feathers for trade (Shirihai & Jarrett 133).

These types of birds are known to have very large structures that are used to support their morphology. They have very strong legs and the tree toes in their feet are all webbed. They have very long, large and strong beaks which are very sharp at the edge. The mandible on the upper part is usually hooked. The bill of the albatrosses is also made of many plates with two tubes on the sides. These tubes assist the birds to have a strong smelling sense which is a unique feature (Robertson & Nunn, 77).

The species of these birds also vary in the color of the wings depending on the species. The plumage adults usually have upper wings and the backside with a dark shade of color while the sides assume a white color. The male gull species from the Southern Royal Albatrosses have the largest parts of their bodies assuming a white color apart from the ends and edges of the wings. On the other hand, the Albatrosses from Amsterdam have a large range of brown colors in the chest. The great albatrosses have the largest of the wingspan. The wings are very thick along the edges and they are also very stiff (Tickell, 2000).

They are able to travel very long distances due to their specialized slope and soaring techniques. They are able to reduce the energy required in gliding due to their ability to cut across waves in a vertical gradient (Shirihai & Jarrett 122).

The albatrosses feed on other marine species such as fish, crustaceans and cephalopods. The birds concentrate on different types of food depending on their type of species and their population. The species normally have a specialized diet during the breeding season. The albatrosses were initially thought to be feeding on the fish and sea squids which are floating on water. However it has been proved that these birds can dive to a distance of about one meter to look for food. The light Mantles Albatrosses can actually dive below 12 meters to find food. They not only feed on the live species but they also feed on dead ones such as the dead squids (Russ & Shirihai,114).

The albatrosses are colonial birds and they like to nest in the islands that are isolated. The colonies of the albatrosses vary in the density with the Mollymawks having very dense colonies as compared to the Sooties and the great albatrosses which have very dispersed colonies. Their way of breeding is very interesting since the birds will always go back to their colonies to breed. These birds are known to survive for long periods of time as compared to the other birds. The species are known to live for more than 50 years such as the Northern Royal Albatross (Shirihai & Jarrett 136). They also take their time to breed and they concentrate more on the younger birds.

They usually have a slow rate of growth in attaining their sexual maturity. The maturity age has been estimated to around five years. The birds do not also start breeding immediately upon the maturity age. They can stay without breeding for another period of about five to ten years after the age of maturity. The young non-breeders are normally involved in learning the breeding culture and the dances that are unique in that colony. They take time to perfectly learn the language syntax of the colony and also the dances. The young birds usually spend much of their time around the older birds which are more experienced (Tickell 22).

The behaviors that are usually taught within the colonies range from the beak pointing, bill clacking, preening, calling and staring. When the birds come from training they usually gain a lot of experience from dancing with other partners in the colony and later they are paired up after a number of years. The birds are involved with intensive care in choosing these partners to ensure that the chosen partners can last forever (Robertson & Nunn, 81). The partners usually under go a series of rituals to have the perfect partners selected. The partners are then important for the egg-laying and bringing up the chicks. The albatrosses usually lay one egg in a single breeding season.

The Birds will then be responsible of talking care of the egg because if the egg breaks or eaten by the predators, the bird will not be allowed to breed again and that means no egg in that year. The partners are rarely known to separate or divorce and this can only happen if the partners are not able to breed for a period of time. The albatrosses make nests varying on size depending on the type of birds. For example the Southern albatross make very big nests while the waved albatross does not create any nests. It keeps moving its eggs around (Russ & Shirihai,117). Both the male and the female albatross are involved in incubating the egg in turns of 1 to 21 days.

The total period of incubating an egg takes between 70 and 80 days. Once the chick is brooded it is protected for 21 days when it can be able to guard itself. The chick is fed with little meals by both parents. Such meals consist of fresh fish, skills and also the squid. Other foods include the stomach oils that are easily transported from one area to another. The chicks usually take a lot of time before fledging. The chicks usually have a lot of weight which is generally used to build the body structures such as the feathers. On attaining a certain weight usually same as their parents, the chicks are able to fly without the help of their parents (Tickell 34).

The albatrosses are interesting birds owing to their specialized way of living especially their brooding behavior. It is very exiting to read on how they chose their life time partners. The birds also seem to be much disciplined in their behavior such as brooding, bring up their chicks and also maintaining the partnership between parents without divorcing. These characteristics of the albatrosses have attracted a lot of interest from human beings. The birds are especially good scenery for tourists who like bird watching. The tourists usually enjoy the beautiful scenery besides watching the distinguished behaviors of the albatrosses (Shirihai & Jarrett 146).

It is very important to have these birds within the marine science since they create a venue for adding value to knowledge through engaging in research to study about their changing behaviors across the species. It is worth noting that the birds are a source of economic value and therefore the governments in these regions should be more involved in protecting them from their predators such as rats, mice and also human poaching to avoid future extinction of the birds.

Works cited

Enticott J and Tipling D. Photographic Guide to Seabirds of the World. New Holland, London, 1997. p 3-5.

Nunn, G. B., Cooper, et al. Evolutionary relationships among extant albatrosses. Auk, 1996. p 23-44.

Robertson, C. J. R. and Nunn, G. B. Towards a new taxonomy for albatrosses. Surrey Beatty and Sons Ltd, 1998. p 76-89.

Russ, R. and Shirihai, H. The birds, marine mammals, habitat and history of the sub Antarctic islands off New Zealand. Finland, Alula press, 2000 113-119.

Shirihai, H. and Jarrett, B. A complete Guide to Antarctic Wildlife: the birds and marine mammals of the Antarctic Continent and Southern Ocean. Finland, Alula Press, Degerby 2002 p 122-149.

Tickell, W. L. N. Albatrosses. Yale University Press, 2000 p. 2-34.

Oceanography: Tides Data at Key West, Florida

31 day graph

Tide height at Key West, Florida: Jan 1-31 2009

From National Oceanic Survey of NOAA

6 day graph

Tide height at Key West, Florida: Jan 10-15 2009

From National Oceanic Survey of NOAA

Data Source: (National Oceanic Survey of NOAA, 2009)

31 day graph

Tide height at New London, Connecticut: Jan 1-31 2009

From National Oceanic Survey of NOAA

5 day graph

Tide height at New London, Connecticut: Jan 6-10 2009

From National Oceanic Survey of NOAA

Data Source: (National Oceanic Survey of NOAA, 2009)

31 day graph

Tide height at Eagle Point, Texas: Jan 1-31 2009

From National Oceanic Survey of NOAA

4 day graph

Tide height at Eagle Point, Texas: Jan 26-29 2009

From National Oceanic Survey of NOAA

Data Source: (National Oceanic Survey of NOAA, 2009)

31 day graph

Tide height at Anchorage, Alaska: Jan 1-31 2009

From National Oceanic Survey of NOAA

6 day graph

Tide height at Anchorage, Alaska: Jan 1-6 2009

From National Oceanic Survey of NOAA

Data Source: (National Oceanic Survey of NOAA, 2009)

Comparison and Contrast in Semidiurnal, Diurnal, and Mixed Tides

Phase of the moon and the position of the moon in the space in comparison to the earth are some factors that influence tides. The highness or lowness of the tide will depend on the moon’s position in relation to equator (Elise, Anna, & Nick, 2011). Semi-diurnal, diurnal, or mixed tides are characterized by tidal pattern widely distributed in a certain geographical area (Ross, 1995).

Semidiurnal tides express high and low tides in doubles on daily basis at a uniform interval. The succeeding tide variation to previous is unnoticeable. It is secondly ranked in terms of occurrence from the mixed tides (Princeton, 2011).

Diurnal tides have single low and high tide on daily basis and the water levels are not much altered in the succeeding tide. In most cases, this kind of tide is not common.

Mixed tides demonstrate much difference in height of preceding low and high waters. On daily basis, there are double high and low water. There.are high similarities between the mixed and diurnal in some instances. Comparing to the three types of tides, mixed tides are the commonly known (Integrated publishing, 2011).

References

Elise, L., Anna, B., & Nick, I. (2011). tides-diurnal, semi-diurnal, mixed. Web.

Integrated publishing. (2011). Types of tides and reference planes. Web.

National Oceanic Survey of NOAA. (2009). Tide data. Web.

Princeton. (2011). Water on earth. Web.

Ross, D. A. (1995). Introduction to Oceanography. New York, NY: HarperCollins.

Oceanography Studies and Instruments

Oceanographic exploration is divided into four branches: biological, chemical, geological, and physical. Each of these divisions requires specialized equipment that allows performing research and producing valuable findings. One of the most necessary tools used in biological oceanography is a high-speed digital camera. An example of such a device is the high-speed video camera Hyper Vision HPV-X. This instrument allows making photos and videos of high resolution and observing ultra-high-speed phenomena that were not possible to observe previously (“High-Speed Video Camera Hyper Vision HPV-X”). The camera is produced by Shimadzu, one of the world’s chief producers of analytical instrumentation.

The instrument operates similarly to ordinary digital cameras, but features offered by it allow receiving entirely different quality of images and videos. The device records speeds of up to ten million frames per second, its storage capacity is up to 256 frames, and its resolution is up to 100,000 pixels (“High-Speed Video Camera Hyper Vision HPV-X”). The instrument is invaluable in biological oceanography because it enables researchers to capture the life of organisms underwater.

Chemical oceanographers study the temperature and chemical composition of water as well as chemical reactions occurring in the sea and ocean floor. These scientists use a variety of instruments to collect water samples. One such device is the Niskin bottle. This tool is the new generation of water samplers based on the Nansen bottle (“Instrument: Niskin Bottle”). The device has a cylindrical shape and is non-metallic. The instrument has stoppers at both ends.

The Niskin bottle was invented in 1966, and the devices are produced at specialized factories. The tool is submerged in water on a hydro were. The bottle can be attached individually or deployed in Rosette systems of 12, 24, or 36 bottles. The instrument is highly significant due to giving scientists the possibility to collect samples for such measurements as plankton and pigments.

Physical oceanographers study waves, winds, and tides and their impact on the ocean, as well as seawater motions such as tsunamis and hurricanes. Apart from that, these scientists analyze the ocean-atmosphere relationship that affects climate and weather. One of the most important tools used by physical oceanographers is the floating instrument platform (FLIP). This instrument was created by Dr. Fred Spiess and Dr. Fred Fisher (“FLIP”).

The ship has a “355 feet long, spoon-shaped buoy” that can be flipped from “horizontal to a 90° vertical position” (“FLIP”). The transition takes almost half an hour, after which a 700 long-ton mass of water is steady, providing scientists with a stable platform for research. The vessel is highly important for oceanographic research since it allows conducting valuable research focused on geophysics, meteorology, and marine mammal studies.

Geological oceanographers investigate the ocean floor’s psychical features, as well as volcanoes and hydrothermal vents. One of the most useful instruments applied by these scientists is the bathymetric map. These maps are similar to topographic maps due to using lines and different colors to indicate the shape of land features (“Bathymetry”). Bathymetric maps are made by scientists, and they are used to study the depth of various parts of oceans and seas. The significance of the map is justified by its ability to help researchers learn about climate change and its impact on the environment. Additionally, maps are used to ensure the safe transportation of vessels.

Works Cited

National Geographic, n.d. Web.

Ship Technology, 2018. Web.

“High-Speed Video Camera Hyper Vision HPV-X.” Shimadzu. 2013. Web.

BCO-DMO, 2018. Web.

Prominent Oceanographic Institutes in the United States

The American Geophysical Union (AGU), Harbor Branch Oceanographic Institute (HBOI), and the Goddard Space Flight Center (GSFC) are some of the most prominent oceanographic institutions in the US. American Geophysical Union is located on Florida Avenue in Washington, D.C. (“Contact Us”). The organization was founded by the National Research Council. The year of the foundation was 1919. For over five decades, the AGU functioned as the affiliate of the National Academy of Sciences. Since 1972, the institution has been working independently (“Our History”).

The activity of the AGU is focused on reaching four strategic goals that include talent pool, scientific collaboration and leadership, science and society, and organizational excellence (“Strategic Goals and Objectives”). There are twenty-eight objectives, such as expanding training opportunities, increasing recognition and effectiveness of the institution, raising awareness of limited natural resources, and developing strategies for collaboration. The research specialty of the AGU is related to the areas of geophysics that include space sciences, solid-Earth sciences, atmospheric and ocean sciences, and hydrologic sciences. The research specialty is not dictated by the characteristics of the region. The organization is international, and its numerous members work on a variety of scientific projects.

HBOI is a non-profit oceanographic organization run by Florida Atlantic University. HBOI is located in Fort Pierce, Florida (“Location/Maps”). The institution was founded in 1971 by J. Steward Johnson and Edwin A. Link. The merger with Florida Atlantic University happened in 2007. Nearly 200 ocean scientists and staff work on driving innovation in coral reef conservation, marine engineering, and science, ocean modeling and dynamics, aquaculture, marine drug discovery, and marine science education (“About Harbor Branch Oceanographic Institute”).

The institution is focused on research, education, and engineering areas, including aquatic health, fish and gastropod aquaculture, marine microbiology, drug discovery, cell biology, marine mammal research and conservation, and other important spheres. It is possible to assume that the location of the institution was selected due to the physical and biological characteristics of the region. Florida is surrounded by the Gulf of Mexico to the west and the Atlantic Ocean to the east.

Because of such a location, there are ample opportunities for marine research in the area. The situation makes it easy for HBOI staff and scientists to access the areas of the ocean where they perform studies. The collaboration with Florida Atlantic University provides possibilities for students to work in research fields from the start of their education.

The GSFC is located in Greenbelt, Maryland, nearly 10 kilometers from Washington, D.C. The center was founded by NASA as a major space research laboratory (“About the Goddard Space Flight Center”). The institution was opened in 1959 as the first space flight center of NASA (“About the Goddard Space Flight Center”). Goddard plays a crucial role in the exploration of space since this is the institution’s research specialty. The responsibilities of the GSFC scientists include the management of communications between mission control. Goddard is also home to Hubble operations that make a considerable contribution to space research (“About the Goddard Space Flight Center”).

The specialty of the institution is not directly related to the region’s characteristics. The location was most probably chosen because of the proximity to the capital, where the majority of scientific and research laboratories are situated. The significance of the organization’s mission also influenced the choice of the location.

Works Cited

Harbor Branch, 2018. Web.

NASA. 2018. Web.

“Contact Us.” American Geophysical Union, 2018. Web.

Harbor Branch, 2018. Web.

“Our History.” American Geophysical Union, 2018. Web.

“Strategic Goals and Objectives.” American Geophysical Union, 2018. Web.

Marine Ecosystems in Oceanography Studies

Introduction

Oceanography is a diverse discipline that studies the ocean and its associated processes. It has four main sub-disciplines – biological oceanography, physical oceanography, geological oceanography, and chemical oceanography (National Geographic 1).

Biological oceanography involves studying marine organisms, how they adapt and live in the marine environment and their temporal variations in the same environment. Comparatively, geological oceanography focuses on exploring the ocean floor and the physical processes that contribute to its formation. For example, geological oceanographers explore how mountains, valleys, and canyons affect the topography of the ocean floor (National Geographic 1).

Similarly, they help us to understand the processes that create ocean basins and how such basins affect the ocean environment (National Geographic 1). Physical oceanography studies the natural properties of oceans, such as tidal wave formations, atmosphere-ocean relationships, and ocean temperature influences on marine life (National Geographic 2).

Lastly, chemical oceanography studies the chemical composition of ocean waters (mainly, researchers in this discipline understand how such chemical components influence marine life).

The National Geographic (2) says the subsets mentioned above of oceanography emerged from exploration, trade, and scientific studies. Different topics of oceanography also developed from the same events. For example, the National Oceanic and Atmospheric Administration (2) say oceanography covers different topics, including marine life, marine ecosystems, and seafloor geology (among others).

Different oceanography topics are interdisciplinary because it is difficult to understand one topic without evaluating its relationship with other topics. This paper focuses on marine ecosystems, as an important topic in oceanography studies, and explains the lessons it offers oceanography students. However, first, it is crucial to define and understand marine ecosystems (below).

Marine Ecosystems

Tengberg (10) says marine ecosystems are among the largest ecosystems on earth. For more than three decades, scientists have used such ecosystems to understand the problems that affect the world’s coastal and marine environments.

The broad ecosystem influences different aspects of ocean governance. For example, Tengberg (10) says marine ecosystems “focus on the methods of marine science, policy, law, economics, and governance on a common strategy for assessing, managing, recovering and sustaining marine resources and their environments” (Tengberg 10). These concept areas help students to gain a lot of new knowledge about marine ecosystems.

What to Learn in the Class

Marine ecosystems offer several lessons to oceanography students because it outlines the bedrock for understanding ecosystem-based management skills. Its relevance, in this regard, is also important in institutional studies that explore the marine environment.

Marine ecosystems have a broad thematic coverage because they address different areas of the marine environment, including “productivity, fish and fisheries, pollution and ecosystem health, socio-economic management and governance” (Tengberg 10). This section of the paper addresses these issues in the four categories below

Coastal and Marine Spatial Planning

Scientists use coastal and marine spatial planning processes to manage unique challenges that affect ocean resource management (National Oceanic and Atmospheric Administration 2). Usually, they use the same tools to advance their development and conservation goals (subsets of marine ecosystem studies help students understand this fact).

Moreover, they equip students with skills of adopting an integrated approach to planning ocean resources. For example, planning processes may involve communities, state governments, and federal governments. The increased collaboration of their institutional activities (through coastal and marine planning) would reduce user conflict in ocean resource use.

Coincidentally, the National Oceanic and Atmospheric Administration say the increased coordination also “improves planning and regulatory efficiencies, decreases associated costs and delays, engages affected communities and stakeholders, and preserves critical ecosystem functions and services” (1).

Comprehensively, spatial planning would help to understand how marine planning processes emerge from a bottom-up approach to increase coordination and collaboration among different stakeholders in ocean management. Overall, studying coastal and marine spatial planning processes should help students to understand how to organize different spatial scales to improve the marine ecosystem. Similarly, from the same process, students should understand organizational authorities in marine spatial planning.

Ecosystem-based Management

Ecosystem-based management departs from the traditional framework of ecosystem management because it introduces multiple approaches to the same process. In this discipline, I expect to learn about integrating different ecosystem-based management approaches, such as anthropogenic processes, that affect the marine environment. The main aim of this learning process is to make sure people adopt sustainable ecosystems. This way, they would protect the resources and services that marine environments give.

This study area would also help to manage perennial problems in ocean management, such as overfishing and chemical pollution. Indeed, the link between human activities and ecosystem functioning is real because many marine benefits decline because of destructive human activities, such as environmental degradation and pollution.

Managing this problem would help to improve marine ecosystem outputs, such as food, mineral resources, and pharmaceutical products. Guerry (202) agrees with this fact by recognizing the need for people to protect declining marine ecosystems. He says people depend on marine ecosystems for important resources, but the lack of a holistic approach to their management skills leads to their collapse (Guerry 202). Evidence also proves that poor management causes declining marine ecosystems.

Therefore, people need new managerial approaches to reverse the trend. Ecosystem-based management protects this process. For example, the US Commission on Ocean Policy acknowledges this fact by recognizing the need to move from a “piecemeal” management structure of ocean resources to an integrated ecosystem-based approach (Guerry 202).

Marine Pollution

Marine pollution is a tenet of marine ecosystem studies. It concerns ocean resource management by preventing the entry of harmful materials in the marine ecosystem. The elements of pollution may include direct discharge of harmful chemicals to the marine environment, land runoff, atmospheric pollution, and deep-sea mining (National Oceanic and Atmospheric Administration 1).

By understanding the effects of marine pollution on marine ecosystems, we easily understand how different marine conservation initiatives (including planning, research, and regulation) help in alleviating the effects of pollutants in the environment. Through the same framework, students expect to study how human societies have used communication and capacity building skills to reduce the harmful effects of pollution on the marine environment.

Similarly, the same focus should show the challenges experienced in adopting marine ecosystem strategies in different geographical areas. Key issues that are important in this study include understanding how to assess the impact of human activities on the marine environment and knowing which statistical methods to use when doing so.

Fish and Fisheries

Fish and fisheries are important tenets of marine sciences because they focus on marine resource management. This subtopic mainly covers aquatic life management. It also explores how other aspects of marine ecosystem management, such as pollution, affect aquatic life (National Oceanic and Atmospheric Administration 3). Moreover, marine fishing explains how human activities affect aquatic life. For example, it shows how overfishing affects different species of aquatic life.

Unlike popular belief, this discipline is not concerned with how people catch fish; instead, it focuses on understanding other aspects of the marine environment, such as coastal zone management and aquaculture management. This subtopic also helps students to understand how to take part in sustainable economic activities (especially about improving economic sectors that depend on marine resources).

For example, such knowledge would help to lower incidences where people deplete fish numbers in the ocean by overfishing and failing to allow remaining populations to reproduce for the future sustainability of fish supplies.

Conclusion

Oceanography is a diverse discipline that covers different issues about oceans. It includes all aspects of oceanic processes, including ecosystems, ocean waves, marine life, and ocean basin properties (among others). While oceanography students need to understand these aspects of ocean management, this paper focused on marine ecosystems, as a broad and useful topic in oceanography studies.

Based on this focus, this paper establishes that marine ecosystems and their subsets on pollution and fisheries create a cross-sector understanding of the threats and the dynamics of the marine ecosystem. The evidence provided in this paper is useful to students because it helps to improve our understanding of important assessment tools, such as trans-boundary diagnostic analysis, and causal-chain analysis of different processes and issues that affect the marine environment.

This knowledge would also be useful in equipping learners with the skills and contents for developing strategic action programs in large marine ecosystems. Furthermore, this knowledge would help to understand how to strengthen collaborative efforts in marine ecosystem management, including improving information flows, enhancing policy harmonization frameworks, and supporting donor coordination (especially in coordinating marine conservation programs).

Works Cited

Guerry, Anne. “Carus and Daedalus: Conceptual and Tactical Lessons for Marine Ecosystem-Based Management.” Frontiers in Ecology and the Environment 3.1 (2005): 202-211. Print.

National Geographic. Oceanography. 2014. Web.

National Oceanic and Atmospheric Administration. National Ocean Policy. 2014. Web.

Tengberg, Anna. : Study of the Concept of Large Marine Ecosystems and its Institutional Relevance for Ecosystem-based Management and Development. 2014. Web.

Careers and Education in Oceanography

While it is true that our home planet of Earth is covered mostly by 98 % of water, the reality is that we have barely scratched the tip of the iceberg in terms of discovering and unlocking the secrets that these bodies of water continue to hold. That is why a person hoping to work in this area in the future needs to complete his degree course in any of the relevant oceanography disciplines. These disciplines include biological oceanography, chemical oceanography, geological oceanography, physical oceanography, and maybe, even marine engineering. All of these previously mentioned career choices have corresponding equivalents in the marine field of study. For example, a biological oceanographer works in partnership with a marine biologist. The idea being that the study of the body of water, along with research into the marine aspect of the field will produce the most useful information that the scientific community will be able to use.

Careers in oceanography are not limited to merely research and observational studies of the ocean. On the contrary, there are also relevant jobs whose main concern is protecting the water environment. One of these careers can be found in the area of Fish and Game. More particularly, the position of Fish and Game Warden. The person assigned to this position is oftentimes expected to enforce laws pertaining to fish and game violations. Oftentimes, the person is assigned to particular area in order to investigate various environmental complaints while compiling biological data that will be useful to the marine biologists and oceanographers. However, in order to work in this field, a person must have at least completed a 4 year degree course relevant to the position. The salary starts at 20 thousand and can increase all the way up to 60 thousand a year.

However, just as there are careers that help the environment, there are also some which can cause undue harm to the environment as well. An example of such a career is Ocean Fish Farming. In this career, the damage is done to the environment when the floating fish pens and cages, which are located in open waters, end up polluting the oceans and wild-life due to uncontrolled breeding and coral damages.

There are a number of internship programs available to students who are interested in pursuing marine biology or oceanographic course in college. Of all the internship programs available, one of the most notable internships is offered by the University of Delaware. The University of Delaware offers a Summer Internship Program is supported by the National Science Foundation’s Division of Ocean Sciences. Under this program, there are 10 scholarships given away to junior and senior student participants of the Research Experience for Undergraduates program in the fields of science, engineering, and math. Under the program, the student will be able to participate in a graduate level research covering areas from biological oceanography, marine biology, marine geology, or marine biochemistry for 10 weeks.

As our planet slowly ages, the need to learn more about the greenhouse effect in our oceans and marine life will prove to be more and more important. Therefore, a career in oceanography should be viewed as one of the emerging important and notable careers of the 21st century.

Bibliography

“A Sea Of Possible Career Options”. Office Of Naval Resources Career Information Center. 2009. Web.

“Careers That Protect The Environment”. Centers For Ocean Sciences Education Excellence. N.A. 2009. Web.

“Keep Ocean Farms Off Energy Platforms”. Care2petitionsite. 2009. Web.

“College Of Marine And Earth Studies: Academics | Summer Internship Program”. University Of Delaware. 2008. Web.