[{"Course code":"BI1458","Version":1,"English name":"Principles of fisheries science","Higher education credits":15.0,"Syllabus":"Finalized by: PN-NJ, 2023-11-14","Syllabus approved":"2023-11-14","Level within study regulation":"Second cycle","Main field of study":"Biology","Progressive specialisation":"A1N Second cycle, has only first-cycle course\/s as entry requirements","Subject":[{"Subject":"Biology"}],"Grading scale":"5:Pass with Distinction, 4:Pass with Credit, 3:Pass, U:Fail","Language":"English","Entry requirements":"Knowledge equivalent to\n\n180 credits\n\n15 credits Biology or 15 credits Environmental Science\n\nEnglish 6","Objectives":"The course aims at training the students in the principles of science-based fisheries management, building on the core need for a transition to more sustainable fisheries and food systems. This includes the collection and analysis of data to support scientific advice on the sustainable use of fish and shellfish resources, and is completed by ecological and socio-economic evaluations of the risks and trade-offs associated to alternative management actions in an ecosystem context.\n\nAfter completing the course, the students should be able to:<br>\n<br>\n1\\. Describe aspects of fish biology and fish life history traits relevant for fish population dynamics and fisheries management<br>\n<br>\n2\\. Explain the main ecological responses of fish populations to environmental variability, including climate change, and their implications for scientific advice<br>\n<br>\n3\\. Describe direct and indirect impacts of fisheries on fish populations and exploited food-webs<br>\n<br>\n4\\. Apply and relate the main phases of the assessment of aquatic resources (ie, data collection, analysis and scientific advice) to the management of sustainable fisheries\n\n5\\. Analyse the role of fisheries management for sustainable food-systems","Content":"**Subject-related content**\n\nThe course teaches the principles of fisheries science, from the study of fish life history traits to the assessment of fish resources and explores how these principles link to the scientific advice for the management of sustainable fisheries.\n\n**Teaching formats**\n\nThe course employs a student-focused and interactive learning approach combining lectures, laboratory practice sessions, exercises, group discussions and excursions. The students are engaged in individual and collaborative work on complex problems linked to the evaluation of fishery resources and to advice for sustainable development in the context of ecosystem-based fisheries management.\n\nThe course is structured in seven modules which integrate multidisciplinary competences:\n\n- introduction to fisheries management processes, \n- biological units for conservation and management, \n- fish life history traits and collection of biological data, \n- targeting, selectivity and fisheries behaviour, \n- ecosystem dynamics, biodiversity and fishery oceanography, \n- stock assessment methods and advice for management, \n- ecosystem-based fisheries management and transformative adaptation for a sustainable development.\n\n**The course focuses on the following generic competencie: <br>\n**\n\nThe course develops the students' skills in oral and written communication.\n\n**Compulsory components**\n\nComplete and approved project work and assignments. Active participation in at least 80% of the laboratory work.","Examination formats":"Project work and assignments.\n\n- If the student fails a task, the examiner may give the student a supplementary assignment, provided this is possible and there is reason to do so.\n- If the student has been granted special educational support because of a disability, the examiner has the right to offer the student an adapted test, or provide an alternative assessment.\n- If changes are made to this course syllabus, or if the course is closed, SLU shall decide on transitional rules for examination of students admitted under this syllabus but who have not yet passed the course.\n- For the examination of a degree project (independent project), the examiner may also allow the student to add supplemental information after the deadline. For more information on this, please refer to the regulations for education at Bachelor's and Master's level. \r\n- If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.\r\n\r\n- The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.\r\n\r\n- If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.\r\n\r\n- For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.\r\n","Organisation":[{"code":"135","Organisation":"Department of Aquatic Resources"}],"Module set":[{"code":"0001","Module":"Principles of fisheries science","Higher education credits":15.0}],"Course replaces":"BI1341","Other information":"\r\n- The right to participate in teaching and\/or supervision only applies for the course instance the student was admitted to and registered on.\r\n\r\n- If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.\r\n"}]