<p>In comparison to the ocean&#8217;s immense volume and diversity of research areas, the number of sensors required to make the majority of desired measurements is quite small. This inequality of supply and demand elevates prices, adding further barriers for developing nations or fledgling research programs with smaller budgets attempting ocean science. Our work aims to demonstrate the potential of combining commercially available, open-source products to create inexpensive, configurable, and user-friendly platforms that can be adapted for underwater navigation and integration with most commercial oceanographic sensors.</p><p>Specifically, we will highlight modifications made to a Blue Robotics BlueROV2, which we have configured for various missions including vertical profiling of a coastal fjord and three-dimensional mapping of crude oil spills. The BlueROV2 offers an easily modified platform for physical mounting of sensors and streaming of sensor data via its onboard computer, a Raspberry Pi. Our custom circuit board is &#8220;sensor-agnostic&#8221;, powering sensors from a common source (the ROV battery) and using an Arduino that accepts analog or digital sensor inputs, allowing us to choose from a wide range of sensors. Physical modifications make use of inexpensive, readily available materials, and range from simple plastic brackets for small sensors to a skid for a sensor with half the ROV&#8217;s original weight, which utilizes pop bottles for buoyancy.</p><p>While products such as Pixhawk, Raspberry Pi, Arduino, and BlueROV have inspired hobbyists and youth around the world, they paradoxically have not been as widely embraced in the academic community, who perhaps remain unaware of their research potential. Thus, while there has yet to be an analogous push to develop inexpensive, small, power-efficient, and open-source sensors, these platforms offer exciting opportunities to build a new generation of oceanographic tools with measurement abilities far exceeding those of their predecessors. We are at an ocean technology tipping point, and, as MacGyver says, &#8220;With a little bit of imagination, anything is possible.&#8221;</p>
<p>The HOSST and TOSST transatlantic graduate schools were conceived and designed as multidisciplinary and multicultural training opportunities. While HOSST is headquartered at the GEOMAR Helmholtz Centre for Ocean Research in Kiel, Germany, TOSST is run out of Dalhousie University in Halifax, Canada. English being the language of science, the main language of communication in both programs is English. For most HOSST- and TOSST students, however, English is not their native tongue, but a second or even third language.</p><p>Language is a fundamental aspect of any culture; in fact, they are intertwined and mutually influence each other. A culture can only be fully understood through its corresponding language, while interacting with a different language always also illuminates the respective culture. An integral part of the HOSST- and TOSST graduate schools is the requirement that each student spends a 4-month research exchange at the sister institution. For most TOSST students, this meant immersing themselves not only into the German culture but also the German language.</p><p>To ease the transition to working and living in Germany, TOSST offered their students a German course, a proposition that was requested by the students and unanimously supported by the TOSST leadership team. Thanks to longstanding relationships with the German community in Halifax, the TOSST German course was offered through the German Heritage Language School. It so happened that the teacher was also a TOSST student. Many students accepted the offer to immerse themselves into a new language and culture ahead of their research exchange. Obviously they did not reach fluency after one or two terms, but studying German prepared them to engage with residents in everyday situations and to better understand the local culture.</p><p>Beyond these practical applications, the students appreciated an opportunity for lifelong learning outside of their field of research. Both the students and the teacher found interacting with the German language as part of their work days to foster their creativity by providing a different stimulus than their usual research efforts. The German course further provided an opportunity to build and deepen friendships among TOSST students across cultures and disciplines. The learning not only provided theoretical knowledge of the German culture, but opened up access to the sizeable German community in Halifax. A handful of students even continued with the course after their research exchange was completed as they appreciated studying the German language and culture as a skill that will serve them well beyond the TOSST graduate school.</p>
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