Measuring Project Impact
Nourishment projects usually involve physical, environmental and economic objectives. Typical physical measures include dry beach width, remaining post-storm sand volume, post-storm damage avoidance assessments and aqueous sand volume. Environmental measures include marine life distribution, habitat and population counts. Economic impacts include recreation, tourism, flood and "disaster" prevention. Techniques for incorporating nourishment projects into flood insurance costs and disaster assistance remain controversial.
The ability to predict the performance of a beach nourishment project is best for a project constructed on a long, straight shoreline without the complications of inlets or engineered structures. In addition, predictability is better for overall performance, e.g., average shoreline change, rather than shoreline change at a specific location.
Nourishment can affect eligibility in the National Flood Insurance Program and federal disaster assistance.
Read more about this topic: Beach Nourishment
Famous quotes containing the words measuring, project and/or impact:
“... there is no way of measuring the damage to a society when a whole texture of humanity is kept from realizing its own power, when the woman architect who might have reinvented our cities sits barely literate in a semilegal sweatshop on the Texas- Mexican border, when women who should be founding colleges must work their entire lives as domestics ...”
—Adrienne Rich (b. 1929)
“They had their fortunes to make, everything to gain and nothing to lose. They were schooled in and anxious for debates; forcible in argument; reckless and brilliant. For them it was but a short and natural step from swaying juries in courtroom battles over the ownership of land to swaying constituents in contests for office. For the lawyer, oratory was the escalator that could lift a political candidate to higher ground.”
—Federal Writers Project Of The Wor, U.S. public relief program (1935-1943)
“Too many existing classrooms for young children have this overriding goal: To get the children ready for first grade. This goal is unworthy. It is hurtful. This goal has had the most distorting impact on five-year-olds. It causes kindergartens to be merely the handmaidens of first grade.... Kindergarten teachers cannot look at their own children and plan for their present needs as five-year-olds.”
—James L. Hymes, Jr. (20th century)