{"title":"Limnology and Oceanography Bulletin Volume 33 Number 4 November 2024 141-191","authors":"","doi":"10.1002/lob.10583","DOIUrl":"https://doi.org/10.1002/lob.10583","url":null,"abstract":"","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"141-191"},"PeriodicalIF":0.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael N Dawson, Alice L. Alldredge, Laurence P. Madin, Laura E. Martin, George I. Matsumoto, A. Kimo Morris, Kevin A. Raskoff, Bruce H. Robison
{"title":"William (Bill) M. Hamner (1939–2024)","authors":"Michael N Dawson, Alice L. Alldredge, Laurence P. Madin, Laura E. Martin, George I. Matsumoto, A. Kimo Morris, Kevin A. Raskoff, Bruce H. Robison","doi":"10.1002/lob.10675","DOIUrl":"https://doi.org/10.1002/lob.10675","url":null,"abstract":"","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"178-180"},"PeriodicalIF":0.0,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Getting Ready for XMAS2025—What You Need to Know Before Arriving in Xiamen","authors":"Emily H. King, Kejing Gu, Vera Shi","doi":"10.1002/lob.10674","DOIUrl":"https://doi.org/10.1002/lob.10674","url":null,"abstract":"","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"187"},"PeriodicalIF":0.0,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael F. Meyer, Robert T. Hensley, Carolina C. Barbosa, Jonathan J. Borrelli, Johannes Feldbauer, Merritt E. Harlan, Burak Kuyumcu, Robert Ladwig, Jorrit P. Mesman, Rachel M. Pilla, Qing Zhan, Jacob A. Zwart, Ana I. Ayala, Craig B. Brinkerhoff, David Kneis, Daniel Mercado-Bettín, Cassandra Nickles, Donald C. Pierson, Patch Thongthaisong, Inne Vanderkelen
<p>The 4<sup>th</sup> Aquatic Ecosystem MOdeling Network—Junior (AEMON-J) Hacking Limnology Workshop and 5<sup>th</sup> Virtual Summit: Incorporating Data Science and Open Science in the Aquatic Sciences (DSOS) convened 15–19 July 2024. During the week, these joint communities engaged in activities at the intersection of big data, open science, modeling, remote sensing, and the aquatic sciences. The weeklong event, with over 100 aquatic science practitioners and enthusiasts, followed a similar structure to previous years, comprising three days of workshops followed by two days of the virtual summit (Meyer and Zwart <span>2020</span>; Meyer et al. <span>2021b</span>, <span>2022</span>, <span>2023</span>).</p><p>As in previous years, accessibility for a global audience was a top priority. Both events had no registration fees, thereby enabling broad participation. All recordings and workshop materials were made freely available on the Open Science Framework (OSF) archive (Meyer et al. <span>2021a</span>) (https://osf.io/682v5/) for asynchronous viewing and access following the event. Relative to the 60 countries represented annually in the 2021, 2022, and 2023 workshops and summits (Meyer et al. <span>2021b</span>, <span>2022</span>, <span>2023</span>), the 2024 workshop and summit experienced an expansion in global representation, with the majority of registrants from newly represented countries such as Nepal and Colombia. All registrants together represented more than 70 countries. With over 600 registrants worldwide, the most represented countries included the United States (30.5% of registrants), Nigeria (10.9%), Canada (9.1%), Germany (5.8%), and Nepal (4.5%). Notably, the 2024 Workshops and Summit had the lowest proportional representation from the United States in comparison to the previous summits (Fig. 1) and was the first year with two countries in Asia being in the top 10 based on the number of registrants (Nepal and India; Table 1). With respect to career-stage, most participants identified as being in early-career positions (i.e., graduate students and post-doctoral researchers; ~50%), as in previous years (Meyer et al. <span>2023</span>).</p><p>This year's “Hacking Limnology” Workshop series featured three consecutive days of workshops. For each day, the workshop included a short, prerecorded introduction that attendees could watch prior to attending, a 45-minute keynote talk followed by a live question-and-answer session, two hours for the hands-on workshop portion, and finally one hour of breakout and working groups to discuss next steps and potential collaborations. All three workshops allowed for hands-on coding; the first and third workshops were in R (R Core Team <span>2024</span>), and the second was in Python (Python Software Foundation <span>2024</span>). The workshops were recorded so they could be watched asynchronously by the large number of international attendees living in different time zones. Following the workshops, al
{"title":"The 2024 “Hacking Limnology” Workshop Series and Virtual Summit: Increasing Inclusion, Participation, and Representation in the Aquatic Sciences","authors":"Michael F. Meyer, Robert T. Hensley, Carolina C. Barbosa, Jonathan J. Borrelli, Johannes Feldbauer, Merritt E. Harlan, Burak Kuyumcu, Robert Ladwig, Jorrit P. Mesman, Rachel M. Pilla, Qing Zhan, Jacob A. Zwart, Ana I. Ayala, Craig B. Brinkerhoff, David Kneis, Daniel Mercado-Bettín, Cassandra Nickles, Donald C. Pierson, Patch Thongthaisong, Inne Vanderkelen","doi":"10.1002/lob.10672","DOIUrl":"https://doi.org/10.1002/lob.10672","url":null,"abstract":"<p>The 4<sup>th</sup> Aquatic Ecosystem MOdeling Network—Junior (AEMON-J) Hacking Limnology Workshop and 5<sup>th</sup> Virtual Summit: Incorporating Data Science and Open Science in the Aquatic Sciences (DSOS) convened 15–19 July 2024. During the week, these joint communities engaged in activities at the intersection of big data, open science, modeling, remote sensing, and the aquatic sciences. The weeklong event, with over 100 aquatic science practitioners and enthusiasts, followed a similar structure to previous years, comprising three days of workshops followed by two days of the virtual summit (Meyer and Zwart <span>2020</span>; Meyer et al. <span>2021b</span>, <span>2022</span>, <span>2023</span>).</p><p>As in previous years, accessibility for a global audience was a top priority. Both events had no registration fees, thereby enabling broad participation. All recordings and workshop materials were made freely available on the Open Science Framework (OSF) archive (Meyer et al. <span>2021a</span>) (https://osf.io/682v5/) for asynchronous viewing and access following the event. Relative to the 60 countries represented annually in the 2021, 2022, and 2023 workshops and summits (Meyer et al. <span>2021b</span>, <span>2022</span>, <span>2023</span>), the 2024 workshop and summit experienced an expansion in global representation, with the majority of registrants from newly represented countries such as Nepal and Colombia. All registrants together represented more than 70 countries. With over 600 registrants worldwide, the most represented countries included the United States (30.5% of registrants), Nigeria (10.9%), Canada (9.1%), Germany (5.8%), and Nepal (4.5%). Notably, the 2024 Workshops and Summit had the lowest proportional representation from the United States in comparison to the previous summits (Fig. 1) and was the first year with two countries in Asia being in the top 10 based on the number of registrants (Nepal and India; Table 1). With respect to career-stage, most participants identified as being in early-career positions (i.e., graduate students and post-doctoral researchers; ~50%), as in previous years (Meyer et al. <span>2023</span>).</p><p>This year's “Hacking Limnology” Workshop series featured three consecutive days of workshops. For each day, the workshop included a short, prerecorded introduction that attendees could watch prior to attending, a 45-minute keynote talk followed by a live question-and-answer session, two hours for the hands-on workshop portion, and finally one hour of breakout and working groups to discuss next steps and potential collaborations. All three workshops allowed for hands-on coding; the first and third workshops were in R (R Core Team <span>2024</span>), and the second was in Python (Python Software Foundation <span>2024</span>). The workshops were recorded so they could be watched asynchronously by the large number of international attendees living in different time zones. Following the workshops, al","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"183-186"},"PeriodicalIF":0.0,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lob.10672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rita M Franco-Santos, Mina Bizic, Robert F Chen, Benjamin Cuker, Jeanette Davis, Laura J Falkenberg, Mary R Gradoville, Manda Kambikambi, Paul F Kemp, Abigail Kreuser, Erin K Peck, Brittany M Schieler
Students and early career researchers/professionals (ECRs) must increasingly acquire a variety of skills and expand their collaborative networks to become more competitive as they apply for jobs and grants. Funding for skills training and overall availability of opportunities can, however, pose a challenge to this career plan. The Association for the Sciences of Limnology and Oceanography (ASLO) is proud to support the professional development of member and non-member students and ECRs by offering a myriad of skill-building programs. These include opportunities to: receive mentoring, travel to ASLO events, expand networks, conduct outreach projects, research exchanges, and internships, better understand scientific publishing, and exercise leadership within the society. In addition, ASLO recognizes the contribution of member students and ECRs to their communities, field, and to the society. Participation in ASLO-sponsored programs can, thus, assist in the successful transition of students to ECRs, and of ECRs to independent researchers.
{"title":"ASLO Opportunities for Students and Early Career Professionals in Aquatic Sciences","authors":"Rita M Franco-Santos, Mina Bizic, Robert F Chen, Benjamin Cuker, Jeanette Davis, Laura J Falkenberg, Mary R Gradoville, Manda Kambikambi, Paul F Kemp, Abigail Kreuser, Erin K Peck, Brittany M Schieler","doi":"10.1002/lob.10671","DOIUrl":"https://doi.org/10.1002/lob.10671","url":null,"abstract":"<p>Students and early career researchers/professionals (ECRs) must increasingly acquire a variety of skills and expand their collaborative networks to become more competitive as they apply for jobs and grants. Funding for skills training and overall availability of opportunities can, however, pose a challenge to this career plan. The Association for the Sciences of Limnology and Oceanography (ASLO) is proud to support the professional development of member and non-member students and ECRs by offering a myriad of skill-building programs. These include opportunities to: receive mentoring, travel to ASLO events, expand networks, conduct outreach projects, research exchanges, and internships, better understand scientific publishing, and exercise leadership within the society. In addition, ASLO recognizes the contribution of member students and ECRs to their communities, field, and to the society. Participation in ASLO-sponsored programs can, thus, assist in the successful transition of students to ECRs, and of ECRs to independent researchers.</p>","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"159-167"},"PeriodicalIF":0.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lob.10671","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Scientific presentations at large conferences are often constrained to 12 minutes or less, with formats like lightning talks calling researchers to summarize their work in just 3–5 minutes. One popular short-form presentation is the Three-Minute Thesis (3MT) competition, where graduate students distill their thesis into a compelling 3-minute talk, accompanied by a single static slide, and aimed at a non-specialist audience. Launched in 2008 at the University of Queensland, Australia, 3MT competitions are now hosted by research institutions worldwide, often offering opportunities for top contenders to compete at regional, national, and international levels. While the 3MT format helps students refine their communication skills with non-specialists, its value goes beyond the competition. Scientists are frequently called upon to explain their work in a condensed and accessible way to diverse interlocutors, even within their own disciplines.</p><p>Early in 2024, the ASLO student committee invited Sandra Klemet-N'Guessan to lead a 3MT workshop at the 2024 ASLO Aquatic Science Meeting in Madison, Wisconsin, USA, given her expertise in the area. Sandra is a postdoctoral fellow at the University of Waterloo, where she is exploring wise practices for Indigenous data governance in peatlands. Sandra has been an active science communicator since 2020 and has presented, moderated, and mentored at over 15 seminars and conferences and 25 science outreach events. Sandra was also the 2023 Runner-Up Prize winner of Trent University's 3MT competition.</p><p>This workshop guided participants in learning and applying tools for delivering quick and effective talks, with the goal of drafting a 3MT presentation by the end (Fig. 1).</p><p>The workshop discussion began with the question, “What is science communication and why is it important?” Sixty-five percent of participants emphasized the importance of engaging with non-specialists, while only 15% mentioned communication with fellow scientists (Fig. 2). Half of the participants noted that effective science communication can enhance the impact and relevance of research, making its contributions to the broader community more meaningful (Fig. 2). More than half of the participants (55%) identified access to knowledge as a key goal of science communication, viewing it as both a right and a fundamental aspect of our shared humanity (Fig. 2).</p><p>Overall, participants defined science communication as the ability to share the scientific process and findings with non-specialists—those outside one's specific field or without a scientific background—in a manner that is accessible, inclusive, meaningful, and adaptable to diverse interlocutors. Participants and Sandra agreed that science communication plays a crucial role in enhancing scientific literacy by helping individuals understand the relevance of scientific research in their everyday lives. This enhanced understanding, in turn, fosters meaningful engagement between sp
{"title":"We Can All 3MT: Student Science Communication Workshop on Quick and Effective Talks","authors":"Sandra Klemet-N'Guessan, Abigail Kreuser","doi":"10.1002/lob.10670","DOIUrl":"https://doi.org/10.1002/lob.10670","url":null,"abstract":"<p>Scientific presentations at large conferences are often constrained to 12 minutes or less, with formats like lightning talks calling researchers to summarize their work in just 3–5 minutes. One popular short-form presentation is the Three-Minute Thesis (3MT) competition, where graduate students distill their thesis into a compelling 3-minute talk, accompanied by a single static slide, and aimed at a non-specialist audience. Launched in 2008 at the University of Queensland, Australia, 3MT competitions are now hosted by research institutions worldwide, often offering opportunities for top contenders to compete at regional, national, and international levels. While the 3MT format helps students refine their communication skills with non-specialists, its value goes beyond the competition. Scientists are frequently called upon to explain their work in a condensed and accessible way to diverse interlocutors, even within their own disciplines.</p><p>Early in 2024, the ASLO student committee invited Sandra Klemet-N'Guessan to lead a 3MT workshop at the 2024 ASLO Aquatic Science Meeting in Madison, Wisconsin, USA, given her expertise in the area. Sandra is a postdoctoral fellow at the University of Waterloo, where she is exploring wise practices for Indigenous data governance in peatlands. Sandra has been an active science communicator since 2020 and has presented, moderated, and mentored at over 15 seminars and conferences and 25 science outreach events. Sandra was also the 2023 Runner-Up Prize winner of Trent University's 3MT competition.</p><p>This workshop guided participants in learning and applying tools for delivering quick and effective talks, with the goal of drafting a 3MT presentation by the end (Fig. 1).</p><p>The workshop discussion began with the question, “What is science communication and why is it important?” Sixty-five percent of participants emphasized the importance of engaging with non-specialists, while only 15% mentioned communication with fellow scientists (Fig. 2). Half of the participants noted that effective science communication can enhance the impact and relevance of research, making its contributions to the broader community more meaningful (Fig. 2). More than half of the participants (55%) identified access to knowledge as a key goal of science communication, viewing it as both a right and a fundamental aspect of our shared humanity (Fig. 2).</p><p>Overall, participants defined science communication as the ability to share the scientific process and findings with non-specialists—those outside one's specific field or without a scientific background—in a manner that is accessible, inclusive, meaningful, and adaptable to diverse interlocutors. Participants and Sandra agreed that science communication plays a crucial role in enhancing scientific literacy by helping individuals understand the relevance of scientific research in their everyday lives. This enhanced understanding, in turn, fosters meaningful engagement between sp","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"181-183"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lob.10670","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth D. Hetherington, Clarissa Anderson, Liliana Bastian, Naomi Boon, Nan-Chin Chu, Ceci Rodriguez Cruz, Hayley Drennon, Andrew Gates, Brandon Gertz, Kelly D. Goodwin, Svenja Halfter, Kerry Howell, Ella Howes, Vanessa Lopes, Tinah Martin, Terrence McConnell, Pei-Yuan Qian, Sarah Seabrook, Leslie Smith, Glen Snyder, Karen I. Stocks, Rosalynn Sylvan, Dawn Wright, Lisa A. Levin
The current United Nations Decade of Ocean Science for Sustainable Development (2021–2030; hereafter, the Decade) offers a unique opportunity and framework to globally advance ocean science and policy. Achieving meaningful progress within the Decade requires collaboration and coordination across Decade Actions (Programs, Projects, and Centres). This coordination is particularly important for the deep ocean, which remains critically under-sampled compared to other ecosystems. Despite the limited sampling, the deep ocean accounts for over 95% of Earth's habitable space, plays a crucial role in regulating the carbon cycle and global temperatures, and supports diverse ecosystems. To collectively advance deep-ocean science, we gathered representatives from 20 Decade Actions that focus at least partially on the deep ocean. We identified five broad themes that aim to advance deep-ocean science in alignment with the Decade's overarching 10 Challenges: natural capital and the blue economy, biodiversity, deep-ocean observing, best practices in data sharing, and capacity building. Within each theme, we propose concrete objectives (termed Cohesive Asks) and milestones (Targets) for the deep-ocean community. Developing these Cohesive Asks and Targets reflects a commitment to better coordination across deep-ocean Decade Actions. We aim to build bridges across deep-ocean disciplines, which encompass natural science, ocean observing, policy, and capacity development.
{"title":"Deepening the Decade: Collaborative Action for Advancing Deep-Ocean Science and Policy in the United Nations Decade of Ocean Science for Sustainable Development","authors":"Elizabeth D. Hetherington, Clarissa Anderson, Liliana Bastian, Naomi Boon, Nan-Chin Chu, Ceci Rodriguez Cruz, Hayley Drennon, Andrew Gates, Brandon Gertz, Kelly D. Goodwin, Svenja Halfter, Kerry Howell, Ella Howes, Vanessa Lopes, Tinah Martin, Terrence McConnell, Pei-Yuan Qian, Sarah Seabrook, Leslie Smith, Glen Snyder, Karen I. Stocks, Rosalynn Sylvan, Dawn Wright, Lisa A. Levin","doi":"10.1002/lob.10662","DOIUrl":"https://doi.org/10.1002/lob.10662","url":null,"abstract":"<p>The current United Nations Decade of Ocean Science for Sustainable Development (2021–2030; hereafter, the Decade) offers a unique opportunity and framework to globally advance ocean science and policy. Achieving meaningful progress within the Decade requires collaboration and coordination across Decade Actions (Programs, Projects, and Centres). This coordination is particularly important for the deep ocean, which remains critically under-sampled compared to other ecosystems. Despite the limited sampling, the deep ocean accounts for over 95% of Earth's habitable space, plays a crucial role in regulating the carbon cycle and global temperatures, and supports diverse ecosystems. To collectively advance deep-ocean science, we gathered representatives from 20 Decade Actions that focus at least partially on the deep ocean. We identified five broad themes that aim to advance deep-ocean science in alignment with the Decade's overarching 10 Challenges: natural capital and the blue economy, biodiversity, deep-ocean observing, best practices in data sharing, and capacity building. Within each theme, we propose concrete objectives (termed Cohesive Asks) and milestones (Targets) for the deep-ocean community. Developing these Cohesive Asks and Targets reflects a commitment to better coordination across deep-ocean Decade Actions. We aim to build bridges across deep-ocean disciplines, which encompass natural science, ocean observing, policy, and capacity development.</p>","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"149-158"},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Message From the President: All Hands-On Deck","authors":"Susanne Menden-Deuer","doi":"10.1002/lob.10669","DOIUrl":"https://doi.org/10.1002/lob.10669","url":null,"abstract":"","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"170-171"},"PeriodicalIF":0.0,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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