Investigating Behaviour and Population Dynamics of Striped Marlin (Kajikia audax) from the Southwest Pacific Ocean with Satellite Tags

Behaviour and distribution of striped marlin within the southwest Pacific Ocean were investigated using electronic tagging data collected from 2005–2008. A continuous-time correlated random-walk Kalman filter was used to integrate double-tagging data exhibiting variable error structures into movement trajectories composed of regular time-steps. This state-space trajectory integration approach improved longitude and latitude error distributions by 38.5 km and 22.2 km respectively. Using these trajectories as inputs, a behavioural classification model was developed to infer when, and where, ‘transiting’ and ‘area-restricted’ (ARB) pseudo-behavioural states occurred. ARB tended to occur at shallower depths (108±49 m) than did transiting behaviours (127±57 m). A 16 day post-release period of diminished ARB activity suggests that patterns of behaviour were affected by the capture and/or tagging events, implying that tagged animals may exhibit atypical behaviour upon release. The striped marlin in this study dove deeper and spent greater time at ≥200 m depth than those in the central and eastern Pacific Ocean. As marlin reached tropical latitudes (20–21°S) they consistently reversed directions, increased swimming speed and shifted to transiting behaviour. Reversals in the tropics also coincided with increases in swimming depth, including increased time ≥250 m. Our research provides enhanced understanding of the behavioural ecology of striped marlin. This has implications for the effectiveness of spatially explicit population models and we demonstrate the need to consider geographic variation when standardizing CPUE by depth, and provide data to inform natural and recreational fishing mortality parameters

O potencial pedagógico da Hora do Conto para o desenvolvimento da Comunicação Oral

O presente relatório é produto de um projeto de investigação que pretendeu caracterizar a adequação e dinamização da hora do conto com a finalidade de promover o desenvolvimento da comunicação oral, implementada numa sala de 3/4 anos e a adequação didática de um processo de intervenção educativa de estratégias para a promoção do desenvolvimento da Oralidade (incidindo na dinamização da hora conto) implementado numa turma de 3.º ano do 1.º Ciclo do Ensino Básico. Tendo consciência da desvalorização que é atribuída à temática em análise, acreditamos que os profissionais de educação se tornam responsáveis pelo desenvolvimento e aperfeiçoamento das capacidades de comunicação das crianças/alunos. Neste sentido, consideramos que foi extremamente importante investir neste domínio e nas competências a ele associado, nas vertentes de compreensão e expressão orais. Para atingir os objetivos delineamos, planificamos, construímos, aplicamos e avaliamos em sala de aula, um conjunto de intervenções educativas adotando como estratégia principal a dinamização da hora do conto. Assim sendo, podemos verificar através dos resultados obtidos, que efetivamente, a hora do conto e a utilização de diferentes estratégias para a dinamização da mesma, contribuíram positivamente para o desenvolvimento das competências orais dos intervenientes, potenciando melhorias, a vários níveis, nomeadamente na vertente de compressão e de expressão oral dos dois grupos de aplicação.This report is the product of a research project that aimed to characterize the adequacy and dynamization of the story time with the purpose of promoting the development of oral communication, implemented in a 3/4 year classroom and the didactic adequacy of a process of educational intervention strategies to promote the development of Orality (focusing on the dynamization of the story time) implemented in a 3rd year class of the 1st Cycle of Basic Education. Being aware of the devaluation that is attributed to the theme under analysis, we believe that education professionals become responsible for the development and improvement of communication skills of children/students. In this sense, we believe that it was extremely important to invest in this field and in the skills associated with it, in the areas of understanding and oral expression. In order to achieve the objectives, we delineate, plan, build, apply and evaluate in the classroom, a set of educational interventions adopting as the main strategy the dynamization of the story time. Therefore, we can verify through the results obtained, that effectively, the story time and the use of different strategies for the dynamization of the tale, contributed positively to the development of the oral skills of the participants, enhancing improvements, at various levels, particularly in the compression and oral expression of the two groups of application. Keywords: Oral Communication; Compression and Oral Expression; Story Time; Pre-School; 1st Cycle of Basic Education