distributions because of the long positive tails. 

 Catch per school ranged among the vessels 

 from 0.7 metric ton per school for vessel F to 

 1,4 metric tons per school for vessels B and C 

 (table 3), 



Another component which influenced catch 

 per trip was the number of schools with catches 

 on a trip. Table 3 shows that vessels A and G 

 were most successful, catching fish from an 

 average of 3.1 schools per trip, that vessel B 

 was least successful, catching from an average 

 of only 1.8 schools, and that on 231 trips, the 

 vessels usually caught fish from 2.5 schools 

 per trip. The distribution of trips, tabulated by 

 the number of schools with and without catches, 

 was skewed toward fewer schools per trip, with 

 the mode at two schools and the range from one 

 to eight schools with catches per trip (table 4 

 and fig. 5). 



The relationship of catch per trip with catch 

 per school and number of schools fished is 

 shown in table 20 and figure 14. We found that 

 usually 1.9 schools yielded catches averaging 

 0.3 metric ton per school on trips with catches 

 of 0.1 to 1.0 metric ton. The average number 

 of schools fished and the average catch per 

 school tended to increase progressively for 

 larger categories of catch per trip and reached 

 3.0 schools and 2.5 metric tons per school, 

 respectively, for those trips with catches of 7.1 

 to 8.0 metric tons. At 8,1 to 9.0 metric tons 



per trip, the average number of schools in- 

 creased further to 4.5 schools, but the average 

 catch per school declined to 1,9 metric tons. 

 There were few trips with catches of 9,1 metric 

 tons or more; therefore, although we calculated 

 averages for the number of schools fished and 

 school catches, they were not considered rep- 

 resentative and were excluded from the dis- 

 cussion. 



SUPPORTING ACTIVITIES 



In addition to time spent traveling, baiting, 

 scouting, and fishing, the fishermen also are 

 engaged in unloading the catch, loading ice, and 

 fabricating, repairing, and maintaining their 

 gear and vessels. We collected and analyzed 

 data on two of these operations--unloading the 

 catch and loading ice. 



Upon return to Kewalo Basin with the day's 

 catch, the crew unloads by hand if the catch is 

 small or if part of the catch is consigned to the 

 fresh-fish market. After the market fish is 

 unloaded, the crew uses a conveyor to unload 

 the balance into trucks for sale to the cannery. 

 At Kaneohe Bay, however, the crew unloads the 

 entire catch by hand. In calculating the unload- 

 ing time for each vessel, we made no distinc- 

 tion in the method used in unloading the catch. 

 The vessels usually loaded ice after the bait- 

 wells were emptied of fish. 



Table 21. — Size of catch, number of schools, and catch per school of seven 

 Hawaiian skipjack tuna vessels, June-August 1967 



Size of catch 



Schools 



Catch per school 



Size of catch 



Schools 



Catch per school 



Number 



Number 



Metric ton 



Metric ton 



Number 



Number 







449 









449 





1-100 



326 



0,4 



0.1-0.5 



283 



54.3 



101-200 



146 



1.2 



0.6-1.0 



133 



145.6 



201-300 



71 



2.1 



1.1-1.5 



75 



204.9 



301-400 



35 



2,5 



1.6-2.0 



34 



224.8 



401-500 



20 



2.8 



2.1-2.5 



32 



243.1 



501-600 



7 



4.6 



2.6-3.0 



17 



401.8 



601-700 



7 



2.3 



3.1-3.5 



14 



393.5 



701-800 



4 



3.5 



3.6-4.0 



14 



322.6 



801-900 



1 



1.5 



4.1-4.5 



5 



342.4 



901-1,000 



1 



1.7 



4.6-5.0 



6 



456.8 



1,001-1,100 



2 



2.1 



5.1-5.5 



2 



451.5 



1,101-1,200 







5.6-6.0 



3 



506.0 



1,201-1,300 







6.1-6.5 



2 



530.5 



1,301-1,400 







6.6-7.0 



1 



535.0 



1,401-1,500 







7.1-7.5 







1,501-1,600 



1 



2.9 



7.6-8.0 



1 



651.0 



1,601-1,700 



1 



3.3 



8.1-8.5 







1,701-1,800 



1 



2.7 



8.6-9.0 



1 



740.0 



23 



