1) Ocean primary production and biogeochemical controls depend on phytoplankton biochemical processes.
2) Key factors that influence ocean productivity include nutrient availability, iron limitations in high-nutrient low-chlorophyll regions, and Redfield ratios between carbon, nitrogen, and phosphorus in phytoplankton.
3) Primary production is highest in upwelling regions and coastal areas, while central ocean gyres have lower productivity due to nutrient limitations.
seawater is life to many organisms and plants.
it consists of various nutrients which help in the growth and developments of flora and fauna present in the seawater
seawater is life to many organisms and plants.
it consists of various nutrients which help in the growth and developments of flora and fauna present in the seawater
Arus adalah pergerakan massa air secara vertikal dan horizontal sehingga menuju keseimbangannya, atau gerakan air yang sangat luas yang terjadi di seluruh lautan dunia (Hutabarat dan Evans, 1986).
Chemical Oceanography is fundamentally interdisciplinary. The chemistry of the ocean is closely tied to ocean circulation, climate, the plants and animals that live in the ocean, and the exchange of material with the atmosphere, cryosphere, continents, and mantle
The study of physical oceanography helps in understanding all these aspects in detail. Let us see most of these factors and processes in our future modules. Mathematical models of all these processes are also developed using these phenomena and mechanisms. The individual aspects of all the elements of physical oceanography are to be studied in detail.
Teknik Identifikasi Ikan Karang Secara VisualYayasan TERANGI
Pada dasarnya mengkoleksi data survei ikan karang tidak lebih dari kita mengenali orang-orang di sekitar kita, seperti, saudara, teman kuliah atau teman kerja. Coba kalau anda hitung orang-orang tersebut yang bisa anda bayangkan satu-persatu bagaimana rupa dan sifatnya. Jika anda bisa menghitung dan menggambarkan setidaknya lebih dari 50 orang, maka anda layak menjadi kolektor data survei ikan. Dan satu lagi, anda diperbolehkan menggambar ikan tersebut, kemudian cari nama spesiesnya di buku identifikasi.
Blue carbon research: An Indian PerspectiveCIFOR-ICRAF
Presented by Dr Gurmeet Singh, Futuristic Research Division, National Centre for Sustainable Coastal Management Ministry of Environment Forest & Climate change at Mangrove Research in Indian sub-continent: Recent Advances, Knowledge Gaps and Future Perspectives on 8 - 10 December 2021
Ecosystem and The Flow of Energy in an EcosytemAmos Watentena
An ecosystem is a community made up of living organisms and nonliving components such as air, water, and mineral soil. It is the complex of living organisms, their physical environment, and all their interrelationships in a particular unit of space. This presentation therefore describes an ecosystem in details, the nutrient cycles and the energy pathways in a much scientifically proven manner.
Arus adalah pergerakan massa air secara vertikal dan horizontal sehingga menuju keseimbangannya, atau gerakan air yang sangat luas yang terjadi di seluruh lautan dunia (Hutabarat dan Evans, 1986).
Chemical Oceanography is fundamentally interdisciplinary. The chemistry of the ocean is closely tied to ocean circulation, climate, the plants and animals that live in the ocean, and the exchange of material with the atmosphere, cryosphere, continents, and mantle
The study of physical oceanography helps in understanding all these aspects in detail. Let us see most of these factors and processes in our future modules. Mathematical models of all these processes are also developed using these phenomena and mechanisms. The individual aspects of all the elements of physical oceanography are to be studied in detail.
Teknik Identifikasi Ikan Karang Secara VisualYayasan TERANGI
Pada dasarnya mengkoleksi data survei ikan karang tidak lebih dari kita mengenali orang-orang di sekitar kita, seperti, saudara, teman kuliah atau teman kerja. Coba kalau anda hitung orang-orang tersebut yang bisa anda bayangkan satu-persatu bagaimana rupa dan sifatnya. Jika anda bisa menghitung dan menggambarkan setidaknya lebih dari 50 orang, maka anda layak menjadi kolektor data survei ikan. Dan satu lagi, anda diperbolehkan menggambar ikan tersebut, kemudian cari nama spesiesnya di buku identifikasi.
Blue carbon research: An Indian PerspectiveCIFOR-ICRAF
Presented by Dr Gurmeet Singh, Futuristic Research Division, National Centre for Sustainable Coastal Management Ministry of Environment Forest & Climate change at Mangrove Research in Indian sub-continent: Recent Advances, Knowledge Gaps and Future Perspectives on 8 - 10 December 2021
Ecosystem and The Flow of Energy in an EcosytemAmos Watentena
An ecosystem is a community made up of living organisms and nonliving components such as air, water, and mineral soil. It is the complex of living organisms, their physical environment, and all their interrelationships in a particular unit of space. This presentation therefore describes an ecosystem in details, the nutrient cycles and the energy pathways in a much scientifically proven manner.
Task - Distribution of LifeIntroductionSome of the strangest cre.docxbriankimberly26463
Task - Distribution of Life
Introduction
Some of the strangest creatures on Earth live on the ocean. The seafloor is an eerie world that time forgot.Tall chimneys erupt hot, mineral-rich water that supports a variety of unusual organisms in the cold, dark abyss.These unusual organisms have no counterparts anywhere else in the sea.
Today, the world ocean is home both to the largest animal that has ever lived (wanna guess what it is?) and to many of Earth’s smallest organisms. Cyanobacteria, a blue-green algae, grow in the surface waters. Several hundred could fit comfortably on the point of a needle. Marine biologists estimate that there are at least nine million species of unicelluar organims, plants, and animals living in the oceans. As of now they have identified only about 1,000,000 of them.
Objectives
Assess and analyze the characteristics of marine lifestyles (planktonic, nektonic, benthic, interstitial), marine communities, and their biota.
Assess marine environmental zones and list characteristics of each zone.
Investigate the relationship between productivity, net productivity and respiration.
Explore the physical factors that control the distribution of marine life.
The Captain's Orders
The oceans may be divided into large biomes, or living regions (Figure 1). These zones are based on the distribution of marine organisms. The two major environments are the pelagic, which consists of the water column, and the benthic, which comprises the ocean bottom. The organisms that live in these zones can be classified in terms of the habitat they occupy.
Figure 1.
Classification of life zones in the oceans.
The factors that affect primary productivity are (1) the availability of light, (2) the availability of nutrients and (3) the rate of grazing by primary consumers (herbivores).
Figure 2.
Seasonal variations in nutrient elements, plankton biomass and light for a mid-latitude oceanic region
Questions
Answer the following questions in terms of physical and/or chemical factors that might explain, or partially explain, various divisions in the Figure 1 classification.
The division between the epipelagic and mesopelagic zones.
The division between the mesopelagic and bathypelagic zones. This boundary is about 1000 meters deep, and it is a level at which many physical and chemical changes occur.
The division between the supralittoral (above high tide) and littoral zones.
The division below the sublittoral zone.
Why is there no boundary at about 1000 meters in the benthic environment but a significant one at about the same depth in the pelagic environment? Think of what the main control on the benthic organisms might be that the pelagic organisms would not have to contend with, and vice versa.
Answer the following questions using Figure 2.
Why do the dissolved nutrients drop in the spring?
Why does the spring phytoplankton bloom start in the spring and die out in the early summer?
Why is there a difference in the steepness of the zooplankton biomas.
Presentation on status of Oceanic Blue Carbon science and knowledge gaps. Presented at the Global Ocean Commission's High Seas Symposium, 12 November 2015.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Ocean Primary Production and
Biogeochemical Controls
Oceanic ecosystem largely depends on
the biochemical process of phytoplankton
2. 1. Understand the trophic dynamics in the ocean
2. Know the marine productivity and its global
distribution
3. Biological productivity in the upwelling water
Learning Objectives
3. ENERGY
Autotrophs: organisms
capable of self-nourishment
by synthesizing food from
inorganic nutrients
heterotrophs: organisms not
belonging to autotrophs; all
animals are heterotrophs
c.f. Fig.10-1 in text
8. Trophic levels
and dynamics
Trophic dynamics: study the interrelationships among
organisms by means of the nutrition flow in the
ecosystem
The first trophic level is the autotroph, i.e. the plant
producer, providing the matter and energy to the
higher trophic levels, i.e. consumers
Although simple, it
reminds us that all of
the energy that a
species expends relies
on the photosynthesis
of plants
Simple food chain
9. Food Web: a network of interlaced and
interdependent food chains
Omnivore: both
plant and animal
eater
grazing food chain
phytoplankton → zooplankton → nekton
detritus food chain
detritus → deposit feeder → nekton
11. simple rule
Typically, a positive correlation
exists between body size of aqua
animals and their trophic level
Exceptions?
Energy transfer between trophic levels is not efficient
12. Five basic consuming types of aqua animals
(Fig.10-3 in text)
•Grazer − herbivores (e.g. sea urchin)
•Predator − carnivores (e.g. shark)
•Scavenger − benthic invertebrates (e.g. crab)
•Filter feeder − animals living in burrows
•Deposit feeder − animals living in sediments
Dynamical time
lag exists
between the food
abundance and
animal population
13. Trophic levels
and dynamics
Food Web
Energy
Sunlight and
nutrition supplies are
two principal factors
that limit the primary
production in the
ocean.
In addition to forming
carbohydrates (via
photosynthesis),
plants also
manufacture other
organic compounds,
including proteins,
lipids, and nucleic
acids such as DNA
and RNA.
14. Plankton blooms
Cell division causes
diatom populations to
increase dramatically
and rapidly (within
several days) under
preferable growth
conditions
Red tide
15. Plankton Blooms
Bands of the dionflagellate Lingulodinium polyedrum moving
onshore over the troughs of a series of internal waves
16. Nonlinear Internal Waves and Phytoplankton
Isopycnals
Have you
noted
how fast
the time
lapse is !
22. Why do we care about the Carbon Export
Production?
• The total amount of carbon in the ocean is about
50 times greater than the amount in the
atmosphere, and is exchanged with the
atmosphere on a time-scale of several hundred
years.
• At least 50% of the oxygen we breathe comes
from the photosynthesis of marine plants.
• Currently, 48% of the carbon emitted to the
atmosphere by fossil fuel burning is sequestered
into the ocean.
• But the future fate of this important carbon sink is
largely uncertain (therefore anxious) because of
potential climate change impacts on ocean
circulation, biogeochemical cycling, and
ecosystem dynamics
=> Definition of primary productivity in the ocean
23.
24. Roles of bacterial in the ecosystem
1.Bacterial decompose dead tissue and
release essential inorganic nutrients into
the water for recycling by plants.
*NH3 + 2O2 → H+ + NO3
- +H2O (aerobic
bacterial)
*SO4
2- → 2O2 + S2- (anaerobic bacterial)
2.Plays both the starting point (providing
nutrients for plant photosynthesis) and
the ending point (proceeding the decay of
organic matter) of the food cycle that
provides the linkage between nonliving
and living matter.
3.Also serve as food for some species of
zooplankton
26. Cyanobacteria (blue-green algae) are
predominantly photosynthetic prokaryotic
(初核質 ) organisms containing a blue
pigment in addition to chlorophyll. They
use sunlight directly to manufacture food
from dissolved nutrients.
27. Hydrothermal vents and Chemosynthetic bacteria
The base of vent community is
occupied by microbes rather
than by plants, because there is
no light in the deep sea.
Chemical energy released by the
oxidation of inorganic compounds is
used to produce food.
29. (1) Nutrient Sources for Primary Production
and (2) limitations of CO2 fluxes
The fluxed of organic carbon must be
sustained by an adequate flux of
macronutrients (P, N, Si)
If macronutrients are unavailable
then the CO2 flux is reduced!
What are the controllers on Export Production?
Macronutrients vs. micronutrients (p339 in text)
30. 1) Ocean nutrient inventory
2) Utilization of nutrients in HNLC condition
3) Change of Redfield Ratio (A. C. Redfield 1958;1963)
What are the controllers on Export Production?
31. Nitrogen appears to be the most
important controlling factor that limit the
primary productivity of ecosystems.
1) Ocean nutrient inventory
What are the controllers on Export Production?
Why ? (important; p339 in text)
• N is an essential nutrient for all living
organisms (nucleic acids and amino acids)
• N has many oxidation states, which makes
speciation and redox chemistry very
interesting
• NH4+ is the preferred N nutrient
32. NO3
Chlorophyll
Large
detritus
Organic matter
N2 NH4 NO3
Water column
Sediment
Phytoplankton
NH4
Mineralization
Uptake
Nitrification
Nitrification
Grazing
Mortality
Zooplankton
Susp.
particles
Aerobic mineralization
De-nitrification
N2
Fixation
Mix Layer
depth
De-nitrification − the removal of fixed N, mostly NO3-, resulting in
the formation of nonbiologically available N, primarily N2 gas
Continental
shelf
sediments are
responsible for
up to 67% of
marine N
denitrification
estimates
33. 2) Utilization of nutrients in HNLC
What are the controllers on Export Production?
34. HNLC − High-Nutrient, Low-Chlorophyll
It describe areas of the ocean where the
number of phytoplankton are low in spite of
high macronutrient concentrations (nitrate,
phosphate, silica acid).
HNLC is thought to be caused by the scarcity
of iron (a micronutrient which phytoplankton
require for photosynthesis) and high grazing
rates of micro-zooplankton that feed on the
phytoplankton.
The HNLC condition has been observed in the
equatorial and sub-arctic Pacific Ocean, the
Southern Ocean, and in strong upwelling
regimes, such as off central and northern
California and off Peru.
36. Southern Ocean HNLC • Nitrate and phosphate
concentrations are high
year round but standing
stocks of phytoplankton
are always low (0.2-0.4
µg/L; normal yield is 1 µg
/L)
• Iron concentrations in
these waters are sub-
nanomolar: the same as
those that are known to
limit growth of
phytoplankton,
particularly large species
such as diatoms.
• Addition of low levels of
Fe promotes growth of
large phytoplankton.
-bottle experiments
-in situ fertilization
experiments
37. One of the
possible solutions
to global warming
is to fertilize HNLC
ocean areas
lacking iron with
iron to increase
CO2 absorption
from
phytoplankton.
38. Redfield ratio (stoichiometry) − the molecular
ratio of carbon, nitrogen and phosphorus in
phytoplankton.
Redfield (1963) described the remarkable
congruence between the chemistry of the deep
ocean and the chemistry of living things in the
surface ocean (i.e. phytoplankton). Both have N:P
ratios of about 16.
When nutrients are not limiting, the molar
element ratio C:N:P in most phytoplankton is
116:16:1.
Redfield thought it wasn't purely coincidental that
the vast oceans would have a chemistry perfectly
suited to the requirements of living organisms.
He considered how the cycles of not just N and P
but also C and O could interact to result in this
match.
39. N* = N – 16 P
N = 25790
N2 fixation
De-nitrification
Modern Time
41. Regions with upwelling represent
the productivity
Equatorial
upwelling
Coastal
upwelling
Water
turbidity
42. ocean terrestrial area
Open ocean deserts
continental shelves forest; grassland
upwelling regions rain forests
shallow estuaries farmlands
43.
44. Both physical and biological processes in the ocean affect
the carbon cycle. In addition, physical processes
influence the net production of biological oceanography.