ence Center, and the National Oceanic and Atmospheric Administration Center for Coastal Environmental Health and Biomolecular Research in Charleston, South Carolina, maintains a small archive of sea-turtle tissues. Additional archives are needed for various tissue types to support analyses of somatic growth through skeletochronology, of resource use through stable isotope analyses, and of contaminant loads through analyses of pollutants. The archives need to be curated carefully and provide long-term storage and access to researchers. Incentives in the form of analytical assistance, collaboration help, and facilitated access will be needed to maximize contributions to archives.

EDUCATION AND CAPACITY BUILDING

Chapter 1 emphasizes the need for U.S. management agencies to apply a more complete and quantitative understanding of sea-turtle population dynamics to management policy. Limits on quantitative information pertinent to sea-turtle management stem from both inadequate quantitative expertise and insufficient guidance of study designs and data analyses of policy information needs. Short-term remedies for the problem might include recruiting statistics and modeling specialists into management agencies from fields outside conservation biology. However, effective analyses applied to pertinent management needs would require difficult science and policy translation between fields. That translation has been especially difficult in the interpretation of scientific uncertainty (Bradshaw and Borchers, 2000) and in the use of caution in management decisions (Cooney, 2004). The present committee proposes that long-term remedies for pertinent quantitative information deficits include inter-disciplinary training of fishery and conservation professionals. (See the discussion of assessment procedures in Chapter 6.)

There is interest both nationally (Jacobson and Robinson, 1990; National Research Council, 2000) and internationally (Buitrago et al., 2008) in the interdisciplinary challenges of educating quantitative fishery and conservation professionals. There is general agreement that the education of effective professionals needs to be broadly based and interdisciplinary (Massey, 1989; National Research Council, 1998; Clark, 2001). Training needs to include both quantitative and biological subjects, such as population and ecosystem ecology, statistics, and modeling; but it also needs to include economics, policy, and decision-analysis courses, for example, to provide insight into how conservation of natural resources can be achieved. Students are generally eager to take fundamental biology courses, such as physiology and anatomy, but commonly avoid the fundamental courses in mathematics and statistics that are needed to establish



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