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Sous-régions d'Afrique Carte de l'Afrique montrant les cinq sous-régions utilisées dans L'Évaluation Globale des Capacités en Eau Profonde 2022 : Afrique du Nord, Afrique de l'Ouest, Afrique centrale, Afrique de l'Est et Afrique australe. Le jaune clair indique les zones économiques exclusives (ZEE) de l'Afrique.
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Context 1
... continent africain possède une importante Zone Économique Exclusive (ZEE), la quatrième plus large superficie totale parmi celles des régions évaluées, et la quatrième plus large zone d'eau profonde parmi ces régions [1][2] [3]. Ce rapport d'évaluation des capacités techniques et humaines pour l'exploration et la recherche en eau profonde regroupe les informations pour 44 pays divisées en cinq régions : Afrique du Nord, Afrique de l'Ouest, Afrique centrale, Afrique de l'Est, et l'Afrique australe (Figure 1) [4]. Trente ...
Context 2
... continent africain possède une importante Zone Économique Exclusive (ZEE), la quatrième plus large superficie totale parmi celles des régions évaluées, et la quatrième plus large zone d'eau profonde parmi ces régions [1][2] [3]. Ce rapport d'évaluation des capacités techniques et humaines pour l'exploration et la recherche en eau profonde regroupe les informations pour 44 pays divisées en cinq régions : Afrique du Nord, Afrique de l'Ouest, Afrique centrale, Afrique de l'Est, et l'Afrique australe (Figure 1) [4]. Trente ...
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... Understanding the deep ocean is critical as the human population (Kramer, 2019) continues to exploit deep-sea fisheries (Watling et al., 2020), interrupt deep-sea planetary processes in terms of carbon sequestration (Teng and Zhang, 2018) and O 2 production (Gao et al., 2019), and now is on the verge of deep-sea mining and other invasive extraction activities (Amon et al., 2022b;Amon et al., 2022c). Yet, the community of deep-sea scientists is small, with relatively few deep submergence assets (Intergovernmental Oceanographic Commission, 2020;Bell et al., 2022b). Though there are Early Career Researchers (ECRs) and other community stakeholders trying and willing to engage in deep-sea research, there is little formal opportunity to access training and preparation to lead such expeditions. ...
... As such, the learning curve towards becoming a lead scientist is steep, and may indeed be too steep to enable inclusive entry for newcomers to the field without formal training in expedition leadership. Ocean sciences are among the least diverse STEM fields (Orcutt and Cetinic, 2014;Bernard and Cooperdock, 2018;Giakoumi et al., 2021;Johri et al., 2021;Legg et al., 2023), and though many countries have deep-sea ecosystems (Amon et al., 2022d;Bell et al., 2022b), few have opportunities to access them for scientific study (Osborne et al., 2022). Recent surveys show a strong interest in gaining deep-sea research capacity, (Bell et al., 2022b), but there are few, if any, training opportunities available. ...
... Ocean sciences are among the least diverse STEM fields (Orcutt and Cetinic, 2014;Bernard and Cooperdock, 2018;Giakoumi et al., 2021;Johri et al., 2021;Legg et al., 2023), and though many countries have deep-sea ecosystems (Amon et al., 2022d;Bell et al., 2022b), few have opportunities to access them for scientific study (Osborne et al., 2022). Recent surveys show a strong interest in gaining deep-sea research capacity, (Bell et al., 2022b), but there are few, if any, training opportunities available. In countries with deep ocean environments, the lack of human capacity and training opportunities were identified as top barriers to pursuing deep-sea research (Amon et al., 2022d). ...
Leading deep-sea research expeditions requires a breadth of training and experience, and the opportunities for Early Career Researchers (ECRs) to obtain focused mentorship on expedition leadership are scarce. To address the need for leadership training in deep-sea expeditionary science, the Crustal Ocean Biosphere Research Accelerator (COBRA) launched a 14-week virtual Master Class with both synchronous and asynchronous components to empower students with the skills and tools to successfully design, propose, and execute deep-sea oceanographic field research. The Master Class offered customized and distributed training approaches and created an open-access syllabus with resources, including reading material, lectures, and on-line resources freely-available on the Master Class website (cobra.pubpub.org). All students were Early Career Researchers (ECRs, defined here as advanced graduate students, postdoctoral scientists, early career faculty, or individuals with substantial industry, government, or NGO experience) and designated throughout as COBRA Fellows. Fellows engaged in topics related to choosing the appropriate deep-sea research asset for their Capstone “dream cruise” project, learning about funding sources and how to tailor proposals to meet those source requirements, and working through an essential checklist of pre-expedition planning and operations. The Master Class covered leading an expedition at sea, at-sea operations, and ship-board etiquette, and the strengths and challenges of telepresence. It also included post-expedition training on data management strategies and report preparation and outputs. Throughout the Master Class, Fellows also discussed education and outreach, international ocean law and policy, and the importance and challenges of team science. Fellows further learned about how to develop concepts respectfully with regard to geographic and cultural considerations of their intended study sites. An assessment of initial outcomes from the first iteration of the COBRA Master Class reinforces the need for such training and shows great promise with one-quarter of the Fellows having submitted a research proposal to national funding agencies within six months of the end of the class. As deep-sea research continues to accelerate in scope and speed, providing equitable access to expedition training is a top priority to enable the next generation of deep-sea science leadership.
