Seaweed Farming in Alaska
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Case Study: Seaweeds, Marine Shrimp and Tilapia Fish
Case study: Seaweeds Summary Successful commercial production of seaweed in the Pacific region is presently based on one single species of red algae, the species Kappaphycus alvarezii, being Solomon Islands, Fiji, Kiribati and Papua New Guinea the 4 main producer countries, with a total production for the region of around 20.000mt (wet weight) and more than 10.000 families involved. This species was introduced from the Philippines and Indonesia to most Pacific Islands Countries and Territories along the 80’s and 90’s. Other seaweed species that have been or are being tested within the region, we should mention the brown seaweed Cladosiphon sp., which is known to occur naturally in Tonga and New Caledonia, was cultured quite successfully in Tonga for many years, but farm- ing ceased in 2007 due to market difficulties. Other edible species, such as Cladosiphon sp., Caulerpa sp., Codium sp. and Gracilaria sp. are currently being grown in several Pacific Island countries in very low volumes (we could say almost anecdotally in most cases). Sea grapes (commonly known as sea caviar), such as the species Caulerpa rac- emosa, have been cultured in Samoa and French Polynesia since 2011 with promising results in terms of growth and survival rate. Three principal farming methods have been tried in the Pacific Islands region: 1) off-bot- tom (fixed monofilament lines between posts driven into the substratum); 2) floating rafts (bamboo floating structure); and 3) floating long-lines (rope-made floating structure). Commercial cultivation in Fiji, Kiribati, Papua New Guinea and Solomon Islands consists almost entirely of off-bottom farming. -
Seaweed Farming: an Alternative Livelihood for Small-Scale Fishers?
06/27/02 Seaweed Farming: An Alternative Livelihood for Small-Scale Fishers? By: Brian Crawford Program Manager, Asia ([email protected]) Working Paper 06/27/02 Seaweed Farming: An Alternative Livelihood for Small-Scale Fishers? By: Brian Crawford Abstract Development of alternative livelihoods has become a popular policy to uplift the socio- economic status of small-scale fishers and to reduce fishing pressure on overexploited fisheries. Seaweed farming has been incorporated into many community-based coastal resources management projects and fisheries management initiatives as an alternative livelihood option for fishers in tropical developing countries. This is typically based on several assumptions, either unstated or explicit, of program designers, project managers and senior policy makers. First, it is often assumed that small-scale fishers are poor and that this is related in many cases to the overexploited nature of the resource. Secondly, it is assumed that fishers are willing to give up fishing in favor of more lucrative economic opportunities, such as seaweed farming. Lastly, it is assumed that as fishers take up alternative livelihoods such as seaweed farming, this will reduce pressure on the fisheries. This is an excellent example of a project logic framework whereby certain inputs (e.g. promotion of seaweed farming) will lead to specific outputs (e.g. improved socio- economic status of fishers, reduced fishing pressure and improved resource status). This paper will examine the evidence underlying these assumptions and the extent to which development of seaweed farming as an alternative livelihood can increase socio- economic status of fishers and reduce fishing pressure based on a number of examples from coastal communities in North Sulawesi, Indonesia. -
LAYSAN ALBATROSS Phoebastria Immutabilis
Alaska Seabird Information Series LAYSAN ALBATROSS Phoebastria immutabilis Conservation Status ALASKA: High N. AMERICAN: High Concern GLOBAL: Vulnerable Breed Eggs Incubation Fledge Nest Feeding Behavior Diet Nov-July 1 ~ 65 d 165 d ground scrape surface dip fish, squid, fish eggs and waste Life History and Distribution Laysan Albatrosses (Phoebastria immutabilis) breed primarily in the Hawaiian Islands, but they inhabit Alaskan waters during the summer months to feed. They are the 6 most abundant of the three albatross species that visit 200 en Alaska. l The albatross has been described as the “true nomad ff Pok e of the oceans.” Once fledged, it remains at sea for three to J ht ig five years before returning to the island where it was born. r When birds are eight or nine years old they begin to breed. y The breeding season is November to July and the rest of Cop the year, the birds remain at sea. Strong, effortless flight is commonly seen in the southern Bering Sea, Aleutian the key to being able to spend so much time in the air. The Islands, and the northwestern Gulf of Alaska. albatross takes advantage of air currents just above the Nonbreeders may remain in Alaska throughout the year ocean's waves to soar in perpetual fluid motion. It may not and breeding birds are known to travel from Hawaii to flap its wings for hours, or even for days. The aerial Alaska in search of food for their young. Albatrosses master never touches land outside the breeding season, but have the ability to concentrate the food they catch and it does rest on the water to feed and sleep. -
Find Alaska Info!
Find Alaska Info! Dear Student: Thank you for writing to request information about Alaska. This fl yer contains some interesting information about our great state. Alaska became the 49th state in 1959, right before Hawaii became the 50th state that same year. Many of Alaska’s 722,200 people live in modern cities, and many live in small remote villages where their families have lived for thousands of years. The population of Anchorage, Alaska’s largest city, is 296,000. Juneau (population 32,300) is the State Capital.. We also have a website where you can learn more about Alaska’s history, cultures, geography, animals, and more: http://alaska.gov/kids/ Here are other helpful websites: • For information about visiting Alaska, visit www.travelalaska.com • You can also visit the Alaska State Library on-line at www.lam.alaska.gov • Looking for wildlife info? Go to http://www.wildlife.alaska.gov • Want to know more about Alaska’s Forest and Park Lands? visit www.alaskacenters.gov Did you know? If you place Alaska, with all of its islands, on top of the “continental” United States, it spans from the Great Lakes to Texas, and from Florida to California. At 591,000 square miles, Alaska is larger than Texas, California, and Montana combined. The coastline of Alaska is longer than the coastline of the continental United States. Of Alaska’s 3 million lakes, the largest (Lake Iliamna) is the size of Connecticut. Alaska’s mainland is only 51 miles away from Russia. Alaska has 17 of the 20 highest mountains in North America (Denali is the highest at 20,320 feet). -
State Abbreviations
State Abbreviations Postal Abbreviations for States/Territories On July 1, 1963, the Post Office Department introduced the five-digit ZIP Code. At the time, 10/1963– 1831 1874 1943 6/1963 present most addressing equipment could accommodate only 23 characters (including spaces) in the Alabama Al. Ala. Ala. ALA AL Alaska -- Alaska Alaska ALSK AK bottom line of the address. To make room for Arizona -- Ariz. Ariz. ARIZ AZ the ZIP Code, state names needed to be Arkansas Ar. T. Ark. Ark. ARK AR abbreviated. The Department provided an initial California -- Cal. Calif. CALIF CA list of abbreviations in June 1963, but many had Colorado -- Colo. Colo. COL CO three or four letters, which was still too long. In Connecticut Ct. Conn. Conn. CONN CT Delaware De. Del. Del. DEL DE October 1963, the Department settled on the District of D. C. D. C. D. C. DC DC current two-letter abbreviations. Since that time, Columbia only one change has been made: in 1969, at the Florida Fl. T. Fla. Fla. FLA FL request of the Canadian postal administration, Georgia Ga. Ga. Ga. GA GA Hawaii -- -- Hawaii HAW HI the abbreviation for Nebraska, originally NB, Idaho -- Idaho Idaho IDA ID was changed to NE, to avoid confusion with Illinois Il. Ill. Ill. ILL IL New Brunswick in Canada. Indiana Ia. Ind. Ind. IND IN Iowa -- Iowa Iowa IOWA IA Kansas -- Kans. Kans. KANS KS A list of state abbreviations since 1831 is Kentucky Ky. Ky. Ky. KY KY provided at right. A more complete list of current Louisiana La. La. -
Overseas Expansion: Global Competition Over Resources and Power Led to American Expansion and Creating a Pacific Influence Empire
Name __________________________________ Date _____________ S. S. 8 Statement of Inquiry Overseas Expansion: Global competition over resources and power led to American expansion and Creating a Pacific influence Empire ALASKA Prior to 1860, the Russians had a profitable seal and sea otter fur industry established off the coast of Alaska. After 1860, however, the Russians had killed off most of the furbearing animals. Russian interest in Alaska began to decline and the Russian government was looking to sell the land. In 1867, Russia offered to sell Alaska to the United States for $7.2 million. Secretary of State William Seward (under President Andrew Johnson) was interested in this offer. He argued that it was a great value at only 2 cents per acre and could provide natural resources such as fish, lumber, and minerals. It would also give the United States important seaports for dominating trade in the Pacific. Seward argued that if the United States did not purchase Alaska, another powerful nation would. However, some Americans objected to the purchase. They said that Alaska was a worthless wasteland. They called Alaska “Seward’s Icebox,” the “Polar Bear Garden” and “Seward’s Folly.” (folly=foolish) Others argued that the United States had no right to buy “outside territory,” land not connected to the United States. Seward finally won out. In April 1867, the United States agreed to purchase Alaska from the Russians. As a result of the purchase, the United States added about 600,000 square miles of land to its territory for only $7,200,000. Many Americans realized that this purchase was no mistake. -
Insights on the Sustainability of a Swedish Seaweed Industry
JEAN DOCTORAL THESIS IN INDUSTRIAL ECOLOGY - BAPTISTE STOCKHOLM, SWEDEN 2018 THOMAS Insights on the sustainability of a Swedish seaweed industry seaweed Swedish a of sustainability the on Insights Insights on the sustainability of a Swedish seaweed industry JEAN-BAPTISTE THOMAS ISBN 978-91-7729-819-9 TRITA-ABE-DLT-1817 KTH KTH KTH ROYAL INSTITUTE OF TECHNOLOGY www.kth.se SCHOOL OF ARCHITECTURE AND THE BUILT ENVIRONMENT 2018 "PTECDUT(QP(UDA( TVTU7EP78EHEU`(QB(7(( 1XA@ETD(TA7XAA@(( EP@VTUS`( #'9)2"12(2!(&1( ( ( ( ( ( ( ( ( ( ( ( ( ! ! 1614(!6$!5%5! HS!%SCYWXVH@Q!!BTQTFb:! 5XTBPGTQR:!5aDCDS!@AB( ( ! ! B@CDRHB! HWWDVX@XHTS!aGHBG:!aHXG!CYD!UDVRHWWHTS!TE!XGD!'6$!4Tb@Q!%SWXHXYXD!TE!6DBGSTQTFb:!HW! WYARHXXDC!ETV!UYAQHB!CDEDSWD!ETV!XGD! DFVDD!TE! TBXTV!TE!2GHQTWTUGb!TS!"VHC@b!XGD!BXG!TE!&YSD! @AB:!BAAA:!HS!'TQQDFHDW@QDS:!VHSDQQ`cFDS!:!'6$:!5XTBPGTQRP! ! 1UUTSDSX!WWTBH@XD!2VTEDWWTV!"VHDCDVHPD!9HDFQDV:!4%5!!4DWD@VBG!%SWXHXYXDW!TE!5aDCDSP! ! )DRADVW!TE!XGD!FV@CHSF!AT@VC!! 2VTEDWWTV!SFDQ@!8YQEE:!7SH`DVWHXb!TE!#TXGDSAYVF! 5YW@SSD!!VHPWWTS:! TBDSX:!7SH`DVWHXb!TE!#TXGDSAYVF! &YPP@!5DUUcQc:! TBDSX:!"HSSHWG!!S`HVTSRDSX!%SWXHXYXD! ! T`DV!UGTXT!5BTXX!6GTR@W! ! 6HXQD!%SWHFGXW!TS!XGD!WYWX@HS@AHQHXb!TE!@!5aDCHWG!WD@aDDC!HSCYWXVb! ! YXGTV!&D@SV@UXHWXD!6GTR@W!! ! '6$!4Tb@Q!%SWXHXYXD!TE!6DBGSTQTFb:!5BGTTQ!TE!VBGHXDBXYVD!@SC!XGD!YHQX!!S`HVTSRDSX! DU@VXRDSX!TE!5YWX@HS@AQD! D`DQTURDSX:!!S`HVTSRDSX@Q!5BHDSBD!@SC!!SFHSDDVHSF! H`HWHTS!TE!8@XDV!@SC!!S`HVTSRDSX@Q!!SFHSDDVHSFP! %50!VBV@VBV! 64%6V!V (6VBB! 2VHSXDC!Ab!75V!HS!5XTBPGTQR:!5aDCDS!@ABP! ! ! i ! ! ! ! ! ! ! ! ! Algae, bright order! By Cryptogamists defended— Translate marine plants as Linnaeus intended. -
Seaweed Farming and Artisanal Fisheries in an Indonesian Seagrass Bed – Complementary Or Competitive Usages?
Seaweed farming and artisanal fisheries in an Indonesian seagrass bed – Complementary or competitive usages? Sven Uli Blankenhorn Vorgelegt im Fachbereich 2 (Biologie/Chemie) der Universität Bremen als Dissertation zur Erlangung des akademischen Grades eines Doktors der Naturwissenschaften (Dr. rer. nat.) Alfred Wegener Institute for Polar- and Marine Research Wadden Sea Station Sylt Seaweed farming and artisanal fisheries in an Indonesian seagrass bed – Complementary or competitive usages? submitted by Sven Uli Blankenhorn in partial fulfilment of the requirements for the degree of Doctor of Natural Sciences (Dr. rer. nat.) Faculty 2 Biology / Chemistry University Bremen June 2007 Gutachter der Dissertation: Prof. Dr. W. Arntz, AWI Bremerhaven / Universität Bremen Dr. H. Asmus, AWI Wattenmeerstation Sylt Tag des öffentlichen Kolloquiums: 13.07.2007 SPICE – Science for the Protection of Indonesian Coastal Ecosystems This thesis is part of the SPICE (Science for the Protection of Indonesian Coastal Ecosys- tems) program, Cluster 1: Coral Reef Based Ecosystems, founded by the BmB+F (German federal ministry for education and research). Additional funding was provided by the DAAD (German Academic Exchange Service). „Kalau tidak ada rumput laut Puntondo mati.” “Without seaweed Puntondo would be dead.” Daeng Laga, village chief of Puntondo previous page: Satellite image of the western part of Laikang Bay, South Sulawesi, Indonesia. Puntondo on the small peninsula extending into the bay. Source: GoogleEarth Disclaimer Herewith I assure that I wrote this thesis independently and that I did not use any additional help except to the extend and the manner stated. References are cited in compliance with guidelines on safeguarding good scientific practice. Bremen, June 4th 2007 Sven Blankenhorn CONTENTS Contents ACKNOWLEDGEMENTS ........................................................................................................................................... -
Social and Economic Dimensions of Seaweed Farming: a Global Review
IIFET 2012 Tanzania Proceedings SOCIAL AND ECONOMIC DIMENSIONS OF SEAWEED FARMING: A GLOBAL REVIEW Diego Valderrama, Food and Resource Economics Department, University of Florida, USA, [email protected] ABSTRACT Seaweed farming based primarily on the culture of Kappaphycus and Eucheuma species has grown significantly in the Philippines and Indonesia over the last two decades, with growth also taking place at a smaller scale in Tanzania, India and a few other developing countries. Unlike other forms of aquaculture, seaweed farming foregoes the use of feed and fertilizers and has minimum technological and capital requirements. In addition, growout cycles are short, normally lasting less than two months. Given these unique characteristics, seaweed farming has generated substantial socio-economic benefits to marginalized coastal communities in developing countries, most of which have reduced access to alternative economic activities. In some communities, seaweed farming has emerged as the most relevant livelihood strategy. This paper summarizes the findings of a recent FAO review on the social and economic dimensions of seaweed farming in six countries in Asia (the Philippines, Indonesia, India), Africa (Tanzania), Oceania (Solomon Islands), and Latin America (Mexico). Each case study documented the evolution of the farming sector and examined the mix of public sector policies and private sector involvement leading to growth of the activity. Given the rising global demand for seaweed-derived products, seaweed farming has the potential to generate further socio-economic benefits to coastal communities in tropical regions; however, a number of challenges and constraints (some of which are country-specific) will need to be addressed to fully take advantage of these opportunities. -
Resource for Self-Determination Or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification Among Alaska Native Students
EdWorkingPaper No. 21-420 Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter University of Oregon University of Oregon University of Oregon Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes, especially in the 3rd and 4th grades. Negative impacts are not found for non-Alaska Native students in the same districts. VERSION: June 2021 Suggested citation: Umansky, Ilana, Manuel Vazquez Cano, and Lorna Porter. (2021). Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students. (EdWorkingPaper: 21-420). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/mym3-1t98 ALASKA NATIVE EL RD Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students* Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter * As authors, we’d like to extend our gratitude and appreciation for meaningful discussion and feedback which shaped the intent, design, analysis, and writing of this study. -
English Learners Who Are American Indian/Alaska Native
Office of English Language Acquisition English Learners Who Are American Indian/Alaska Native States Reporting American Indian/Alaska Native Languages as One of the Top Five Most Common English Learner Languages Spoken: School Year 2016–17 In the 2016–17 school year (SY), six states identified American Indian/Alaska Native (AI/AN) languages among the top five languages spoken by Els. Numbers of EL students who are speakers of AI/AN languages: 1. New Mexico: 7,518 2. Alaska: 5,688 3. Utah: 887 4. Oklahoma: 698 5. Arizona: 357 At least one of the top EL languages is AI/AN (6) None of the top EL languages are AI/AN (44 states and District of Columbia) 6. Montana: 51 NOTE: Source: U.S. Department of Education, Consolidated State Performance Report (CSPR): Part I: SY 2016-17 (OMB #1810-0724). The data used for this document were reported by state educational agencies (SEAs) from the 50 states and the District of Columbia. Data were accessed in Fall 2018. Number of English Learner Speakers of American Indian/Alaska Native Languages Among the States With an American Indian/Alaska Native Top Five Language, SY 2016–17 Navajo (AZ, NM, UT) 7252 In SY 2016–17, states reported five AI/AN Yupik languages (AK) 5688 languages among the languages most North American Indian (MT, NM) 1032 commonly spoken by ELs: Navajo, Yupik, Cherokee (OK) 698 North American Indian, Cherokee, Zuni (NM) 529 and Zuni. NOTE: Alaska, Arizona, Montana, New Mexico, Oklahoma, and Utah reported AI/AN languages among the top five most commonly spoken languages among ELs. -
Case Studies with Pictures
Case #1: An open ocean mussel farm in Southern California ● Mussels grow on ropes that hang from rafts 7 miles offshore. ● Mussels are filter feeders, filtering plankton from the water to eat, as well as filtering out pollutants in the ocean. Farmers do not need to buy food for the mussels because they get it naturally from the ocean. ● The ropes can create a habitat, becoming a home for other organisms such as barnacles, sponges, and algae. ● Mussels produce thousands of offspring per year and grow relatively fast. Case #2: An enclosed open ocean Atlantic salmon pen in Scotland ● Salmon are enclosed in a pen that sits in the ocean ● Salmon are fed food pellets that are made of other ground up fish species and vitamins. The salmon farmers buy the pellets from a different part of Europe. ● This farm is a monoculture, meaning there is only one species grown. ● Since it is a monoculture, there are no detritovores to clean up the fish waste. The fish swim in their own waste and sometimes it flows out of the pen and into the environment. ● There is little genetic variation amongst the salmon (they all have similar DNA), so one disease could kill all the fish. ● Those diseases from the farmed fish could spread to the wild fish. Case #3: A coastal seaweed farm in Japan ● Seaweed grows from ropes that are suspended in the ocean, close to shore. ● Seedlings are transplanted onto the ropes and grow relatively quickly after that. ● A large, open space is required for seaweed farming. Farmers had to cut down a mangrove forest to make room for the farm.