Research Article

AQUA PRODUCTS AND EDUCATION

Volume: 3 Number: 3 July 28, 2019
  • Ruhay Aldık
EN

AQUA PRODUCTS AND EDUCATION

Abstract

While the fishing adventure started with the ancestor training in the coastal areas with the same methods, it is necessary to teach this work in the coastal areas and to understand that the education is taken correctly. That's why schools open. Fishing life begins with high school education in some places for younger generations. Then it continues with the department names such as fishery, aqua products opened in universities. The first trainers gave this to themselves by mastering this work.

As educational institutions grow, this work will be done in a professional way and quality work areas will be opened for future generations.

From past to present, fisheries and aquaculture departments provide dozens of higher education opportunities. The most important reason for the sustainability of aquaculture, which constitutes a large part of our country's exports in recent years, is to increase the training activities in the same speed. Residual ancestral methods are replaced by new and more useful methods, and aquaculture is provided to support fishing activities. This makes a significant contribution to our country and of course the nature we live in.

Keywords

References

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  4. [4] DOGU, Z., ŞAHINOZ, E., 2017, Closed Departments In Higher Education: Example of Fishery. Kent Akademisi Kent Kültürü ve Yönetimi Hakemli Elektronik Dergi | Cilt: 10 Sayı: 4, Kış 2017.
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  8. [8] Produced by the Alaska Marine Science and Fisheries Career Coalition (AMSFCC) www.marineadvisory.org/marinescience. https://www.uaf.edu/cfos/community-outreach/future-alaskans-in-fisher/marinebiologist.pdf.

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Publication Date

July 28, 2019

Submission Date

July 5, 2019

Acceptance Date

July 17, 2019

Published in Issue

Year 2019 Volume: 3 Number: 3

APA
Aldık, R. (2019). AQUA PRODUCTS AND EDUCATION. Journal of Scientific Perspectives, 3(3), 253-260. https://doi.org/10.26900/jsp.3.027
AMA
1.Aldık R. AQUA PRODUCTS AND EDUCATION. JSP. 2019;3(3):253-260. doi:10.26900/jsp.3.027
Chicago
Aldık, Ruhay. 2019. “AQUA PRODUCTS AND EDUCATION”. Journal of Scientific Perspectives 3 (3): 253-60. https://doi.org/10.26900/jsp.3.027.
EndNote
Aldık R (July 1, 2019) AQUA PRODUCTS AND EDUCATION. Journal of Scientific Perspectives 3 3 253–260.
IEEE
[1]R. Aldık, “AQUA PRODUCTS AND EDUCATION”, JSP, vol. 3, no. 3, pp. 253–260, July 2019, doi: 10.26900/jsp.3.027.
ISNAD
Aldık, Ruhay. “AQUA PRODUCTS AND EDUCATION”. Journal of Scientific Perspectives 3/3 (July 1, 2019): 253-260. https://doi.org/10.26900/jsp.3.027.
JAMA
1.Aldık R. AQUA PRODUCTS AND EDUCATION. JSP. 2019;3:253–260.
MLA
Aldık, Ruhay. “AQUA PRODUCTS AND EDUCATION”. Journal of Scientific Perspectives, vol. 3, no. 3, July 2019, pp. 253-60, doi:10.26900/jsp.3.027.
Vancouver
1.Ruhay Aldık. AQUA PRODUCTS AND EDUCATION. JSP. 2019 Jul. 1;3(3):253-60. doi:10.26900/jsp.3.027