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Since the 1950s, invertebrate fisheries catches have rapidly expanded globally to more than 10 million tonnes annually, with twice as many target species, and are now significant contributors to global seafood provision, export, trade and local livelihoods. Invertebrates play important and diverse functional roles in marine ecosystems, yet the ecosystem effects of their exploitation are poorly understood. Using 12 ecosystem models distributed worldwide, we analysed the trade-offs of various invertebrate fisheries and their ecosystem effects as well as ecological indicators. Although less recognized for their contributions to marine food webs, our results show that the magnitude of trophic impacts of invertebrates on other species of commercial and conservation interest is comparable with those of forage fish. Generally, cephalopods showed the strongest ecosystem effects and were characterized by a strong top-down predatory role. Lobster, and to a lesser extent, crabs, shrimp and prawns, also showed strong ecosystem effects, but at lower trophic levels. Benthic invertebrates, including epifauna and infauna, also showed considerable ecosystem effects, but with strong bottom-up characteristics. In contrast, urchins, bivalves, and gastropods showed generally lower ecosystem effects in our simulations. Invertebrates also strongly contributed to benthic-pelagic coupling, with exploitation of benthic invertebrates impacting pelagic fishes and vice versa. Finally, on average, invertebrates produced maximum sustainable yield at lower levels of depletion (similar to 45%) than forage fish (similar to 65%), highlighting the need for management targets that avoid negative consequences for target species and marine ecosystems as a whole.

One difficulty in decentralized school systems is that the experiences of one local educational agency which may be relevant to the work of the others are not readily shareable. To obviate this, in December 1969, the Department of Education and Science (England) commissioned the National Foundation for Educational Research to undertake a two to three year research project starting in April 1970, concerning educational arrangements for schools with immigrant pupils. The purpose of the project was to make available to the Department, Local Educational Agencies (LEA's), staffs of schools, colleges and universities, and, in fact, to all concerned in education in multi-racial schools, the fullest information of current practices and something of their impact on children and teachers in the schools. The project was planned in three stages: a survey of administrative provisions in LEA's; a survey of organization in a sample of primary and secondary schools; and, intensive observation and attitude assessment in a smaller sample of schools. (Author/JM)

This report is organized in ten chapters. Chapter one describes the design of the project. Chapter two, "Description of the sample," discusses the schools, the pupils, and the Form Seven (Schools) definition of immigrants and of immigrants with language difficulties. Chapter three, "Language teaching," discusses the teaching of English, the need for special help, and languages of immigrants' countries of origin. Chapter four discusses "Assessment of ability and attainment." Chapter five, "Grouping, streaming and extended courses," also includes a discussion of selection for secondary education. Chapter six, "Some problem areas," includes discussions of uniforms, meals, physical education, swimming, co-education, discipline, extracurricular activities, and employment. Chapter seven, "Home-school cooperation," includes discussions of difficulties of contact, parental visits, information to parents in their own languages, and requests for tuition in English. Chapter eight, "Staffing," discusses deployment, special payments, specialists in teaching English as a second language, immigrant teachers, and initial and in-service training. Chapter nine, "Other relevant aspects of school life," discusses religious education, prefects, teaching of race relations, specific contributions made by immigrants, and other aspects raised by headteachers. Chapter ten presents "Conclusions." [For Volume I of this series, see ED 066 538.] (JM)

Reviews recent projects on the education of immigrants within the framework of the six suggestions for research made by the Select Committee on Race Relations and Immigrations; e.g. the effects on children of various educational arrangements for immigrants; methods of teaching race relations in schools; and others. (Author/JM)

Campylobacter jejuni is a bacterium known to cause enteritis in people. In Alberta, campylobacteriosis is the most common foodborne disease and the third most common reportable disease after chicken pox and hepatitis C. Poultry are considered to be a primary source of human-pathogenic C. jejuni; however other domestic animals species may be important sources or reservoirs of this bacterium. The purpose of this project was to estimate the prevalence of Campylobacter species in feedlot cattle feces and retail ground beef in southern Alberta, and to identify C. jejuni isolates for future molecular characterization (DNA microarray)., American Association of Bovine Practitioners Proceedings of the Annual Conference, 2007