[Sunsrise 05:55, Sunset 20:49]
The beautiful Gerlache Strait at last. But we had learnt our passage during a bumpy night, rolling from Antarctic Sound into the more sheltered water of the Gerlache. It is named after the Belgian explorer Adrane de Gerlache. One of his young companions was a little-known Norwegian called Royal Amundsen.
Curtiss Bay was not the place for us, but Portal Point in Charlotte Bay certainly was.
We have travelled further South into Andvord Bay with a plan to land at Neko Harbour in the morning if conditions allow.
07:30 Breakfast will be available
09:00 Ashore at Neko Harbour in Andvord Bay
12:30 Lunch is served
14:00 - 17:30 HB sessions
19:00 Dinner is served
There was a ship in the way at Neko Harbour, therefore plans changed and we were landing on Danko Island instead this morning. Danko Island, situated in the central Antarctic peninsula, is only 1.5 Km long with a long cobblestone beach (where we were to land). Originally chartered by de Gerlache during the 1897-99 expedition, it was named after the geophysicst on board at the time, Emile Dance, who died in Antarctica. There had previously been a British base here (Base Q) until 1959, however it was removed in 2004 and only the foundations and plaque remain. There was a large Gentoo penguin colony, spanning both the beach and the summit (180m). The ice on the beach is from both the glacier and the ice-choked channels surrounding the island.
Penguin antics - I spent most of the landing watching their behaviour as they swam and navigated the ice on the beach
Science Symposium at Sea (part 3)
Jessica Brainhard - is a science curator in Perth, focussed on exhibition development and visitor engagement
Xuehua Zhang - after a career in academia, Xuehua wanted to know how we can learn from policy makers to inform the decision making process.
Elena Joli - is a physicist, using models to explain science linked to emotion. Elena is currently a high school physics teacher and is passionate about bringing current day breakthroughs and her passion in science into the classroom
Karen Alexander - is a social scientist looking at conflict in the marine environment, in particular aquaculture
Sam Nixon - is a PhD student looking at venom from spiders and its biotech applications of the chemicals within the venom to fight parasitic diesases
Natasha Wright -manages a large biophysics group which focusses on characterisation, everything from STEM cells, to XRD / crystallography to 3D printing of biomedical implants
Melissa Hart - looks at climate change within cities / urban environments including greenhouse gas emissions
Beth Christie - works on outdoor environmental education for a values-based education based learning for sustainability
Nina Earl - is a science curator at a museum of applied science and arts in Australia, she enjoys bringing the applied side of these disciplines together
Justine Barrett - is passionate about brining climate change education to schools and combining resources for teachers. She also is a researcher focussed on krill fishing in Antarctica
Following the second session of Science Symposium @ Sea. we then delved into 4MAT. 4MAT is a learning metric which focuses on learning preferences or types. We had previously (December) completed an in-depth questionnaire and listened to a video from the founder of 4MAT. The assessment is designed so that the individual can both identify and understand the differences in the way people learn. If we think of this in terms of leadership, this understanding and awareness can facilitate communication and human interaction. It is easy, I think, to default to 'everyone is the same as you', but really that is far from the case.
The results put us into quadrants: The first are imaginative learners; they like to seek meaning and learn by listening and sharing for example, pictorial, brainstorming or stories. This links their strong areas of feeling and watching (why?). Quadrant two learners are analytical learners linking watching and thinking. They seek intellectual competence. They like to observe and carry out research, deconstructing and analysing (what?). Quadrant three learners are common sense learners linking thinking with doing. They are problem solvers, they act and do, they like to practice techniques (how?). Quadrant four learners are dynamic learners, linking doing with feeling. They seek hidden possibilities, they believe in taking risks and trying new things, they like being given a difficult task (if?).
That was just a short summary. Good leaders understand all learning styles and recognise that no-one is just one 'type'. I'm more of a quadrant 4 than anything else, meaning I enjoy creating, strategisting and vision - I'm a 'big-picture' thinker. On the ship, we all got into the quadrant that we most identified with. It was approx. a 25% split into each corner. I very much identified with the quadrant fours, it was interesting to see how much the learning style affected interactions, up-take of information, enjoyment and value. Fabien '4MAT'd' a presentation, starting off with a story (quadrant 1), what was done, how it was done and finishing in a big picture question - we were all asked to think about this going forward and how it would apply to us. Easy to think that a lecture would be a perfect testing ground to ensure maximum learning from the class.
We then got into peer coaching in triads, using the questions from before, one the coach, the second the coachee and the third the listener / to provide feedback. I was with Laura Wells and Rachelle Balez - we all shared some common themes about our inner and outward self-perspectives. A great end to the day with new friends.