Shifting rice farming to fish culture in some selected areas of Mymensingh, Bangladesh: the process, conflicts and impacts

The evolutionary process of converting low-lying paddy fields into fish farms and its impact on agrarian communities in some selected areas of Mymensingh district were studied. This study was conducted through participatory rural appraisal (PRA) covering 12 villages from each of selected upazillas viz. Fulpur and Haluaghat of Mymensing [sic] district. A total of 12 PRA sessions were conducted where 90 farmers participated during 29 July to 26 August 2004. It is seen that the use of low-lying paddy fields was mostly confined to Broadcast Aman (B. Aman) rice production until 1960s. With the introduction of modern rice farming technology, the farmers started to produce Boro rice in Rabi season and B. Aman rice in Kharif season. With the passage of time, aquaculture technologies have been evolved and the farmers realized that fish farming is more profitable than rice cultivation, and then they started to utilize their paddy fields for alternate rice-fish farming and rice-cum-fish farming. Now a days, aquaculture based crop production system is in practice in more than 25% of the low-lying paddy fields. Conversion of rice fields in to fish ponds has brought up a change in the livelihood patterns of the rural farmers. The areas where the farmers involved themselves in the new production systems were fingerling collection, transportation and marketing of fry and fingerlings. During 1960s to 1970s, a few people used to culture fish in the permanent ponds for their own consumption, the species produced were rohu, catla, mrigal, ghainna, long whiskered catfish, freshwater shark (boal), snake head (shol) etc. Small fishes like climbing perch, stinging catfish, walking catfish, barb, minnows etc. were available in the rice fields during monsoon season. In 1980s to mid 1990s, some rice fields were converted into fish ponds and the people started to produce fish for commercial purposes. When rice-fish farming became profitable, a large number of people started converting their rice fields in to rice-fish culture ponds. Culture of some exotic fishes like silver carp, tilapia, grass carp, silver barb etc. also started in the paddy fields. Higher income from fish farming contributed positively in improving the housing, sanitation and education system in the study areas. It is seen that the medium and medium high lands were only used for alternate rice fish farming. The net income was high in any fish based cropping system that motivated the farmers to introduce fish based cropping system in the low-lying inland areas. As a result, the regional as well as communal income disparities occurred. However, the extraction of ground water became common during the dry period as the water was used for both rice and fish farming. Mass conversion of paddy fields into rice-fish culture ponds caused water logging in the study areas. In most cases, the participated farmers mentioned that they could be easily benefited by producing fish with T. Aman or only fish during the monsoon season. They agreed that this was an impressive technology to them and they could generate employment opportunities throughout the year. Finally, the social, economic and technical problems which are acting as constraints to rapid expansion of fish production system were reported from the interviewee.

Vocational education for the development of knowledge system in fisheries sector

The paper aims to give the concept and functional approach of knowledge system with reference to the fisheries sector. The background and strategies to develop knowledge workers by translating the concept of knowledge system are presented. The job opportunities given in the paper strengthen the need of the development of knowledge workers through vocational education and training. The Vocational Education Programme in the backdrop can be effective both in the formal system of education through different models suggested and through the non-formal system. The modular courses varying from 50 hours and 2-3 weeks to 6 months or one year can be introduced in the formal system as pre-vocational modules (50-h duration) in IX-X classes in vocational institutions, and the non-governmental organizations/Krishi Vigyan Kendras/Indian Council of Agricultural Research may offer occupation-based modules (2-3 weeks to 6 months). The strategic approach for the development of knowledge system highlighting various issues is also suggested.

Towards a mathematical system for extension education

A system of equations describing the relationship of change agent in extension education and client (e.g. a leader of a local community) is presented. The main task of the former is to ensure that he is able to transfer information to the latter, also learning difficulties involved and passing them into institutions of higher learning.

Towards a mathematical system for extension education - II

A brief description is given of a mathematical model for use in extension education regarding fisheries in developing countries.

A scientific forum on the Gulf of Mexico: The Islands in the Stream Concept. Proceedings of the Forum: 23 January 2008, Keating Education Center, Mote Marine Laboratory, Sarasota, Florida

The Scientific Forum on the Gulf of Mexico: The Islands in the Stream Concept took place in January 2008 in Sarasota, Florida. The purpose of the meeting was to bring together scientists and managers from around the Gulf of Mexico to discuss a range of topics on our knowledge of the Gulf of Mexico, from its geology to larger-scale connectivity to the Caribbean region, and their applications to the concept of a more integrated approach to area-based management. The forum included six panels of invited experts who spoke on the oceanographic and biological features in the Gulf of Mexico, including connections with Mexico and the Mesoamerican barrier reef system, and the legal and regulatory structure currently in place. The charge to the group was to share information, identify gaps in our knowledge, identify additional potential areas for protection, and discuss available science about connectivity and the potential value of establishing a marine protected area network in the Gulf of Mexico. (PDF has 108 pages.)

Local solutions to local problems: A stormwater education collaborative

Currently completing its fifth year, the Coastal Waccamaw Stormwater Education Consortium (CWSEC) helps northeastern South Carolina communities meet National Pollutant Discharge Elimination System (NPDES) Phase II permit requirements for Minimum Control Measure 1 - Public Education and Outreach - and Minimum Control Measure 2 - Public Involvement. Coordinated by Coastal Carolina University, six regional organizations serve as core education providers to eight coastal localities including six towns and cities and two large counties. CWSEC recently finished a needs assessment to begin the process of strategizing for the second NPDES Phase II 5-year permit cycle in order to continue to develop and implement effective, results-oriented stormwater education and outreach programs to meet federal requirements and satisfy local environmental and economic needs. From its conception in May 2004, CWSEC set out to fulfill new federal Clean Water Act requirements associated with the NPDES Phase II Stormwater Program. Six small municipal separate storm sewer systems (MS4s) located within the Myrtle Beach Urbanized Area endorsed a coordinated approach to regional stormwater education, and participated in a needs assessment resulting in a Regional Stormwater Education Strategy and a Phased Education Work Plan. In 2005, CWSEC was formally established and the CWSEC’s Coordinator was hired. The Coordinator, who is also the Environmental Educator at Coastal Carolina University’s Waccamaw Watershed Academy, organizes six regional agencies who serve as core education providers for eight coastal communities. The six regional agencies working as core education providers to the member MS4s include Clemson Public Service and Carolina Clear Program, Coastal Carolina University’s Waccamaw Watershed Academy, Murrells Inlet 2020, North Inlet-Winyah Bay National Estuarine Research Reserve’s Coastal Training and Public Education Programs, South Carolina Sea Grant Consortium, and Winyah Rivers Foundation’s Waccamaw Riverkeeper®. CWSEC’s organizational structure results in a synergy among the education providers, achieving greater productivity than if each provider worked separately. The member small MS4s include City of Conway, City of North Myrtle Beach, City of Myrtle Beach, Georgetown County, Horry County, Town of Atlantic Beach, Town of Briarcliffe Acres, and Town of Surfside Beach. Each MS4 contributes a modest annual fee toward the salary of the Coordinator and operational costs. (PDF contains 3 pages)