Assessment of cobia, Rachycentron canadum, in the waters of the U.S. Gulf of Mexico

This assessment applies to cobia (Rachycentron canadum) located in the territorial waters of the U.S. Gulf of Mexico. Separation of the Gulf of Mexico and Atlantic Ocean is defined by the seaward extension of the Dade/Monroe county line in south Florida. Mixing of fish between the Atlantic and Gulf of Mexico occurs in the Florida Keys during winter months. Cobia annually migrate north in early spring in the Gulf to spawning grounds in the northern Gulf of Mexico, returning to the Florida Keys by winter. Catches of cobia in the Gulf of Mexico are dominated by recreational landings, accounting for nearly 90% of the total. Since 1980, the landings of cobia in the recreational fishery have remained fairly stable at around 400-600 mt with a slight peak of 1,014 mt in 1997. The recreational fishery was estimated to have landed 471 mt in 2000. The landings from the commercial fishery have shown a steady increase from 45 mt in 1980 to a peak of 120 mt in 1994, followed by a decline to 62 mt in 2000. The previous assessment of cobia occurred in 1996 using a virtual population analysis (VPA) model. For this analysis a surplus-production model (ASPIC) and a forward-projecting, age-structured population model programmed in the AD Model Builder (ADMB) software were applied to cobia data from the Gulf of Mexico. The primary data consisted of four catch-per-unit-effort (CPUE) indices derived from the Marine Recreational Fisheries Statistics Survey (MRFSS) (1981-1999), Southeast region headboat survey (1986-1999), Texas creel survey (1983-1999), and shrimp bycatch estimates (1980-1999). Length samples were available from the commercial (1983-2000) and recreational (1981-2000) fisheries. The ASPIC model applied to the cobia data provided unsatisfactory results. The ADMB model fit described the observed length composition data and fishery landings fairly well based on graphical examination of model residuals. The CPUE indices indicated some disagreement for various years, but the model fit an overall increasing trend from 1992-1997 for the MRFSS, headboat, and Texas creel indices. The shrimp bycatch CPUE was treated as a recruitment index in the model. The fit to these data followed an upward trend in recruitment from 1988-1997, but did not fit the 1994-1997 data points very well. This was likely the result of conflicting information from other data sources. Natural mortality (M) for cobia is unknown. As a result, a range of values for M from 0.2-0.4, based on longevity and growth parameters, were selected for use in the age-structured model. The choice of natural mortality appears to greatly influence the perceived status of the population. Population status as measured by spawning stock biomass in the last year relative to the value at maximum sustainable yield (SSB2000/SSBMSY), spawning stock biomass in the last year relative to virgin spawning stock biomass (SSB2000/S0), and static spawning stock biomass per recruit (SSBR) all indicate the population is either depleted, near MSY, or well above MSY depending on the choice of M. The variance estimates for these benchmarks are very large and in most cases ranges from depleted to very healthy status. The only statement that can be made with any degree of certainty about cobia in the Gulf of Mexico is that the population has increased since the 1980s. (PDF contains 61 pages)

Characterization of North Carolina commercial fisheries with occasional interactions with marine mammals

In accordance with the Marine Mammal Protection Act (MMPA, 16 U.S.c. et seq.), the National Marine Fisheries Service (NMFS) is required to publish an annual List of Fisheries (LOF) which categorizes U.S. commercial fisheries based on their level of interaction with marine mammals. The objective of this document is to provide a characterization of the six 2001 MMPA Category II commercial fisheries (i.e., those with occasional interactions with marine mammals) in North Carolina (NC). This report outlines the history, fishing method and gear configurations (using the U.S. system of measurement), primary target species, temporal and spatial characteristics including trip and landing statistics, and monthly variations in species composition for each fishery for a five-year period (1995 - 1999). (PDF contains 63 pages)

Hopwood Hall College: Touchscreen technology overtakes interactive whiteboards as interactive teaching tool of choice

Hopwood Hall is adopting the use of touch screen technology and gradually replacing its interactive whiteboards to improve access to interactive learning. The touch screen monitors connected to LCD TV’s provide a cheaper classroom build with technology that’s more user-friendly and better suited to classroom delivery. Until now, interactive boards had been the mainstay of classrooms but they created teaching barriers for staff including the additional software to learn and master. They are also expensive and often have usability issues with 'pens' not working or having a delay when used as the mouse tool.

Birkenhead Sixth Form College: Opening up remote access to the college network brings wider benefits to all

Birkenhead Sixth Form College implemented a virtual network to open up remote access to the college network for its students, staff and governors. In particular, for childcare students on work placements, this has meant 24/7 secure access to their work and resources, and the ability to make timely updates to their work evidence logs. The impact is better continuity of learning and a dramatic increase in the hand-in rate for work. For the staff, governors and college as a whole, the benefits of anytime-access to the network are more than were envisaged at the outset; not only is it saving them valuable time and eliminating the need for large print runs, it is expected to bring cost-savings to the College in the long term.

Priestley College: How do you successfully develop your new learning space? ...ask your students, of course!

When Priestley College began to plan the redevelopment of its learning resource centre, it continued the culture of student involvement that exists within the College by asking students to help plan and create the new development. This case study describes how the Jisc infoKit on 'Planning and Designing Technology-Rich Learning Spaces' was used as the starting point for ideas and planning, and how the finished development was the recognisable result of students' ideas and plans.

Blackburn College: DIY! College departments catalogue their own technologies on Library Management System for loan

Blackburn College is making use of its Heritage Library Management System (LMS) for a wide variety of loans beyond that of books; this has enabled them to better manage the growing numbers and types of technologies that are being used in teaching and learning. In an additional pilot development, they have taken the bold step of training college departments in cataloguing their own technologies to add to the LMS for loan. This has enabled the departments to keep track of their own equipment easily, and provided a more consistent approach to equipment loan within the College.

Bolton Sixth Form College: The springboard project

Mishka Fielding, Learning Resources Manager with the help of Anthony Beal, e-Learning Adviser, RSC Northwest, created a one-hour interactive session to promote Learning Resources and Information Literacy to staff and students within the College. These sessions successfully promoted the department, increasing their stock circulation by 50% and their usage of e-books, putting them 1st out of 200 in the ‘Jisc Collections Project’.

Xaverian College: Seeing the long term benefit of personalised learning with bespoke VLE

Xaverian College has created a bespoke web-based solution for the academic, pastoral, managerial and administrative requirements of the College that is accessible to all staff and students. Their VLE/ILP intranet system is cutting edge as it offers a remarkable degree of integration because of its holistic approach and is very ‘student-friendly’.

Oldham College: Using online courses and e-Assessment

Oldham College have used on-line learning to offer certificated courses in Internet Safety, Environmental Sustainability, Health and Safety and Personal Finance whilst at the same time freeing up teaching staff and obtaining funding.

Thurrock Adult Community College: All aboard! Let's learn!

Through LSC funding, Thurrock Adult Community College (TACC) purchased a single-deck bus, equipped with all the essential equipment that has allowed them to deliver fundamental IT skills within local communities. The bus travels to various local towns and villages which in turn has brought learning to the learners. This has proved to be very useful for those who perhaps have difficulty travelling to the main campuses or do not have the confidence to enrol on a course.

South Essex College: Learner voice - a 360-degree approach

South Essex College has developed a college intranet called C_Space. This has grown from a handful of HTML pages to an intranet hosting 70 in-house developed applications and two million staff and student-generated pages. In the past three years, the College has developed a range of social networking tools within the site to engage students. This has provided a 360-degree appraisal system for the College, which has informed the content and design of the intranet, as well as influenced the overall development of the College.

Huntingdonshire Regional College: e-Portfolio system motors students to success and improves organisational efficiency

By introducing the OneFile e–portfolio system, the Motor Vehicle department at Huntingdonshire Regional College has revolutionised its teaching and learning delivery, improved organisational efficiency, and helped students achieve qualifications quicker. Bundles of paper have been scrapped, students can now upload video and audio as reflective evidence, and assessors no longer have to go on unnecessary visits to collect papers and signatures. What's more, the department has saved time and money, diversified learning and made an impact on its carbon footprint.

Chelmsford College: Full circle – using systems integration to enhance observation, appraisal and CPD

Chelmsford College has created an observation, appraisal and continuing professional development (CPD) cycle by successfully integrating a collection of bespoke web-based systems together within its intranet. Students have benefitted from improved teaching and learning because of the rapid, transparent and thorough cycle of staff being observed, appraised and given appropriate CPD. The College has also saved time and money by being able to use single-source data to schedule observations, appraisals and CPD to individuals' needs.

Epping Forest College: Use of Xerte to enhance collaborative learning

Souad Kouachi, a Science Lecturer at Epping Forest College has utilised the Xerte Online Toolkit (XOLTK ) to create a collaborative learning environment for her students. Souad briefed her learners on how to use the Xerte Online Toolkit to develop dynamic learning objects. Her learners were soon able to create presentations containing learning objects as well as assessment activities, which they now use in the classroom with their peers to reinforce learning.

Oaklands College: Creating Collaborative Classrooms Online with LAMS (The Learning Activity Management System)

e-Learning Developer, Charlie Williams, has improved efficiencies at Oaklands College with the introduction of LAMS, the Learning Activity Management System. Charlie has worked alongside teachers at the College to create activities for a range of individual tasks, small group work and whole classes, based on online content and collaboration. Since 2010, this blended learning environment has improved retention as students can work at hours that suit them, and has given teachers more time to work on future lessons and other tasks.