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 Fishermen have struggled with fishing regulations for countless years. With the fishing regulations continuing to tense up and giving no slack to the fishermen, many are resorting to other ways to harvest fish to make a living in the commercial market. Fishermen are nowadays applying their skills and knowledge to extend their business as fishermen into a new harvesting technique called aquaculture. Aquaculture, also known as aquafarming, is how many of the present fishermen are changing their lifestyle around, from traditional ways, to this new and improved farming style that has a better pay off for the environment and the fishermen (Aquaculture and Energy). Aquaculture is a method where a fisherman can raise his or her own fish and organisms to be sold to a commercial market. This change in how fish and other organisms are harvested not only loosens regulations set upon the commercial aquaculture fishery but also can create an increased catch size under certain conditions (Aquaculture New Food). This process of fishing is being used to save the ocean environment as well as keep and protect all of the wild fish stocks so they stay plentiful (Eagle). Aquaculture is the harvesting, or farming of salt or fresh water organisms such as fish, mollusks, crustaceans, and any plant that is grown in the water (Aquaculture and Energy). Aquaculture has been around for hundreds of years but it is presently starting to become popular and be discussed as a major fishing topic (Aquaculture New Food). There are countless good reasons for aquaculture in the world today. Ever since the early 1900’s the fishing industry has been an area many have pursued. But with so many commercial fishing vessels navigating and fishing in the ocean, the fish population began to deplete. As the fishing started to gradually slow down, regulations were set into place to control the limits of the harvesting of many fish. This sudden set in regulation put many out of business and has caused some fishermen to sell their once profitable fishing vessels. With new laws being set into place all the time, fishermen have begun to move toward new methods of fishing and making a living on the water. Aquaculture is a technique that many fishermen are starting to move towards for many good reasons. GBCC-ENG-5 Page 1
Aquaculture is important due to the quantity of species that can be harvested through out the world. Ever since the 1980’s the aquaculture system has been expanding significantly (Aquaculture New Food). There are more than 220 different species of organisms being harvested worldwide through the means of aquaculture harvesting (Aquaculture and Energy). The main reason aquaculture is used is to produce food and increase harvest numbers for the demanding market for seafood (Eagle). It is a method that does not take away from any of the wild species and can result in a better quality food and a larger portion of what is being harvested. This method is positively looked upon for a demand that is increasing everyday world wide. With the demand for seafood growing and wild fishery’s reaching their maximum for harvesting limits, it is expected that aquaculture will eventually take over the market for the shortages in fish and shellfish in this ever growing market (Aquaculture and Energy). Aquaculture is a method of growing and harvesting fish in the ocean that are not wild (Aquaculture Tourism). Aquaculture takes place in a saltwater or fresh water controlled environment, and no matter what species is being raised it is kept in tanks, ponds, or nets. There are many methods to aquaculture, some consisting of using nets and natural open waterways to feed the organisms, some in the open ocean called open ocean systems, and others that require a controlled environment by a fish farmer (Aquaculture Tourism). The natural flowing open waterways are aquaculture systems that are set up in rivers or in marshes that have a constant supply of rushing water moving through. The constant supply of water, whether it is salt or fresh water helps to feed the organisms that are being grown within the nets and cages. The main type of organism that is grown in these natural flowing open waterways is shellfish, such as clams and mussels, and marine plants. The constant flow of water over these organisms takes care of the feeding that would have to have been completed by means of the aquaculture farmer in other aquaculture systems. The open aquaculture environments could be a salt or fresh lake or ocean where fish are placed in nets or cages and held while they grow (Aquaculture Tourism). These enclosures hold fish in a natural environment such as the ocean floor so they cannot escape and other marine organisms cannot enter the enclosure GBCC-ENG-5 Page 2
(Aquaculture New Food). These fish are then fed by the fishermen who own them and grown until they are big enough that they can be harvested and brought to market and sold (Aquaculture and Energy). These enclosures that the fish are held in have to constantly be taken care of so there is no risk of any of the aquaculture raised fish escaping, and so there is no risk of any wild fish and sharks entering into the enclosure (Aquaculture and Energy). A controlled aquaculture environment is completely maintained and kept by the aquaculture farmer (Champ). A controlled environment is not in natural waterways but in man made tanks that can constantly be monitored. This environment is usually completely secluded from the outdoors and is kept where the farmer can have complete control over the tank (Champ). This method of a controlled environment is commonly used for small organisms and bait fish. This method is not the most commonly used due to the hassle of maintaining the water in the enclosure, to make the water as natural as possible (Champ). But for an aquaculture farmer who needs to watch and control everything in his harvesting process, this is one of the best methods for aquaculture. There are many positive impacts that aquaculture has on the environment. One positive impact that aquaculture has on the marine environment is that by-­‐catch is completely eliminated in the process (Champ). By-­‐catch is any type of organism that has to be thrown back it the water after it is caught. This is not like other methods where a fisherman might throw back more by-­‐catch than he keeps to sell; there is absolutely zero by-­‐
catch. A square net is set into the water and set to a certain depth where the farmer thinks the fish and other organisms will stay safe and grow the finest (Champ). This net is completely enclosed and has nothing that would entangle or harm other wild sea life (Aquaculture Tourism). The nets are held down with a system of buoys, ropes and anchors, leaving the marine floor environment untouched unlike traditional ways of fishing for many years where the natural environment was destroyed (Champ). Other positive impacts of aquaculture are the creation of more jobs for the public, and it helps to lessen the constant demand of sea food for a source of food for humans and livestock (Aquaculture Tourism). GBCC-ENG-5 Page 3
But aquaculture does have a negative impact on the environment and other wildlife as well. Some of these negative effects come from the chemicals within foods fed to the organisms being farmed in these aquaculture systems (Aquaculture Tourism). Not only are the chemicals that the fishermen use bad to the environment and the wildlife but the food fed to the fish and organisms is made up of other species of marine organisms (Aquaculture Geography). Some look at it as hurting the environment horribly, but if you look at the damage that is done by other means of fishing such as trawling, gillnetting, long lining, and dragging, aquaculture is a fairly safe and clean method of harvesting marine organisms for market (Aquaculture Geography). There are many types of marine organisms that are harvested throughout the world. China mainly grows seaweeds and the salt and freshwater fish called Carp (Aquaculture McGraw-­‐Hill). Japan covers a large range of organisms – yellowtail tuna, sea bream, salmon, tuna, penaeid shrimp, oysters, scallops, abalone, and algae (Aquaculture McGraw-­‐Hill). The United States main focus of aquaculture is catfish, trout, salmon, oysters, scallops, and penaeid shrimp (Aquaculture McGraw-­‐Hill). Russia harvests sturgeon, salmon, and carp while the European culture sticks to flatfish, trout, oysters, mussels, and eels (Aquaculture McGraw-­‐Hill). As of 2010 the farming of plants mainly is located Japan, China, and Korea, where the main diet is large amounts of seaweed (Aquaculture McGraw-­‐Hill). Many countries other than the United States have been using this technique for numerous years; it has just been starting to come into full swing in the United States since the early 1980’s and is continually growing (Aquaculture New Food). The method of commercial aquaculture is still fairly new and in its experimental phase of studies, but some of the potential risks that could occur from this method is very apparent. The one large topic that poses a risk to the aquaculture commercial market is the use of wild marine organisms in the food fed to the aquaculture organisms being raised for market (Eagle). Many of the species being grown in open ocean aquaculture systems are carnivorous, meaning they need to eat meat or mainly other types of fish (Naylor). The only way these aquaculture farmed fish are capable to be fed is by wild fish being fed to them in the food GBCC-ENG-5 Page 4
that is given (Naylor). This is one very big risk that could potentially harm other organisms in the marine food web. By harvesting wild fish for feed for aquaculture growing fish, this could potentially lead to the depleting of wild fish that feed and rely on that source of food, which is being harvested for the aquaculture process (Naylor). This is a very big topic that many marine researchers and fishermen are trying to find ways to deal with, so the wild marine life is not affected. The process of offshore, open ocean systems for aquaculture causes many problems for the fishermen raising their fish stocks. One big threat that this open ocean technique poses, is the breaking of nets and cages, when big storms come through the area where the enclosures and cages are located (Naylor). There is a big risk of large scale escapes of non-­‐wild fish, if cages are located in severe storm prone areas. Various researchers are deciding whether or not to ban open ocean aquaculture farming, from such areas as Gulf of Mexico (Naylor). The Gulf of Mexico is a very high storm prone region and with the chances of aquaculture enclosures being destroyed and organisms escaping into the wild marine environment, researchers are debating but leaning towards banning this method in this stormy area (Naylor). But it is not the nets or the storms that researchers are worried about, it is the raised fish and organisms escaping into the wild marine environment, and causing harm to many wild species in these areas that are very close to extinction. The escaping of aquaculture farmed fish into the wild marine environment could guide to many genetic transfers of wild marine organism populations (Barcott). If wild fish and organisms start breeding with aquaculture grown fish and organisms, many problems could start occurring as well as the possible extinction of several wild marine species (Barcott). This problem is a major concern that needs to be dealt with if the aquaculture method will continue to be used as a commercial fishing method in the years to come (Eagle). This is why a number of researchers feel that aquaculture is a method that should not be used in the commercial fishing market (Eagle). Another problem that could occur with these open ocean systems is primarily with the species of the saltwater fish, cod fish. Cod fish produce fertilized eggs into the water; the problem with this is there is not a GBCC-ENG-5 Page 5
possible way to filter these fertilized eggs out of the water before they go in to the wild marine environment (Barcott). The risk of having farmed fish eggs mix with wild fish eggs, in the wild, is something that scientists have yet to be able to research in detail the full effects of this happening (Eagle). Without research, the raising of cod fish is unknown on the effect it will have, and as of right now it is only happening in controlled unnatural environments (Barcott). Even sharks and seals breaking into open ocean aquaculture enclosures are a threat that has to be dealt with, in such places as Hawaii and the Bahamas (Barcott). With the threat of these fish and organisms escaping in to the wild, all the precautions are being completed that can, to ensure the least possible escapes of these aquaculture raised organisms into the wild marine environment (Eagle). The escaping of aquaculture grown fish into the wild open ocean environment is a topic that will continue to be debated upon until further, in detail research, is completed (Barcott). Aquaculture is important due to the number of species that can be harvested world wide. With the demand for seafood growing, regulations set upon catch sizes not changing, and the cost to run and maintain a boat always growing, aquaculture is a great fisheries method that we will continue to see to grow today and for many years to come. Countless studies are being completed to develop new and cleaner ways of this harvesting method. But numerous fishermen who are undergoing the pain of regulations are switching there fishing methods over to the method of aquaculture. This method of fishing is one that takes away a great deal of the environmental damages that have been happening from commercial fishing. Aquaculture is a new type of technology that we will all see increasingly growing over the coming years. The commercial fishing industry has been and always will be a very vital element in our world with an ever growing demand for seafood. Works Cited "Aquaculture and Energy Use." Encyclopedia of Energy. Oxford: Elsevier Science & Technology, 2004. Credo Reference. Web. 28 October 2010. GBCC-ENG-5 Page 6
http://ezproxy.greatbay.edu:2068/entry/estenergy/aquaculture_and_energy_use
"Aquaculture." McGraw-­‐Hill Concise Encyclopedia of Science and Technology. New York: McGraw-­‐Hill, 2004. Credo Reference. Web. 28 October 2010. http://ezproxy.greatbay.edu:2068/entry/conscitech/aquaculture
"Aquaculture." The Dictionary of Physical Geography. Oxford: Blackwell Publishers, 2000. Credo Reference. Web. 28 October 2010. http://ezproxy.greatbay.edu:2068/entry/bkphsgeo/aquaculture
"Aquaculture." The Encyclopedia of Tourism and Recreation in Marine Environments. Oxford: CABI, 2008. Credo Reference. Web. 28 October 2010. http://ezproxy.greatbay.edu:2068/entry/cabitrme/the_encyclopedia_of_tourism_and_recreation_in_marine_
environments
"Aquaculture." The New Food Lover's Companion, Barron's. Hauppauge: Barron's Educational Series, 2007. Credo Reference. Web. 28 October 2010. http://ezproxy.greatbay.edu:2068/entry/barronflc/aquaculture
Barcott, Bruce. Aquaculture's Troubled Harvest's. British Columbia: n.p., 2001. N. pag. ebsco host. Web. 20 Nov. 2010. <http://ezproxy.greatbay.edu:206/pov/detail?vid=5&hid=13&sid=991484dd-­‐
ee474eb19d8e5b11ce14bfb%40sessionmgr11&bdata=JnNpdGU9cG92LWxpdmU%3d#db=pwh&AN=5486506>
. Champ, Michael A. "Technological Inovations." Farming the oceans 9.4: 8. Ebsco Host. Web. 5 Dec. 2010. GBCC-ENG-5 Page 7
<http://ezproxy.greatbay.edu:2055/ login.aspx?direct=true&db=pwh&AN=9407143563&site=pov-­‐live>. Eagle, Josh. "A Global Industry with Local Impacts." Environment 45.8 (2003): 1-­‐18. Ebsco host. Web. 21 Nov. 2010. http://ezproxy.greatbay.edu:2060/pov/detail?vid=4&hid=14&sid=9da1eafd-­‐3799-­‐4f61-­‐
9a14aa562cf2df87%40sessionmgr10&bdata=JnNpdGU9cG92LWxpdmU%3d#db=pwh&AN=10962142
Naylor, Rosamond L. Environmental Safeguards for Open-­‐Ocean Aquaculture\ 22.3 (2006). ebsco host. Web. 21 Nov. 2010. <http://ezproxy.greatbay.edu:2060/pov/ detail?vid=4&hid=14&sid=9da1eafd-­‐3799 4f619a14aa562cf2df87%40sessionmgr10&bdata=JnNpdGU9cG92LWxpdmU%3d#db=pwh&AN=20356873>. Great Bay Community College
English Comp 110 (10137)
GBCC-ENG-5 Page 8
Course Content Outline
Department: English
Date: May 2007
Program:
Prepared by: English Dept.
Liberal Arts
Course Number: ENGL110
Course Title: College Composition I
Theory Hours: 4 Lab Hours: 0
Credits: 4 Prerequisites: Placement
Testing or a minimum grade of C in
ENGL099
Catalog Description:
In this course students learn to write clearly and effectively for defined audiences through
a variety of strategies. Emphasis is on the writing process, from drafting through prewriting, revision, and editing. This course places reading at the core of the writing
curriculum by including interaction with reading selections as the vehicle for idea
development, analytical and interpretive skill, and research, and to serve as writing
models.
Desired Student Competencies (Objectives):
1.
Develop and expand close reading skills which will help in the development of
writing skills.
2.
Incorporate problem-solving techniques (including discussion) to bring focus to
the writing process and product.
3.
Know and apply relevant prewriting strategies.
4.
Use successive drafts as a specific function of the writing process.
5.
Write papers based on a variety of rhetorical modes
6.
Use the research process to explore a research question or hypothesis and develop
a substantive presentation of analysis and conclusions.
7.
Build vocabulary usage and composition skill through exposure to words, ideas,
and organizational approaches in readings and subsequent application in writing.
8.
Access, use, and document sources of information appropriate to the audience and
purpose of the written product.
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Course Number: ENGL110
9.
Course title: College Composition
2
Revise and edit all documents for content, organization, mechanics, usage, and
consistency of language, tone, and style.
Required Text:
To be determined by department chair
Any fiction or non-fiction chosen by individual Instructor.
Outline of Topics to be Covered
The following topics are ongoing throughout the course:
1.
2.
3.
4.
Interaction with a variety of reading selections for the purpose of content and idea
development, and models for various rhetorical
Writing Process, including revision, peer interaction, and conferences with
instructor (5-7 pages of writing per week, including process work)
Research techniques, strategies.
Documentation
Required Methods of Evaluation:
Research Paper: 8-10 content pages, not to include cover page, Works Cited, addenda,
and graphic material. Question or hypothesis based analytical research required.
Minimum of 5 sources, chosen for credibility and reliability, must come from valid
databases and academic sources.
* Students must pass the research paper in order to pass the course
Portfolio demonstrating expectation of complex development of essay topics:
Reading-based Writing component. (12th grade level plus)
Analytical writings in addition to Personal Expressive writings
Average Writing Assignments: 5-7 pages per week (including process work)
Writing Process incorporates revision; Writing skills (composition and mechanics
accrued through reading, writing, and revision.
Other Possible Methods of Evaluation
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Course Number: ENGL110
Course title: College Composition
3
Essay exams
Oral Presentation
Journals
Assessment Addendum
Outline Includes:
1. Identify assessment technique used to measure student learning outcomes.
a. Identify the learning objective for this assessment. What will the student
know or be able to do on completion of the course?
b. Identify the outcome measures used to document student learning.
c. Criteria for feedback and grading
1. Research Paper: 8-10 content pages. Question or hypothesis based analytical research
required.
a. The student will be able to do quality research, which includes:
• developing questions and theses and analyze material
• accessing print and non print sources of information
• evaluating those sources for credibility
• note-taking strategies and the incorporation of those notes into a coherent organized
presentation
• drawing and presenting conclusions
b. The student demonstrates:
• a clear connection between question/hypothesis and conclusions
• appropriate documentation techniques and the ability to incorporate sources without
out plagiarizing
• ability to construct a structurally sound introduction, body, and conclusion with
adequate supporting details
• understanding of and ability to follow conventions of grammar and usage
c. Individual faculty devise feedback and grading methodologies based on the following
criteria:
• knowledge of strategies
• style and originality
• analysis of research
• use of supporting detail to develop content
• focus
• adequacy and complexity of support
• organization and paragraph structure
• effective introduction
• conclusion that does more than restate thesis
• effective transitions
• grammar and usage
GBCC-ENG-5 Page 11
Course Number: ENGL110
•
Course title: College Composition
4
correct documentation techniques
• MLA or APA appropriate
• Parenthetical citations
• Works Cited or References entry form
2. Portfolio demonstrating expectation of complex development of essay topics:
A. Reading-based Writing component. (12th grade level plus): the student will read and
be able to respond verbally and in writing to the assigned readings
a. The students demonstrates insight on and awareness of:
• strategy, audience, and purpose
• Critical thinking about the authors' argument and use of support
• students' own ideas in response to readings
b. Individual faculty devise feedback and grading methodologies based on the following
criteria:
• identification of strategy, audience, and purpose
• summarization of the authors' argument and use of support
• ability to go beyond summary to formulate independent thought
B Analytical writings in addition to Personal Expressive writings. Writing 5 -7 pages per
week (including process work).
a. The student demonstrates:
• the ability to produce 5-7 pages of writing per week from process
work to finished product
• the ability to translate knowledge of various rhetorical mode techniques into
their own writings
• the ability to develop an adequately supported focus
• ability to construct a structurally sound introduction, body, and conclusion
with adequate supporting details
• understanding of and ability to follow conventions of grammar and usage
•
b. Individual faculty devise feedback and grading methodologies based on the following
criteria:
• knowledge of strategies
• style and originality
• use of supporting detail to develop content
• focus
• adequacy and complexity of support
• organization and paragraph structure
• effective introduction
• conclusion that does more than restate thesis
GBCC-ENG-5 Page 12
Course Number: ENGL110
•
•
Course title: College Composition
5
effective transitions
grammar and usage
C. The student uses Writing Process to produce essays and papers.
a. The student demonstrates the ability to brainstorm, organize, draft and revise
b. Individual faculty devise feedback and grading methodologies based on the following
criteria:
• the inclusion of process notes and drafts with finished products
• peer editing
• demonstrating gains in knowledge of writing process steps
• demonstrating an evolution of essays and topics from brainstorm to finished
product
Note: There is not a rubric for the research paper. This is how the output and
process are evaluated.
Evaluating the Research Process
This major project is the centerpiece of College Composition, and you
must get a passing grade in order to pass the class. It is more than
just another essay; it is an involved process designed to help you
acquire, and develop a variety of academic skills. Along the way you
will learn and practice search strategies, both electronic and
traditional; you will employ a variety of reading skills--scanning,
skimming, analytical reading; you will work with summary, paraphrase,
quotation, and the corresponding methods of citation; you will work
with a variety of rhetorical modes to construct and sustain an essay of
substantial length; and you will become something of an expert on your
topic.
This is a large, complex, and long running process and it will be
evaluated as such. That is to say, the final grade for the essay will
reflect every stage of the process itself. Here is a rough breakdown of
the grading process.
First Source Work: 10%
Second Source Work: 10%
Outline and Opening Paragraph: 10%
Informative Essay: 15%
GBCC-ENG-5 Page 13
Course Number: ENGL110
Course title: College Composition
Argumentative Essay: 15%
First Draft (Emphasis on Content): 20%
Final Draft (Emphasis on Citation, Format, Revision): 20%
GBCC-ENG-5 Page 14
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