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Fishing is the art of catching fish and other aquatic animals. Many years ago man started using various type of gear used for hunting the terrestrial animals and for fishing also. It is very difficult to say which started first, but some time it is opined that fishing is younger. Reason behind it is easy to catch animals in the land than in the water. In olden days fishing was not having much importance as there was no demand for fish. Earlier fishing was restricted to a particular community but it is not so now. In order to meet the increased demand, fishing is now carried out industrially. Fishing technology not only concerns fishing gear, fishing methods and vessels but also concern Biological and Environmental factors

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Shrimp is a valuable aquatic food resources high In protein and command good export markets. The tiger shrimp P.indicus and p.merguiensis are important candidate or aquafarming.The seed requirement presently meet from the wild and insufficient to meet growing demand. Hence there is a good potential for hatchery production of shrimp seed. The success of a shrimp hatchery depend on: 1.The choice of suitable site 2.Effectiveness and efficiency of the hatchery design 3.Experience of hatchery technicians 4.Efficiency of operational management.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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