RSMAS Student Takes a Byte out of Social Media

Today’s “Lunch Byte” seminar titled “Social Media for Scientists” featured Abess Center for Ecosystem Science and Policy Ph.D. student David Shiffman. David is a Policy Ph.D. student for the R.J. Dunlap Conservation Program focusing on shark conservation, contributing writer for Southern Fried Science – one of the most widely read ocean blogs on the internet, and one of the most influential marine conservationists on Twitter (@WhySharksMatter).

Influential science blogger David Shiffman

David spoke on the advantages of using social media to grow exposure for your science as well as your “personal brand.”

“Social media is a great way to connect with others in the science community, share ideas on subject matter, and enlighten others who are curious to know more,” says David. “There is a whole world out there of people with similar interests. Social media simply unites them and provides them with a platform on which to connect.”

The enthused participants spit out questions rapid fire eager to learn more, and David accepted the challenge without hesitation. A few take-aways from David’s presentation included the ease at which information is shared, along with the speed at which it is shared, opportunities for professional grow in the industry and basic “how-to’s” of various platforms.

It seems more and more scientists are using social media as a way to mobilize their research. Are you using social media for your research and how effective has it been? What platforms have you seen the most success with? Share your story below in our comments section.

-Andrew DeChellis
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Geology in the Coral Twilight Zone

Most people envision coral reefs as colorful underwater ecosystems teeming with fish in shallow crystal blue water. There is another, lesser know type of coral reef – in deeper and darker waters – that is of great interest to scientists called mesophotic reefs.

Continual global degradation of shallow water reefs and improvements in underwater exploration have renewed a scientific interest in deep reef communities (30-150 m) called mesophotic coral ecosystems (MCEs). These reefs are sometimes said to exist in “the Twilight zone” due the limited amount of light. Recent technological advances in SCUBA have facilitated studies of mesophotic biology and ecology. However, there is little known about basic MCE sedimentology and how the variability of sedimentary processes affects MCE architectural integrity and structural sustainability. A better scientific understanding of the basic physical structure of these deep reefs is necessary for governments to develop environmental management practices, especially now as shallow water reefs continue to degrade worldwide.

Mesophotic reef in the U.S. Virgin Islands 130 ft, with bioerosion experiment blending into the reef in the lower right part of the picture.

The deeper depths in which mesophotic reefs are located require scientists either use technical diving or submersibles to directly sample the system. My particular research requires diving beyond the depth and bottom time limits set for the recreational community. To prepare for the research, Rick Gomez, the UM Diving Safety officer, spent over a year training the team technical decompression and tri-mix diving techniques.

Bioerosion, the removal or coral skeletal material by the actions of other organisms, is a key sedimentalogical process impacting reef development, accretion, destruction, and preservation. To study how bioerosion rates change over time, one major component of my research involves analyzing 216 pre-weighed and imaged pristine coral substrate disks (made from the coring of recently dead coral). These coral disks were attached to the bottom of the sea at six reef locations in waters just south of St. Thomas in the U.S. Virgin Islands in Aug. 2010. The research plan entails collecting 54 coral disks a year to quantify how much material has been removed from these disks through the bioerosion of various reef organisms such as grazing fish and boring sponges.

The first set of substrate disks were collected in Aug. 2011. They are currently being analyzed in our lab on main campus. By weighing, photographing, cut each disk into slices like a pizza for image analysis, we can figure out how much material has been removed from these disks and what types of organisms are removing the reef material. The analysis offers a quantification of the overall bioerosion process in these different reef habitats, and may offer new ideas on the heterogeneous construction of these reefs. Our next collection trip to the USVI is schedule for the summer of 2012.

In addition to this ongoing research, my team is preparing a manuscript to publish results of a taphonomic analysis of coral rubble from the USVI mesophotic reefs. The paper will identify distinct preservation zones (taphofacies) in different deep reef habitats. These taphofacies may eventually be utilized to better understand the degree of structural and habitat complexity and diversity of ancient reefs preserved as geological limestone deposits. Hopefully the work will allow us to start understanding what mesophotic reefs were like in the past, how diverse they were, and how resilient they might have been.

More information on my research can be found at my website. On March 1, 2012, I will be giving a presentation in the Ungar building, suite 230D, beginning at 5pm. Everyone is welcome to attend. For more information on the event click here.

-David Weinstein
David is a 3rd year Ph.D. student in the Marine Geology and Geophysics division, and one of the first geologists to study the sedimentology of near-horizontal mesophotic reefs.

Webinar of the Week: Can Marine Protected Areas and Reserves Conserve Top Predatory Fishes?

This week’s webinar is by Rosenstiel School student Jennah Caster. As part of Dr. Neil Hammerschlag’s Marine Conservation class, Jennah talks about further examining the roles and difficulties surrounding the implementation and enforcement of shark sanctuaries. Shark sanctuaries are critical management tools, which can have positive cascading effects for a variety of ecosystem functions in various aquatic communities.

- Andrew DeChellis
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10 Tips for a Greener Campus

How can we make our community a better place? Here are some tips from RSMAS Green blogger Sandrine Apelbaum:

Reduce
1. Think twice about printing
2. Print double sided
3. Bring your cup to seminars and meetings
4. Bring reusable dishes and flatware for lunch
5. Keep sliding doors and windows closed

Reuse
6. Reuse file folders, hanging folders, binders and sheet protectors
7. Ask around if someone can use office supplies you have and don’t need
8. Use reusable interoffice envelopes

Recycle
9. Recycle in single stream
10. Recycle batteries and toners under the slab stairs

Have any tips missing from the list? Comment below with your tips…

- Sandrine Apelbaum
RSMAS Green Blog
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Snap, Crackle, Pop: Listening to Florida’s Reefs

Erica Staaterman deploys underwater recording equipment produced by the Paris Lab. Photo by Evan D’Alessandro

My dissertation research addresses the question: do larval fish use reef soundscapes for navigation? But what is a “reef soundscape”? Well, if you have ever been diving or snorkeling, you have probably noticed an incessant crackling sound. This sound is primarily produced by snapping shrimp, one of the noisiest residents on a coral reef. But the soundscape consists of a wide variety of sounds, such as the growls, grunts, and pops produced by animals such as fish, lobsters, and crabs, as well as abiotic sounds such as the breaking of waves.

The first goal of my dissertation research is to describe the temporal and spatial changes in reef soundscapes. Through the use of long-term passive acoustic recorders, I am currently collecting a one-year time series of acoustic data from two coral reefs in the Florida Keys. This will allow me to determine the patterns that occur on daily, monthly, and seasonal scales. These data will later be used for behavioral experiments on fish larvae.

Listen to one of Erica’s recordings here. The snapping sound is being produced by snapping shrimp, and the low-frequency growl is most likely fish.

Erica Staaterman
PhD Student, Applied Marine Physics & Marine Biology and Fisheries
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Communicating Science

Most of the fundamental ideas of science are essentially simple, and may, as a rule, be expressed in a language comprehensible to everyone. — Albert Einstein

Good scientific presentations can be exciting, inspiring and bring people together to work towards a common goal. Bad presentations can make people tired, angry, or bored, therefore they don’t pay attention and the message gets lost. We have all sat through at least one terrible scientific presentation that is filled with complicated slides and an alphabet soup of acronyms. They are just torturous… But there is hope! There is a new wave of scientists making an effort to add some clarity and excitement to scientific presentations.

Below is a list of tips I compiled after attending two communicating science workshops. These skills can be helpful in giving public presentations, in explaining your science to journalists, and even in writing grants. Enjoy!

Important things to keep in mind when giving a presentation:
• Know your audience –speak to their knowledge level
• Focus on the message –bring it back to why it matters to the broader audience
• Tell a story – your research includes mystery, compelling questions, characters, locations – your audience will care about the outcome
• Include personal anecdotes, passion, humor, analogies, metaphors
• Limit jargon, acronyms, complicated words/phrases
• Simple does not mean dumb, don’t talk down to your audience
• Make your presentations interactive if possible
• Look trustworthy, professional and believable
• Practice – know the material, don’t rush or go over time, be confident
• Ask someone to watch and evaluate your presentation
• Powerpoints:
o Powerpoints should enhance the material, not take over the presentation
o Be able to do your presentation without it, one day you may have to
o Support your presentation with visual imagery – photos, videos
o Don’t read your slides, make eye contact with the audience
o Keep your slides simple, clean, not cluttered – you want your audience to think, not to work

Tips for on-air interviews:
• Be prepared
• Have a few sound bites/talking points prepared before you arrive
• Suggest questions for the interviewer to ask you
• Ask for a do-over if the piece is taped
• Answer the questions you want, lead the interview to the right questions
• Learn from your mistakes

Tips for getting your research featured in news articles
• Squeeze info quickly into a short story.
• What’s the news? How do I explain it as simply as possible?
• Answer the phone – journalists work with very quick deadlines
• Scientific literacy isn’t a job requirement for science journalists so explain your science well to the media so they can put it in a story correctly

Centers for Ocean Sciences Education Excellence (COSEE) Florida Presentation Bootcamp

Communicating Science Workshops:

American Geophysical Union (AGU) Communicating Science Workshop
San Francisco, CA
December 4, 2011
Presenters:
Ellen Prager, PhD – Earth2Ocean, Inc.
Dan Vergano – USA Today
Molly Bentley – Big Picture Science
Dan Kahan – Yale Law School
Brian Malow – Science Comedian

Centers for Ocean Sciences Education Excellence (COSEE) Florida
Presentation Bootcamp

Miami, FL
January 9-10, 2012
Presenter: Rick Tankersley

Do you have any tips/tricks you would like to add? Leave them in the comments section below…

-Laura Bracken
Alumni & Outreach Manager
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