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Humpback whales (Megaptera novaeangliae) are managed by the International Whaling Commission as 7 primary populations that breed in the tropics and migrate to 6 feeding areas around the Antarctic. There is little information on individual movements within breeding areas or migratory connections to feeding grounds. We sought to better understand humpback whale habitat use and movements at breeding areas off West Africa, and during the annual migration to Antarctic feeding areas. We also assessed potential overlap between whale habitat and anthropogenic activities. We used Argos satellite-monitored radio tags to collect data on 13 animals off Gabon, a primary humpback whale breeding area. We quantified habitat use for 3 cohorts of whales and used a state-space model to determine transitions in the movement behavior of individuals. We developed a spatial metric of overlap between whale habitat and models of cumulative human activities, including oil platforms, toxicants, and shipping. We detected strong heterogeneity in movement behavior over time that is consistent with previous genetic evidence of multiple populations in the region. Breeding areas for humpback whales in the eastern Atlantic were extensive and extended north of Gabon late in the breeding season. We also observed, for the first time, direct migration between West Africa and sub-Antarctic feeding areas. Potential overlap of whale habitat with human activities was the highest in exclusive economic zones close to shore, particularly in areas used by both individual whales and the hydrocarbon industry. Whales potentially overlapped with different activities during each stage of their migration, which makes it difficult to implement mitigation measures over their entire range. Our results and existing population-level data may inform delimitation of populations and actions to mitigate potential threats to whales as part of local, regional, and international management of highly migratory marine species., (© 2014 Society for Conservation Biology.)

Seasoned conservation researchers often struggle to bridge the research-implementation gap and promote the translation of their work into meaningful conservation actions. Graduate students face the same problems and must contend with obstacles such as limited opportunities for relevant interdisciplinary training and a lack of institutional support for application of research results. However, students also have a crucial set of opportunities (e.g., access to academic resources outside their degree programs and opportunities to design research projects promoting collaboration with stakeholders) at their disposal to address these problems. On the basis of results of breakout discussions at a symposium on the human dimensions of the ocean, a review of the literature, and our own experiences, we devised recommendations on how graduate students can create resources within their academic institutions, institutionalize resources, and engage with stakeholders to promote real-world conservation outcomes. Within their academic institutions, graduate students should foster links to practitioners and promote knowledge and skill sharing among students. To institutionalize resources, students should cultivate student leaders and faculty sponsors, systematically document their program activities, and engage in strategic planning to promote the sustainability of their efforts. While conducting research, students should create connections to and engage actively with stakeholders in their relevant study areas and disseminate research results both to stakeholders and the broader public. Our recommendations can serve as a template for graduate students wishing to bridge the research-implementation gap, both during their current studies and in their future careers as conservation researchers and practitioners., (© 2013 Society for Conservation Biology.)