1. No category

Fish Conservation and
Management
CONS 486
Instructor: Scott Hinch
TA: Vanessa Minke-Martin
Welcome to CONS 486!
• Introduction, key concepts
• Course themes, objectives & goals
• Course structure & requirements
– Seminar and written review assignments
• Contact information
2
Introduction and Key Concepts
What’s all the fuss about fish?
• Defining a fish: an aquatic animal with gills that
lacks limbs with digits
• First appeared 530 MYA during Cambrian explosion
• Incredible diversity
– 32K+ described species
• Fish are taxonomically diverse:
– Includes class Agnatha (jawless)
– Chondrichthyes (cartilaginous)
– Osteichthyes (bony fish)
• Actinopterygii (rayed fins) & Sarcopterygii (lobed fins)
– Extinct classes (e.g., Placodermi)
4
Class Agnatha: Pacific hagfish (Eptatretus stoutii)
Atlantic hagfish
J.P. Hastey UBC
(Myxine glutinosa)
5
Class Agnatha: River lamprey (Lampetra fluviatilis)
6
Pacific lamprey (Entosphenus tridentatus)
7
Chondrichthyes: Great white shark (Carcharodon carcharias)
8
Class Actinopterygii: Yellowfin tuna (Thunnus albacares)
9
Class Sarcopterygii: coelacanth
(NOT extinct!)
10
Smithsonian
Class Placodermi (now extinct)
• Bony plated fish
• One of the first jawed fish species
• In contrast to the agnathans
• Note the heterocercal tail like sturgeon and sharks!
11
Of Fish and Fisheries…
• What IS a fishery?
• A romanticized view: “a fishery is the union of
aquatic organisms and humans” (Miller and Johnson 1989)
• Three components to a fishery:
1. Aquatic resource itself (i.e, targeted organism)
2. Aquatic environment (i.e., habitat)
3. Humans that harvest resource OR change habitat
• Fisheries target more than just fish!
– Molluscs (bivalves, snails); crustaceans (lobsters, crabs);
sea urchins; sponges; other inverts; not to mention
12
bycatch
Commercial fisheries
• Fish caught for sale
– Methods: nets, hook-and-line, traps, etc.
13
Recreational fisheries
• Fish caught for sport
– Methods: hook-and-line, spear, bow-and-arrow…
14
Subsistence fisheries
• Fish caught for food
– Methods: all of the above and more…
Nat Geo
15
Fish production
• Aquaculture: i.e., farming fish, crustaceans,
molluscs
16
Fish production
• Hatcheries/stocking: some to enhance, some to
create
17
100
Marine
Freshwater
Million tonnes
80
60
40
20
0
Half again (~48 million T) from aquaculture (fao.org)
Estimated 47 billion individual fish landed
annually in recreational fisheries (Cooke and Cowx 2004)
Over 3 TRILLION individual fish per year from
fisheries alone, excluding aquaculture!
1950
1960
1970
1980
1990
2000
World wild commercial fish harvest (adapted from fao.org)
18
Conservation and Management
Definitions and philosophies
What is conservation science?
• Conservation science: “addresses the biology of
species, communities, and ecosystems that are
perturbed, either directly or indirectly, by human
activities or other agents” (Soulé BioScience 1985)
– Goal to provide principles and tools for preserving
biological diversity
• Integrative, multi-disciplinary field of study
• Many sub-disciplines such as conservation genetics,
conservation physiology, restoration ecology, urban
ecology
20
What is fisheries management?
• Fisheries management: aims to maintain a
“…sustainable fishery resource that provides for an
economically viable and diverse industry” (DFO 2014)
– Management based on “credible, science-based,
affordable and effective practices” (DFO 2014)
– Fisheries management applies to all programs that
manipulate people-fish interactions
• Why conservation AND management?
21
Conservation and management
• Protection and conservation of fisheries resources are a key
component of fisheries management
• Integrating the terms: “the manipulation of human
interactions with living aquatic resources in a manner that
allows humans to gain some sustainable benefit from these
resources” (Nielsen 1993)
• Can mean the manipulation of:
1. Resources themselves (e.g., population enhancement or
stocking)
2. Environments (e.g., restoration)
3. Human behaviour (e.g., harvest regulations)
22
Course Themes and Objectives
Course goals and overview
Major theme: Linking science to
conservation & management
•
•
•
•
•
Physiology
Behaviour
Population ecology
Ecosystem ecology
Habitat data
(limnology,
oceanography)
• Life history
• Protecting
populations &
habitats
• Restoring
populations &
habitats
Basic science
Applied
science
Conservation
Management
• Fisheries
exploitation data
• Applied life history
data
• Human
dimensions: socioeconomic data
• Harvest regulations
• Managing fisheries
& habitats
25
CONS 486!
• The goal of this course is to provide an introduction
to fish conservation and management by:
1. Examining principles of basic and applied fish biology,
including physiology, behaviour, and ecology;
2. Overviewing current issues, common tactics and
institutions involved in fish conservation &
management;
3. Reviewing case studies that demonstrate conservation
& management successes and failures
26
Lecture schedule
1. First part of course on fish biology/ecology
2. Second part of course on fisheries management
and conservation
3. Third part of course dedicated to case studies and
guest lectures
– Kristi Miller (DFO Research Scientist)
– Eric Parkinson (BC MoE Emeritus Scientist)
4. Fourth part of course dedicated to student-led
seminars and facilitated discussion!
27
Course Requirements
Evaluation
•
•
•
•
Seminar presentation: 20%
Written review: 20%
Seminar participation: 20%
Final exam: 40% (during formal exam period)
Note: late submissions are docked 10% per day
29
Readings
• Readings for lectures:
– On reserve in library, or see your TA for selected copies
1. Ross, M.R. 1997. Fisheries Conservation and
Management. Prentice
2. Diana, J. 1995. Biology and Ecology of Fish. Cooper
Publishing
• Others will be assigned during the term
– Required readings of ALL seminar topic papers
• Please read carefully and prepare discussion points for
seminars
– Additional optional readings on reserve or ask us!
30
Seminar and Written Review
Discussion
Student-led seminars
• In groups of 3: research a topic by focusing on a key scientific paper
– Seek out additional references (min 10) that support or refute the
key paper
• Deliver a presentation to the class that:
– Reviews the general topic, then summarizes the key paper’s
objectives and findings
– Critical review of the paper
– Facilitates a class discussion (i.e., generate a short list of relevant
questions to pose to the class)
• 50 min presentation
– 30 minute presentation; ~15-20 minute questions
• Active participation required by all!
• Seminars start Feb 23 – 1 seminar per hour of class
32
Written review
• Essay should include:
1. A discussion & critical review of the general topic
2. A summary of the key paper’s objectives and findings
3. Cite 10-20+ relevant references from the peer-reviewed
scientific literature (the more, the better)
•
All statements of fact or others’ opinions must be referenced
• ~15-20 pgs total length, single-spaced, including
tables/figures/references
• Each written review is to be handed in on the day
of the oral seminar presentation on that topic
– Written reviews must be developed independently!
33
Seminar topic selection
1.
2.
3.
4.
Groups of 3… we’re all friends here!
Look over the seminar topics (see hand-out)
Discuss your favourites with your partners
Together, rank your top choices in order from 1-5
– 1 being your favourite choice
5. Hand in (one copy per pair) the seminar list with
your top choices (and your names!)
6. We will crunch the numbers and reveal your topics
next class
34
• Course web site:
http://faculty.forestry.ubc.ca/hinch/DD_CONS_486.html
• Instructor: Dr. Scott Hinch (Rm 3022 FSC;
[email protected])
• TA: Vanessa Minke-Martin (Rm 3627 FSC;
[email protected])
• Please contact us by e-mail to arrange in-office meetings
35