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By NASA
NASA’s Office of STEM Engagement at Johnson Space Center offers Texas high school students a unique gateway to the world of space exploration through the High School Aerospace Scholars (HAS) program. This initiative gives juniors hands-on experience, working on projects that range from designing spacecraft to planning Mars missions.
Nearly 30 participants who have been hired by NASA in the past five years are HAS alumni. Their stories highlight the program’s impact on students—inspiring innovation, fostering collaboration, unlocking their potential as they move forward into STEM careers.
Discover how the HAS experience has shaped these former students’ space exploration journey.
Jaylon Collins: Designing the Future of Spaceflight
Jaylon Collins always knew he wanted to study the universe but HAS shifted his perspective on what a STEM career could be.
“HAS brought a newfound perspective on what my STEM career could look like, and that shift led me to where I am today,” Collins said. “The coursework, NASA-led seminars, and space exploration research showed me that I could do direct design work to aid humanity’s exploration of the cosmos. I didn’t want to only learn about our universe—I wanted to help explore it.”
Jaylon Collins with his parents at the University of Texas at Austin after being accepted as a student class of 2028. “HAS showed me that a career in STEM doesn’t require a label, only your passion,” Collins said. “I saw that STEM could lead to endless career paths, and the guide was whatever I was most passionate about.”
He saw firsthand how engineers tackle the challenges of spaceflight, from designing spacecraft to solving complex mission scenarios. His strong performance in the program earned him an invitation to Moonshot, a five-day virtual challenge where NASA scientists and engineers mentor students through an Artemis-themed mission. His team developed a Mars sample return mission, an experience that taught him valuable lessons in teamwork.
“We combined our knowledge to design solutions that fit our mission profile, and I learned how problem-solving goes beyond the obvious tools like math and science,” he said. “Instead, it entails finding unique methods that trade off certain elements to bolster others and finding the optimal solution for our problem. HAS taught me to listen more than talk and take constructive feedback to create a solid plan.”
Now studying aerospace engineering at the University of Texas at Austin, Collins credits HAS with building his professional network and opening doors to NASA internship opportunities.
“I learned so much from seminars, my peers, and my Moonshot mentors about not only my academic future but also my prospective career,” he said. “My HAS experience has granted me a web of internship opportunities at NASA through the Gateway Program, and I hope that I can leverage it soon in L’Space Academy’s Lucy Internship.”
Jaylon Collins at Johnson Space Center with the 2024 astronaut graduate class. Collins hopes to contribute to NASA’s mission by developing solutions for deep space travel. Beyond that, he wants to inspire the next generation.
“I believe that the goal of universal knowledge is to reverberate the passions I have onto other curious dreamers,” he said. “Having mentors who teach the curious is the way we progress and innovate as a society, and I am dedicated to being one of those mentors one day.”
Erin Shimoda: Guiding Astronauts to Safety
Erin Shimoda’s path to becoming an aerospace engineer did not start with a clear vision of her future. Growing up in a family full of engineers and scientists, she was already on the STEM path, but she did not know where to focus. HAS changed that.
“HAS exposed me to so many different things that an aerospace engineer does,” she said. “I learned about the history of humans in space, NASA’s missions, how to design 3D models, how to apply equations from math class to real-life scenarios.”
During the program’s summer experience, she and her team designed a mission to send humans to Mars. She credits the program with inspiring her to earn an aerospace engineering degree.
Official portrait of Erin Shimoda. NASA/Josh Valcarcel The HAS program also reshaped her understanding of what a STEM career could look like. “My mentors were incredible. They talked about their projects with such energy and passion. It made me want to feel that way about my own work,” she said. “I didn’t realize before how exciting and innovative working in STEM could be.”
Shimoda said every person she met through HAS was inspiring. “Just knowing that those people existed and worked at NASA helped push me to persevere and succeed in my undergraduate career. I had plenty of bumps in the road, but I had a goal in mind that others had achieved before me, so I knew I could, too.”
One of the biggest lessons she took from the program was the power of collaboration. In high school, she often felt like she was carrying the load on group projects, which left her with a negative view of working on a team. HAS changed that perspective.
“During HAS, everyone was very passionate about accomplishing our goal, so I was consistently supported by my peers,” she said. “That’s so true at NASA, too. Not one single person can build an entire mission to the Moon. We’re all so passionate about accomplishing the mission, so we always support each other and strive for excellence.”
Shimoda also saw firsthand how diverse perspectives lead to better results. “There are many ways to come to a solution, and not every solution is right,” she said. “Collaboration leads to innovation and better problem-solving.”
Erin Shimoda stands in front of a presentation on the Launch Abort System for NASA’s Orion spacecraft and Space Launch System rocket.NASA/Robert Markowitz Now, Shimoda plays a key role in NASA’s Orion Program, ensuring astronaut safety through comprehensive ascent abort planning and procedures, and supporting Artemis recovery operations. She works on guidance, navigation, and control, predicting where the crew module and recovery hardware will land so teams—including the U.S. Navy—are in the right place at the right time.
“It’s exciting because we get to go ‘in the field’ on a U.S. Navy ship during training. Last year, I spent a week on a Navy ship, and seeing everything come together was incredible,” she said.
Her advice for students exploring STEM? “Try every opportunity possible! I joined almost every club imaginable. When I saw the HAS poster in front of my high school’s library, I thought to myself, ‘Well, I’m not in anything space-related yet!’ and the rest is history.”
Looking ahead, she is eager for what is to come. “I’m especially excited for Artemis III, where I’ll be directly involved in recovery operations,” Shimoda said. “I hope that all this work propels us to a future with a sustained human presence on the Moon.”
Hallel Chery: Aspiring Astronaut and Emerging Leader
Hallel Chery is a high school senior who will pursue a degree in mechanical engineering and materials science at Harvard College, with her sights set on becoming both an engineer and an astronaut.
She completed all three stages of HAS: the online course, the virtual Moonshot challenge, and the five-day on-site experience at Johnson. Balancing the program with academics and leading a school-wide tutoring club pushed her limits—but also broadened her confidence.
“I learned that I could take on a tremendous amount of work at one time,” she said. “This realization has helped me become more ambitious in my future plans.”
A portrait of Hallel Chery during her time in the High School Aerospace Scholars program. Moonshot was her proving ground. Tasked with redesigning a module for NASA’s future Gateway lunar space station, she led a team of eight HAS scholars—none of whom she had met before—through an intense, weeklong mission. Their work was presented to NASA scientists and engineers and her group landed among the top teams in the challenge.
“The experience strengthened my confidence in my abilities as a leader,” said Chery. “I learned that I thrive under pressure and am well prepared to tackle any challenge, technical or interpersonal, no matter how difficult it is.”
“Moonshot exposed me for the first time to true, deep teamwork,” she said. “Interacting almost non-stop with the same people over one week in a high stakes situation truly taught me about the dynamics of how teams work, the value of teamwork, and being an effective leader. This, coupled with the program’s emphasis on the importance of teamwork have firmly ingrained in me the essentiality of this core NASA value.”
While at Johnson, Chery toured the Space Vehicle Mockup Facility, watched astronauts suit up at the Neutral Buoyancy Laboratory, and visited the Mission Control Center. “Spending only a few days at Johnson, I can truly say that as an aspiring astronaut, being there felt just like home,” Chery said.
Hallel Chery in a spacesuit mockup at Johnson Space Center. “Because of HAS, I directly visualize myself working in a team to solve the problems I wanted to tackle instead of primarily focusing on the individual accomplishments that will solve them,” she said. “The program taught me how essential teamwork is to effective problem solving and innovation.”
The advice she has for the next generation is to keep exploring and to answer the question: What do you want to contribute for the good of the world?
HAS also introduced her to professional networking early in her academic career. Engaging with NASA professionals provided insight into the agency’s work culture and internship opportunities.
Now, as she prepares for her future in mechanical engineering and materials science, Chery is determined to apply what she has learned.
She is particularly grateful for the mentorship of NASA consultant Gotthard Janson, who provided encouragement and guidance throughout the HAS journey.
“The opportunity to connect with great professionals like him has provided additional wisdom and support as I grow through my academic and professional career,” she said.
Looking ahead, Chery aims to design space habitats, create innovative exercise solutions, and develop advanced materials for use in space.
“I want to help propel humanity forward—on Earth, to the Moon, Mars, and beyond—while inspiring others in the Artemis Generation,” she said. “Building and launching my rocket at Johnson felt like launching my future—one dedicated to contributing to NASA and humanity.”
Johnson Space Center will showcase its achievements at the Texas Capitol for Space Day Texas on Tuesday, March 25. The High School Aerospace Scholars program will have a booth, and NASA will have interactive exhibits highlighting the programs and technologies that will help humanity push forward to the Moon and Mars.
Learn more about NASA’s involvement here.
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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
NASA / Lillian Gipson NASA has selected three university teams to help solve 21st century aviation challenges that could transform the skies above our communities.
As part of NASA’s University Leadership Initiative (ULI), both graduate and undergraduate students on faculty-led university teams will contribute directly to real-world flight research while gaining hands-on experience working with partners from other universities and industry.
By combining faculty expertise, student innovation, and industry experience, these three teams will advance NASA’s vision for the future of 21st century aviation.
koushik datta
NASA Project Manager
This is NASA’s eighth round of annual ULI awards. Research topics include:
New aviation systems for safer, more efficient flight operations Improved communications frequency usage for more effective and reliable information transfer Autonomous flight capabilities that could advance research in areas such as NASA’s Advanced Air Mobility mission “By combining faculty expertise, student innovation, and industry experience, these three teams will advance NASA’s vision for the future of 21st century aviation,” said Koushik Datta, NASA University Innovation project manager at the Agency’s Ames Research Center in California.
This eighth round of annual ULI selections would lead to awards totaling up to $20.7 million for the three teams during the next three years. For each team, the proposing university will serve as lead. The new ULI selections are:
Florida Institute of Technology, Melbourne, Florida
The team will create a framework for developing trustworthy increasingly autonomous aviation safety systems, such as those that could potentially employ artificial intelligence and machine learning.
Team members include: The Pennsylvania State University in University Park; North Carolina Agricultural and Technical State University in Greensboro; University of Florida in Gainesville; Stanford University in California; Santa Fe Community College in New Mexico; and the companies Collins Aerospace of Charlotte in North Carolina; and ResilienX of Syracuse, New York.
University of Colorado Boulder
This team will investigate tools for understanding and leveraging the complex communications environment of collaborative, autonomous airspace systems.
Team members include: Massachusetts Institute of Technology in Cambridge; The University of Texas at El Paso; University of Colorado in Colorado Springs; Stanford University in California; University of Minnesota Twin Cities in Minneapolis, North Carolina State University in Raleigh; University of California inSanta Barbara; El Paso Community College in Texas; Durham Technical Community College in North Carolina; the Center for Autonomous Air Mobility and Sensing research partnership; the company Aurora Flight Sciences, a Boeing Company, in Manassas, Virginia; and the nonprofit Charles Stark Draper Laboratory in Cambridge, Massachusetts.
Embry-Riddle Aeronautical University, Daytona Beach, Florida
This team will research continuously updating, self-diagnostic vehicle health management to enhance the safety and reliability of Advanced Air Mobility vehicles.
Team members include: Georgia Institute of Technology in Atlanta; The University of Texas at Arlington; University of Southern California in Los Angeles; the company Collins Aerospace of Charlotte, North Carolina; and the Argonne National Laboratory.
NASA’s ULI is managed by the agency’s University Innovation project, which also includes the University Student Research Challenge and the Gateways to Blue Skies competition.
Watch the NASA Aeronautics solicitations page for the announcement of when the next opportunity will be to submit a proposal for consideration during the next round of ULI selections.
About the Author
John Gould
Aeronautics Research Mission DirectorateJohn Gould is a member of NASA Aeronautics' Strategic Communications team at NASA Headquarters in Washington, DC. He is dedicated to public service and NASA’s leading role in scientific exploration. Prior to working for NASA Aeronautics, he was a spaceflight historian and writer, having a lifelong passion for space and aviation.
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Last Updated Mar 10, 2025 EditorJim BankeContactSteven Holzsteven.m.holz@nasa.gov Related Terms
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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
A team from University High School of Irvine, California, won the 2025 regional Science Bowl at NASA’s Jet Propulsion Laboratory on March 1. From left, co-coach Nick Brighton, sophomores Shloke Kamat and Timothy Chen, juniors Feodor Yevtushenko and Angelina Yan, senior Sara Yu, and coach David Knight.NASA/JPL-Caltech In a fast-paced competition, students showcased their knowledge across a wide range of science and math topics.
What is the molecular geometry of sulfur tetrafluoride? Which layer of the Sun is thickest? What is the average of the first 10 prime numbers? If you answered “see-saw,” “radiation zone,” and “12.9,” respectively, then you know a tiny fraction of what high school students must learn to compete successfully in the National Science Bowl.
On Saturday, March 1, students from University High School in Irvine answered enough of these kind of challenging questions correctly to earn the points to defeat 19 other high school teams, winning a regional Science Bowl competition hosted by NASA’s Jet Propulsion Laboratory in Southern California. Troy High, from Fullerton, won second place, while Arcadia High placed third.
Some 100 students gathered at JPL for the fast-paced event, which drew schools from across Los Angeles, Orange, and San Bernardino counties. Teams are composed of four students and one alternate, with a teacher serving as coach. Two teams at a time face off in a round robin tournament, followed by tie-breaker and double-elimination rounds, then final matches.
Students, coaches, and volunteers gathered on March 1 for the annual regional Science Bowl competition held at JPL, which has hosted the event since 1993.NASA/JPL-Caltech The questions — in biology, chemistry, Earth and space science, energy, mathematics, and physics — are at a college first-year level. Students spend months preparing, studying, quizzing each other, and practicing with “Jeopardy!”-style buzzers.
It was the third year in a row for a University victory at the JPL-hosted event, and the championship round with Troy was a nail-biter until the very last question. The University team only had one returning student from the previous year’s team, junior Feodor Yevtushenko. Both he and longtime team coach and science teacher David Knight said the key to success is specialization — with each student focusing on particular topic areas.
“I wake up and grind math before school,” Feodor said. “Being a jack-of-all-trades means you’re a jack-of-no-trades. You need ruthless precision and ruthless speed.”
University also won for four years in row from 2018 to 2021. The school’s victory this year enables its team to travel to Washington in late April and vie for ultimate dominance alongside other regional event winners in the national finals.
More than 10,000 students compete in some 115 regional events held across the country. Managed by the U.S. Department of Energy, the National Science Bowl was created in 1991 to make math and science fun for students, and to encourage them to pursue careers in those fields. It’s one of the largest academic competitions in the United States.
JPL’s Public Services Office coordinates the regional contest with the help of volunteers from laboratory staff and former Science Bowl participants in the local community. This year marked JPL’s 33rd hosting the event.
News Media Contact
Melissa Pamer
Jet Propulsion Laboratory, Pasadena, Calif.
626-314-4928
melissa.pamer@jpl.nasa.gov
2025-030
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Last Updated Mar 03, 2025 Related Terms
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1 min read
An Ocean in Motion: NASA’s Mesmerizing View of Earth’s Underwater Highways
Earth (ESD) Earth Explore Explore Earth Science Climate Change Science in Action Multimedia Image Collections Videos Data For Researchers About Us This data visualization showing ocean currents around the world uses data from NASA’s ECCO model, or Estimating the Circulation and Climate of the Ocean. The model pulls data from spacecraft, buoys, and other measurements.
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Earth (ESD) Earth Explore Explore Earth Science Climate Change Science in Action Multimedia Image Collections Videos Data For Researchers About Us 8 Min Read Going With the Flow: Visualizing Ocean Currents with ECCO
The North American Gulf Stream as illustrated with the ECCO model. Credits:
Greg Shirah/NASA’s Scientific Visualization Studio Historically, the ocean has been difficult to model. Scientists struggled in years past to simulate ocean currents or accurately predict fluctuations in temperature, salinity, and other properties. As a result, models of ocean dynamics rapidly diverged from reality, which meant they could only provide useful information for brief periods.
In 1999, a project called Estimating the Circulation and Climate of the Ocean (ECCO) changed all that. By applying the laws of physics to data from multiple satellites and thousands of floating sensors, NASA scientists and their collaborators built ECCO to be a realistic, detailed, and continuous ocean model that spans decades. ECCO enabled thousands of scientific discoveries, and was featured during the announcement of the Nobel Prize for Physics in 2021.
NASA ECCO is a powerful integrator of decades of ocean data, narrating the story of Earth’s changing ocean as it drives our weather, and sustains marine life.
The ECCO project includes hundreds of millions of real-world measurements of temperature, salinity, sea ice concentration, pressure, water height, and flow in the world’s oceans. Researchers rely on the model output to study ocean dynamics and to keep tabs on conditions that are crucial for ecosystems and weather patterns. The modeling effort is supported by NASA’s Earth science programs and by the international ECCO consortium, which includes researchers from NASA’s Jet Propulsion Laboratory in Southern California and eight research institutions and universities.
The project provides models that are the best possible reconstruction of the past 30 years of the global ocean. It allows us to understand the ocean’s physical processes at scales that are not normally observable.
ECCO and the Western Boundary Currents
Western boundary currents stand out in white in this visualization built with ECCO data. Download this visualization from NASA Goddard’s Scientific Visualization Studio. Credits: Greg Shirah/NASA’s Scientific Visualization Studio Large-scale wind patterns around the globe drag ocean surface waters with them, creating complex currents, including some that flow toward the western sides of the ocean basins. The currents hug the eastern coasts of continents as they head north or south from the equator: These are the western boundary currents. The three most prominent are the Gulf Stream, Agulhas, and Kuroshio. NASA Goddard’s Scientific Visualization Studio.
The North American Gulf Stream as illustrated with the ECCO model. Download this visualization from NASA Goddard’s Scientific Visualization Studio. Credits: Greg Shirah/NASA’s Scientific Visualization Studio Seafarers have known about the Gulf Stream — the Atlantic Ocean’s western boundary current — for more than 500 years. By the volume of water it moves, the Gulf Stream is the largest of the western boundary currents, transporting more water than all the planet’s rivers combined.
In 1785, Benjamin Franklin added it to maritime charts showing the current flowing up from the Gulf, along the eastern U.S. coast, and out across the North Atlantic. Franklin noted that riding the current could improve a ship’s travel time from the Americas to Europe, while avoiding the current could shorten travel times when sailing back.
A visualization built of ECCO data reveals a cold, deep countercurrent that flows in the opposite direction of the warm Gulf Stream above it. Download this visualization from NASA Goddard’s Scientific Visualization Studio. Credits: Greg Shirah/NASA’s Scientific Visualization Studio Franklin’s charts showed a smooth Gulf Stream rather than the twisted, swirling path revealed in ECCO data. And Franklin couldn’t have imagined the opposing flow of water below the Gulf Stream. The countercurrent runs at depths of about 2,000 feet (600 meters) in a cold river of water that is roughly the opposite of the warm Gulf Stream at the surface. The submarine countercurrent is clearly visible when the upper layers in the ECCO model are peeled away in visualizations.
The Gulf Stream is a part of the Atlantic Meridional Overturning Circulation (AMOC), which moderates climate worldwide by transporting warm surface waters north and cool underwater currents south. The Gulf Stream, in particular, stabilizes temperatures of the southeastern United States, keeping the region warmer in winter and cooler in summer than it would be without the current. After the Gulf Stream crosses the Atlantic, it tempers the climates of England and the European coast as well.
The Agulhas current originates along the equator in the Indian Ocean, travels down the western coast of Africa, and spawns swirling Agulhas rings that travel across the Atlantic toward South America. Download this visualization from NASA Goddard’s Scientific Visualization Studio. Credits: Greg Shirah/NASA’s Scientific Visualization Studio The Agulhas Current flows south along the western side of the Indian Ocean. When it reaches the southern tip of Africa, it sheds swirling vortices of water called Agulhas Rings. Sometimes persisting for years, the rings glide across the Atlantic toward South America, transporting small fish, larvae, and other microorganisms from the Indian Ocean.
Researchers using the ECCO model can study Agulhas Current flow as it sends warm, salty water from the tropics in the Indian Ocean toward the tip of South Africa. The model helps tease out the complicated dynamics that create the Agulhas rings and large loop of current called a supergyre that surrounds the Antarctic. The Southern Hemisphere supergyre links the southern portions of other, smaller current loops (gyres) that circulate in the southern Atlantic, Pacific, and Indian oceans. Together with gyres in the northern Atlantic and Pacific, the southern gyres and Southern Hemisphere supergyre influence climate while transporting carbon around the globe.
The Kuroshio Current flows on the western side of the Pacific Ocean, past the east coast of Japan, east across the Pacific, and north toward the Arctic. Along the way, it provides warm water to drive seasonal storms, while also creating ocean upwellings that carry nutrients that sustain fisheries off the coasts of Taiwan and northern Japan. Download this visualization from NASA Goddard’s Scientific Visualization Studio. Credits: Greg Shirah/NASA’s Scientific Visualization Studio In addition to affecting global weather patterns and temperatures, western boundary currents can drive vertical flows in the oceans known as upwellings. The flows bring nutrients up from the depths to the surface, where they act as fertilizer for phytoplankton, algae, and aquatic plants.
The Kuroshio Current that runs on the west side of the Pacific Ocean and along the east side of Japan has recently been associated with upwellings that enrich coastal fishing waters. The specific mechanisms that cause the vertical flows are not entirely clear. Ocean scientists are now turning to ECCO to tease out the connection between nutrient transport and currents like the Kuroshio that might be revealed in studies of the water temperature, density, pressure, and other factors included in the ECCO model.
Tracking Ocean Temperatures and Salinity
When viewed through the lens of ECCO’s temperature data, western boundary currents carry warm water away from the tropics and toward the poles. In the case of the Gulf Stream, as the current moves to far northern latitudes, some of the saltwater freezes into salt-free sea ice. The saltier water left behind sinks and then flows south all the way toward the Antarctic before rising and warming in other ocean basins.
Colors indicate temperature in this visualization of ECCO data. Warm water near the equator is bright yellow. Water cools when it flows toward the poles, indicated by the transition to orange and red shades farther from the equator. Download this visualization from NASA Goddard’s Scientific Visualization Studio. Credits: Greg Shirah/NASA’s Scientific Visualization Studio Currents also move nutrients and salt throughout Earth’s ocean basins. Swirling vortexes of the Agulhas rings stand out in ECCO temperature and salinity maps as they move warm, salty water from the Indian Ocean into the Atlantic.
The Mediterranean Sea has a dark red hue that indicates its high salt content. Other than the flow through the narrow Strait of Gibraltar, the Mediterranean is cut off from the rest of the world’s oceans. Because of this restricted flow, salinity increases in the Mediterranean as its waters warm and evaporate, making it one of the saltiest parts of the global ocean. Download this visualization from NASA Goddard’s Scientific Visualization Studio. Credits: Greg Shirah/NASA’s Scientific Visualization Studio Experimenting with ECCO
ECCO offers researchers a way to run virtual experiments that would be impractical or too costly to perform in real oceans. Some of the most important applications of the ECCO model are in ocean ecology, biology, and chemistry. Because the model shows where the water comes from and where it goes, researchers can see how currents transport heat, minerals, nutrients, and organisms around the planet.
In prior decades, for example, ocean scientists relied on extensive temperature and salinity measurements by floating sensors to deduce that the Gulf Stream is primarily made of water flowing past the Gulf rather than through it. The studies were time-consuming and expensive. With the ECCO model, data visualizers at NASA’s Goddard Space Flight Center in Greenbelt, Maryland, virtually replicated the research in a simulation that was far quicker and cheaper.
A simulation built with data from the ECCO model shows that very little of the water in the gulf contributes to the water flowing in the Gulf Stream.
Download this visualization from NASA Goddard’s Scientific Visualization Studio. Credits: Atousa Saberi/NASA’s Scientific Visualization Studio The example illustrated here relies on ECCO to track the flow of water by virtually filling the Gulf with 115,000 particles and letting them move for a year in the model. The demonstration showed that less than 1% of the particles escape the Gulf to join the Gulf Stream.
Running such particle-tracking experiments within the ocean circulation models helps scientists understand how and where environmental contaminants, such as oil spills, can spread.
Take an ECCO Deep Dive
Today, researchers turn to ECCO for a broad array of studies. They can choose ECCO modeling products that focus on one feature – such as global flows or the biology and chemistry of the ocean – or they can narrow the view to the poles or specific ocean regions. Every year, more than a hundred scientific papers include data and analyses from the ECCO model that delve into our oceans’ properties and dynamics.
Credits: Kathleen Gaeta Greer/ NASA’s Scientific Visualization Studio Composed by James Riordon / NASA’s Earth Science News Team
Information in this piece came from the resources below and interviews with the following sources: Nadya Vinogradova Shiffer, Dimitris Menemenlis, Ian Fenty, and Atousa Saberi.
References and Sources
Liao, F., Liang, X., Li, Y., & Spall, M. (2022). Hidden upwelling systems associated with major western boundary currents. Journal of Geophysical Research: Oceans, 127(3), e2021JC017649.
Richardson, P. L. (1980). The Benjamin Franklin and Timothy Folger charts of the Gulf Stream. In Oceanography: The Past: Proceedings of the Third International Congress on the History of Oceanography, held September 22–26, 1980 at the Woods Hole Oceanographic Institution, Woods Hole, Massachusetts, USA on the occasion of the Fiftieth Anniversary of the founding of the Institution (pp. 703-717). New York, NY: Springer New York.
Biastoch, A., Rühs, S., Ivanciu, I., Schwarzkopf, F. U., Veitch, J., Reason, C., … & Soltau, F. (2024). The Agulhas Current System as an Important Driver for Oceanic and Terrestrial Climate. In Sustainability of Southern African Ecosystems under Global Change: Science for Management and Policy Interventions (pp. 191-220). Cham: Springer International Publishing.
Lee-Sánchez, E., Camacho-Ibar, V. F., Velásquez-Aristizábal, J. A., Valencia-Gasti, J. A., & Samperio-Ramos, G. (2022). Impacts of mesoscale eddies on the nitrate distribution in the deep-water region of the Gulf of Mexico. Journal of Marine Systems, 229, 103721.
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Last Updated Mar 03, 2025 Editor Michael Carlowicz Contact James Riordon Related Terms
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