Biology and Management of Inland Striped Bass and Hybrid Striped Bass

Biology and Management of Inland Striped Bass and Hybrid Striped Bass ◽

10.47886/9781934874363.ch21 ◽

2013 ◽

Keyword(s):

Striped Bass ◽

Prey Availability ◽

Biotic Interactions ◽

Early Life History ◽

Mountain Lake ◽

First Year ◽

Fish Prey ◽

Abiotic And Biotic Factors

Abstract.—The stocking of fingerling striped bass Morone saxatilis in freshwater impoundments has led to the development of successful put-grow-take fisheries throughout the southern United States. However, first-year survival of stocked fingerlings is often low. To enhance stocking success of striped bass, a better understanding is needed on the impacts of different stocking strategies on early life-history dynamics. In this review paper, we first examined the existing literature on the role of abiotic and biotic factors on recruitment dynamics of stocked piscivores in inland freshwater systems. Second, we compiled the results of a progressive series of studies that were completed over a 25-year period in Smith Mountain Lake, Virginia, that focused on understanding the relationship between striped bass stocking success and biotic interactions, forage-fish prey availability and dynamics, and first-year recruitment. This case study demonstrated that differential intra-cohort growth and poor first-year winter survival are the primary factors limiting stocking success and that stocking fingerlings at a greater number of sites throughout the lake at lower densities improved recruitment to age 1. With this information, we provide stocking size, time, density, and location strategy recommendations that should yield increased survival and stocking success of striped bass in freshwater impoundments.

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The public-engaged scientists: Motivations, enablers and barriers

Research for All ◽

10.18546/rfa.02.2.09 ◽

2018 ◽

Vol 2 (2) ◽

pp. 313-322 ◽

Cited By ~ 4

Author(s):

Simona Cerrato ◽

Valentina Daelli ◽

Helena Pertot ◽

Olga Puccioni

Keyword(s):

Science Communication ◽

Public Perception ◽

Professional Training ◽

Institutional Commitment ◽

First Year ◽

The Public ◽

Training Courses ◽

Training Programmes

Why do scientists volunteer to be involved in public engagement in science? What are the barriers that can prevent them participating in dialogue with society? What can be done to facilitate their participation? In this paper we present a case study of the Children's University programme of the International School for Advanced Studies (SISSA) (Trieste, Italy), discussing the three-year experience, and reporting the outcomes of a series of focus groups conducted with the young scientists who volunteered in the programme. Two kinds of motivations emerged. The first is personal, for example volunteers' desire to improve their own communication abilities, or their curiosity for a new activity. The second is related to the perceived role of scientists in society: many volunteers feel a sense of duty and the need to promote science and its importance in society, to have an impact on the public perception of science and to seed the love for science in young people. After the first year of their involvement, volunteers expressed the need to keep improving their communication skills and participating in professional training courses, and agreed that science communication should become part of all standard training programmes of PhDs. In order for the outreach not to remain a sporadic experience, it is essential that a strong institutional commitment exists to promote, recruit, encourage, professionally train and support those involved.

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WWW support of student learning: A case study

Australasian Journal of Educational Technology ◽

10.14742/ajet.1899 ◽

1998 ◽

Vol 14 (1) ◽

Author(s):

Tony Greening

Keyword(s):

Information Retrieval ◽

Information Access ◽

Educational Practice ◽

The Internet ◽

First Year ◽

Pedagogical Tool ◽

Constructivist Position ◽

The Web

The World Wide Web (WWW) is achieving a place of prominence in educational practice. However, the benefits of using the Web to support learning are not always apparent. The most prominent public feature of the Internet is the multitude of possibilities that it presents for information retrieval. This is widely believed to offer educational advantage, although the means by which that advantage are realised are typically not well specified. The paper discusses the role of information retrieval opportunities presented by the Internet, and suggests that it requires a new model of information access best supported by a reconsideration of educational philosophy. The constructivist position is favoured. The paper also discusses issues in using the Internet to deliver courses, arguing that the delivery model does not take full advantage of the new possibilities offered by the technology. It then presents a case study of the use of the Web in a first year computer science course, offered in a Problem Based Learning (PBL) mode. The focus is on the appropriate use of the technology as a pedagogical tool in higher education. In the case of a curriculum clearly founded on constructivist principles an important factor in the appropriateness of the supporting technology was that it did not encourage staff and students to adopt more familiar, instructivist patterns of behaviour. In this sense, the role of the Internet within the curriculum needed to be different to those roles that currently tend to typify it.

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Biology and Management of Inland Striped Bass and Hybrid Striped Bass

Biology and Management of Inland Striped Bass and Hybrid Striped Bass ◽

10.47886/9781934874363.ch4 ◽

2013 ◽

Keyword(s):

Striped Bass ◽

Prey Availability ◽

Management Practice ◽

Late Summer ◽

Habitat Requirements ◽

Niche Segregation ◽

Large Fish ◽

Temperature Selection ◽

Thermal Niche

Abstract.—Striped bass Morone saxatilis, originally a coastal and estuarine species, has been introduced in reservoirs in the southeastern and western United States. Although such stocking established many successful fisheries, there were troublesome die-offs of adult striped bass (3–9 kg, generally >5 kg) in some waters, usually in late summer. In contrast, juveniles and small adults thrived. In response to these patterns, my students and I conducted several years of telemetry studies of adult striped bass, primarily in Cherokee and Watts Bar reservoirs, Tennessee, and laboratory studies of juvenile temperature selection. In 1985, I published the “temperature–oxygen squeeze” hypothesis to explain mortalities of large fish on the basis of limited availability of cool (<25°C), oxygenated (>2 mg/L) water in summer while juveniles successfully occupied a warmer thermal niche (>25°C). We now have more than 20 years of research and management since 1985, primarily across the Southeast, in which the published hypothesis has, explicitly or not, been tested, generally confirmed, and applied to management. This retrospective paper reviews the studies our team conducted to develop and test the hypothesis and about 20 years of relevant studies by others that have added important nuances, addressed lingering issues, and turned a controversial idea into generally accepted understanding and management practice. Nonetheless, issues remain for understanding the effects of poor summer habitat on striped bass, such as why some studies show striped bass occupying warmer temperatures without mortalities and the role of prey availability in survival of fish obliged to occupy warm water. Other papers in this volume augment and extend the saga of progressively developing knowledge that this paper recalls of striped bass habitat requirements, thermal niche segregation by size (or age), and management constraints and opportunities.

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Challenges for first-year undergraduates with a non-EMI background in an EMI classroom: A case study

The Education and science journal ◽

10.17853/1994-5639-2021-8-189-201 ◽

2021 ◽

Vol 23 (8) ◽

pp. 189-201

Author(s):

K. A. Siddiqui

Keyword(s):

Higher Education ◽

Practical Significance ◽

First Year ◽

Medium Of Instruction ◽

Structured Interviews ◽

Study Approach ◽

Effective Strategies ◽

Psychological Pressure

Introduction. English has been the official language as well as medium of instruction (MOI) in higher education of Pakistan for over 70 years despite decolonisation in Asia in 1950s. However, the majority of undergraduates come from non-EMI (English as a medium of instruction) background because MOI in private or public primary and secondary schools is either regional or local language. Therefore, first year undergraduates face challenges in EMI classrooms at university.Aim. This study aimed to investigate the challenges first year undergraduates with nonEMI background face in an EMI classroom in a public sector university in Sukkur, Pakistan.Methodology and research methods. Using the case study approach, six purposively selected participants were interviewed using semi-structured interviews as the data collection tool.Results and scientific novelty. The findings reveal that the learners face issues such as ineffective presentation, incoherent answers in writing, difficult grammatical structures, lack of vocabulary and partial comprehension of content. One of the key findings of the study is the psychological pressure students experience in an EMI classroom. The research is novel in the sense it brings to light language-related issues faced by students such as lack of vocabulary, improper organisation of ideas, and the role of varied language level of books and teachers. Since these challenges have not been explored at undergraduate level, and that too for students from non-EMI background, the study bears great significance for all stakeholders to develop effective strategies for future.Practical significance. The study will have implications for both policymakers and practitioners in higher education of Pakistan.

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‘Getting into the flow of university’: a coaching approach to student peer support

The Journal of Educational Innovation Partnership and Change ◽

10.21100/jeipc.v3i1.599 ◽

2017 ◽

Vol 3 (1) ◽

pp. 262

Author(s):

Digby Warren ◽

Wilko Luebsen

Keyword(s):

First Year ◽

Peer Leaders ◽

Mentor Training ◽

Peer Mentor ◽

First Year Students ◽

Embedded Model ◽

Rich Data ◽

Coaching Approach

As Keenan (2014) reports, peer-led learning schemes are gaining momentum globally, bringing benefits to both ‘peer leaders’ and their mentees. Such schemes can also be vehicles for student engagement and supporting successful transition. In its Peer-Assisted Student Success (PASS) scheme, London Metropolitan University has developed a course-embedded model in which trained ‘Success Coaches’ provide academic and personal guidance to first-years on all undergraduate degree programmes via in-class groups and one-to-one support. Another distinctive feature is its adoption of a coaching philosophy in the role of student mentoring. This case study explores the experiences and benefits accrued by both first-year students and Success Coaches from this coaching style, drawing on rich data collected via focus groups using images as a form of ‘arts-based inquiry’. Themes emerging from the data illuminate the nature of the peer relationship. The paper also considers implications, for peer-mentor training, of incorporating a coaching approach.

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