nizations for the most part have not taken advantage of this unity 
in developing their programs. The Panel’s recommendations have 
been influenced to a large extent by similarities among these fields 
(see sec. 6). 
Research in Oceanography. The Panel finds that much research 
effort in marine biology and physical oceanography during the last 10 
years has concerned surveys of the ocean, measuring “classical” quan- 
tities. Such surveys were important 50 and even 20 years ago in 
defining problems; however, the subject has advanced to the stage 
that well-defined problems are known to exist. The Panel recom- 
mends that emphasis be shifted from surveys to solutions of these 
problems (see sec. 6). In section 6 a number of problems related to 
physical oceanography and marine biology are considered. A prob- 
lem of great importance in physical oceanography both because of 
intrinsic scientific interest and possible contributions to security and 
commerce within the oceans is that of oceanic weather, weather being 
defined as fluctuations of temperature, pressure and current over a 
wide range of time and length scales. Major progress in this area 
can result from implementation of any of several buoy programs pro- 
posed heretofore. The Panel therefore recommends initiation of a 
step-by-step buoy program from detailed studies of limited regions to 
larger scale studies. A step-by-step program is necessary because 
buoy technology is not well developed (see secs. 6.3, 4.9, and app. IT). 
Development of undersea technology will depend on understanding 
the boundary between the oceans and the solid earth. Recent studies 
show that physical processes at this boundary are complex, and there 
is little understanding of them. The Panel recommends that high 
priority be given to benthic-boundary study (see sec. 6.3). 
Education in Oceanography. Oceanographic education has been 
narrowly conceived and does not adequately recognize the importance 
of fundamental sciences in the subject’s long-range development. The 
intellectual isolation of many oceanographic institutions needs to be 
corrected. Attempts should be made to associate oceanographic insti- 
tutions with groups of universities to permit easy access by scientists 
and engineers throughout the country for work in ocean activities. 
The Panel questions the wisdom of granting Ph. D.’s in oceanography 
per se and feels education should be focused on a broad spectrum of 
environmental sciences, incorporating basic sciences. Many of the 
most active contributors to oceanography entered from. other fields. 
This practice should be encouraged in the future, perhaps through 
special efforts in developing postdoctoral programs in oceanography 
(see secs. 9.1, 9.2, 9.3). 
As activities in the oceans increase, it is clear that there will be 
interaction between those interested in the science and technology of 
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