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This workshop and the resulting proceedings came into being as a result of cumulative concerns by aid agencies, nongovernmental organizations and by government authorities and researchers about the mass installation of artificial reefs in the Philippines.
Among the most important reasons that artificial reefs have been created are the protection of the seabed with macroalgae, the possibility of improving fishing, and meeting the expectations and demands of tourists. Coastal managers have realized that it is important that artificial reefs are useful to people, especially local communities, and that it is therefore important that they are promoted by government entities for various professional and leisure activity use. Coastal managers must take this into consideration when reefs are designed. They must also define the ecosystem services they promote as well as the main uses for which the reefs are created. Impact of Artificial Reefs on the Environment and Communities presents insights on the connection between artificial reefs and the tourism industry in order to encourage the sharing of experiences and development of new innovative possibilities that create value for society. It presents the experiences, testimonies, and innovations of those who work closely with artificial reefs. Covering topics such as computational fluid dynamics, dive tourism, and Industry 4.0, this book is an essential resource for entrepreneurs, researchers, students and educators of higher education, coastal managers, government officials, leaders in tourism, engineers, and academicians.
For over 50 years, more than 225,000 Peace Corps volunteers have been placed in over 140 countries around the world, with the goals of helping the recipient countries need for trained men and women, to promote a better understanding of Americans for the foreign nationals, and to promote a better understanding of other peoples on the part of Americans. The Peace Corps program, proposed during a 2 a.m. campaign stop on October 14, 1960 by America's Camelot, was part idealism, part belief that the United States could help Global South countries becoming independent. At the height of the Cold War, the US and USSR were racing each other to the moon, missiles in Turkey and in Cuba and walls in Berlin consumed the archrivals; sending American graduates to remote villages seemed ill-informed. Kennedy's Kiddie Korps was derided as ineffectual, the volunteers accused of being CIA spies, and often, their work made no sense to locals. The program would fall victim to the vagaries of global geopolitics: in Peru, Yawar Malku (Blood of the Condor), depicting American activities in the country, led to volunteers being bundled out unceremoniously; in Tanzania, they were excluded over Tanzania’s objection to the Vietnam War. Despite these challenges, the Peace Corps program shaped newly independent countries in significant ways: in Ethiopia they constituted half the secondary school teachers in 1961, in Tanzania they helped survey and build roads, in Ghana and Nigeria they were integral in the education systems, alongside other programs. Even in the Philippines, formerly a U.S. colony, Peace Corps volunteers were welcomed. Aside from these outcomes, the program had a foreign policy component, advancing U.S. interests in the recipient countries. Data shows that countries receiving volunteers demonstrated congruence in foreign policy preferences with the U.S., shown by voting behavior at the United Nations, a forum where countries’ actions and preferences and signaling is evident. Volunteer-recipient countries particularly voted with the U.S. on Key Votes. Thus, Peace Corps volunteers who function as citizen diplomats, helped countries shape their foreign policy towards the U.S., demonstrating the viability of soft power in international relations.
This book contains papers presented at the International Conference on Science Education 2012, ICSE 2012, held in Nanjing University, Nanjing, China. It features the work of science education researchers from around the world addressing a common theme, Science Education: Policies and Social Responsibilities.The book covers a range of topics including international science education standards, public science education and science teacher education. It also examines how STEM education has dominated some countries’ science education policy, ways brain research might provide new approaches for assessment, how some countries are developing their new national science education standards with research-based evidence and ways science teacher educators can learn from each other.Science education research is vital in the development of national science education policies, including science education standards, teacher professional development and public understanding of science. Featuring the work of an international group of science education researchers, this book offers many insightful ideas, experiences and strategies that will help readers better understand and address challenges in the field.
In developing countries, traditional fishermen are important food contributors, yet technological information and development assistance to third-world nations often focuses on agriculture and industrial fishing, without addressing the needs of independent, small-scale fishermen. This book explores technological considerations of small-scale, primitive fishing technologies, and describes innovative, relatively inexpensive methods and tools that have already been successfully applied in developing countries. It offers practical information about all aspects of small-scale fishing, including boat design and construction, fishing methods and gear, artificial reef construction and fish aggregating devices, techniques for coastal mariculture, and simple methods for processing and preserving fish once they are caught. Fisheries Technologies for Developing Countries is illustrated throughout with photographs of the devices and construction methods described in the text.