A Basic Overview of Aquaculture

Are you considering aquaculture as a new business or as a way of diversifying your existing business? If the answer to this question is yes, then you should ask yourself, How much do I really know about aquaculture? There are many levels of knowledge of aquaculture - from the person who has many years experience in running a successful aquaculture operation, to the beginner who has an interest in, but really no knowledge of, what aquaculture is or involves. This publication, A Basic Overview of Aquaculture, is directed to those who have an interest in aquaculture, but who lack knowledge about it or experience in the business. The reader should note that this publication is not intended to be a complete introduction to aquaculture. It does not cover many important topics such as stocking, feeding, harvesting, transport, marketing, and others. In addition, the topics that are covered are not complete. Instead, the intention here is only to introduce some aspects of aquaculture

A White Paper on the status and needs of aquaculture extension outreach for the North Central Region

The North Central Regional Aquaculture Center (NCRAC) is one of five Regional Aquaculture Centers administered by the U.S. Department of Agriculture\u27s Cooperative State Research, Education, and Extension Service (USDA CSREES). These Centers work together within the broader, integrated research/extension aquaculture program of USDA to advance a well developed and sustainable aquaculture industry in the United States. NCRAC relies on leaders in the diverse aquaculture industry for guidance and direction in its programs. An Industry Advisory Council (IAC) identifies program priorities. A Technical Committee (TC) works with the IAC to formulate projects that address industry priorities. Regional programs are coordinated with activities of other Centers to avoid duplication, yet still address regional differences. Teams of researchers and extension aquaculture specialists from North Central Region (NCR) universities, public agencies, and the private sector develop and execute projects to solve priority problems. A Board of Directors oversees administration and management of NCRAC\u27s activities

Educator Beliefs Regarding Computer-Based Instruction

The purpose of the mixed quantitative/qualitative study discussed here was to ascertain the beliefs Purdue Extension Resources have regarding Computer-Based Instruction (CBI) for in-service training. Seventeen educators participated in the in-service training using two of five technical sections from an aquaculture CD-ROM tutorial. Educators completed pre-training questionnaires, content assessments, post-instruction evaluations, and follow up interviews. Educators participating in this study had favorable views toward the use of CBI for in-service training programs. The ability to spend less time out of their county and to review materials after the training were two of the key CBI benefits cited by educators

Cage Culture of Fish in the North Central Region

The commercial production of fish is most commonly performed in open ponds, raceways, water reuse systems, and cages. Cage culture of fish is an intensive production method that allows the farmer to utilize existing farm ponds, borrow pits, or strip pits normally unsuitable for open pond culture, by enclosing fish in cages or pens. Generally, yields (pounds/acre) are greater in open pond culture. However, there are times when existing bodies of water do not lend themselves to open pond culture and cage culture may be the best alternative

Multiple-University Extension Program Addresses Postdisaster Oil Spill Needs Through Private Funding Partnership

In response to the Deepwater Horizon Oil Spill, the Gulf of Mexico Research Initiative (GoMRI) was formed to answer oil spill–related scientific questions. However, peer-reviewed scientific discoveries were not reaching people whose livelihoods depended on a healthy Gulf of Mexico. GoMRI and the four Gulf of Mexico Sea Grant programs partnered to develop a regional Extension program with a team of multidisciplinary specialists and a regional manager embedded within the Sea Grant programs. The team answered oil spill science questions from target audiences. The program leaders also identified the value of adding a regional Extension communicator to enhance their Extension products

A Basic Overview of Aquaculture

Are you considering aquaculture as a new business or as a way of diversifying your existing business? If the answer to this question is yes, then you should ask yourself, "How much do I really know about aquaculture?" There are many levels of knowledge of aquaculture - from the person who has many years experience in running a successful aquaculture operation, to the beginner who has an interest in, but really no knowledge of, what aquaculture is or involves. This publication, A Basic Overview of Aquaculture, is directed to those who have an interest in aquaculture, but who lack knowledge about it or experience in the business. The reader should note that this publication is not intended to be a complete introduction to aquaculture. It does not cover many important topics such as stocking, feeding, harvesting, transport, marketing, and others. In addition, the topics that are covered are not complete. Instead, the intention here is only to introduce some aspects of aquaculture.</p

Comparison of computer -based instruction with face -to -face lecture during an in-service training program for Cooperative Extension Service educators

The purpose of this study was to determine if the Purdue University Cooperative Extension Service (CES) could effectively use computer-based instruction (CBI) to deliver in-service training. The guiding research questions of this study were: (1) Does achievement increase through the use of CBI compared with face-to-face lecture instruction? (2) Does CBI decrease the time required for Agriculture and Natural Resources (ANR) CES educators to learn new content? (3) Is CBI delivery cost effective compared to face-to-face lecture instruction? (4) What beliefs do ANR CES educators have concerning the use of CBI for in-service training? Data on achievement were collected from 34 CES educators using a randomized pretest-posttest-delayed posttest control group design. ANOVAs with a follow-up Tukey post-hoc comparison of tests scores provided evidence that CBI and lecture were effective methods of increasing scores (post \u3e delayed \u3e pretest). An ANOVA with repeated measures provided no evidence that the pretest, posttest, or delayed posttest scores between the two groups averaged over three time periods were different (F = 0.17, p = 0.685). There was a. significant difference in test scores over time for both groups (F = 136.28, p \u3c 0.001). There was no significant difference between groups and any interaction over time (F = 0.93, p = 0.401). Mean instructional time used by the CBI group was 91.17 minutes of the total 120 minutes allocated per participant. Delivery cost data were collected and used to develop a budget for each method. The total cost to deliver the CBI was $68 versus$1,597.44 for the lecture program. This was 4.26% of the cost of delivering the lecture session, or $4.00 per CBI participant versus$93.96 per lecture participant. The CBI participants felt that CBI could effectively be implemented into current CES in-service training programs. Beliefs of participants indicated CBI allowed more efficient time management, decreased costs, provided flexibility in scheduling, and allowed post instruction review of content. Educators also believed student and instructor interactions through face-to-face sessions or the Internet were vital to successful CBI implementation. Based on achievement, time savings, delivery cost, and educator beliefs, CBI was more effective than face-to-face instruction