Rockhopper Penguin - Eudyptes chrysocome
( Forster, 1781 )

 

 

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Subspecies: Unknown
Est. World Population: 2500000

CITES Status: NOT LISTED
IUCN Status: Vulnerable
U.S. ESA Status: NOT LISTED

Body Length:
Tail Length:
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Top Speed:
Jumping Ability: (Horizontal)

Life Span: in the Wild
Life Span: in Captivity

Sexual Maturity: (Females)
Sexual Maturity: (Males)
Litter Size:
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Habitat:

This species returns to its breeding colonies in October, which range from sea-level sites to cliff-tops, and sometimes inland. Clutch size is two eggs, laid and incubated during November and December for 32-34 days. Chicks fledge and depart the colony in February (BirdLife International 2010). At most breeding sites, only one chick fledges, but there is some evidence that it is not unusual for Southern Rockhopper Penguins in the Falkland Islands (Malvinas) to raise two chicks (Clausen and Pütz 2002, Poisbleau et al. 2008). Pairs successfully fledging two chicks has also been observed on Crozet (C. A. Bost pers. comm.).

Southern Rockhopper Penguins prey on a variety of fish, crustaceans and cephalopods, with components varying in importance spatially and temporally (Williams 1995, Pütz et al. 2013). There is also individual dietary specialization during part of their annual cycle (Dehnhard et al. 2016).

At the Falklands (Malvinas), hybridization occurs with Macaroni (White and Clausen 2002) and Northern Rockhopper Penguins (Crofts and Robson 2016). 


Range:

Eudyptes chrysocome breeds on islands located in the South Atlantic, Indian and Pacific Oceans, ranging from 46º S in the South Atlantic and South Indian Oceans to Macquarie Island at 54ºS in the South Pacific Ocean

After breeding, birds head away from colonies and remain at sea for much of the non-breeding season, travelling up to 5,000 km in this time, although maximum distance to the colony is typically less than 1,000 km during the period birds were tracked (Pütz et al. 2002, 2006). Birds disperse widely, including south to the South Sandwich Islands, Antarctica (Pütz et al. 2006). 


Conservation:

Conservation Actions Underway
Regular monitoring is undertaken on Staten, Falklands (Malvinas), Marion and Campbell Islands (BirdLife International 2010, Raya Rey et al. 2014). Several ecological and demographic studies have been undertaken (Ellis et al. 1998, Guinard et al. 1998, Dehnhard et al. 2013a, 2014). Research has attempted to determine the cause of historic declines using stable isotope analysis of museum skins (Hilton et al. 2006). An International Species Action Plan and a series of Regional Action Plans have been developed (BirdLife International 2010). Following this, research has been conducted at many breeding sites following the recommendations made in the report. A Falkland Island Species Action Plan was completed in 2014 (Crofts 2014). 

Conservation Actions Proposed
Continue or start to monitor all populations, especially in the Indian Ocean, in order to assess trends (Guinard et al. 1998, BirdLife International 2010, Baylis et al. 2013, Raya Rey et al. 2014) and improve methodologies for monitoring. Conduct long-term demographic studies to understand the causes of the current decline (BirdLife International 2010, Dehnhard et al. 2013a, b). Conduct genetic studies to determine the taxonomic status of the species (E. chrysocome vs. E. filholi). Conduct research into spatial and temporal links between population trends, sea-surface temperature and primary productivity (BirdLife International 2010). Investigate the possible impact of oil exploitation (Guinard et al. 1998). Conduct studies to assess interactions with commercial fisheries (Ellis et al. 1998). Assess the threat from introduced predators. Reduce disturbance from ecotourism through the use of codes of conduct. Assess the threats of disease and increase biosecurity measures (Crofts 2014). Bring in international agreements for the creation of further Marine Protected Areas and agreements on the regulation of fisheries, oil and other marine activities. Design and implement management plans for the islands, including appropriate protocols for immediate actions when needed (e.g. mass mortalities). Increase awareness including by involving local communities via school children, with resources and materials for school teachers. In particular increase awareness of the effects of climate change and what the public could do to mediate these effects.


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