Determining the movement of marine animals is logistically difficult and is currently primarily based on VHF and satellite-tracking telemetry, GPS, acoustic telemetry, and geolocation, all of which have substantial limitations in accurately locating the fine-scale movements of these animals. A recent development-that of dead-reckoning-is being increasingly used to examine the fine-scale movement of animals underwater. The advantages and drawbacks of this approach are quite different to those incurred by the other methods. This paper considers the advances that deadreckoning can bring to the study of the often cryptic movement and behaviour of marine animals at sea. Methods used in determining position via dead-reckoning are presented and consideration is given to results derived from the use of deadreckoning on cetaceans, pinnipeds, penguins and sea turtles; these are complemented by data on cormorants and albatrosses acquired using GPS systems. Suggestions are made as to how movement data derived from these devices can be analysed using indices that allow interpretation over a large variety of temporal and spatial scales. r
This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done and what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education.
The effects of increased sedimentation on the macrobenthic community, physical structure, and biogeochemistry of the surficial sediment around two farms in southwest Ireland were examined in conjunction with current characteristics. Both farms had been in production for over eight years, were of reasonably large size (>100 MT) and located in low-energy environments. At one site, the benthic community was subjected to bulk sedimentation and organic enrichment and reduced macrobenthic infaunal diversity and elevated levels of organic carbon were recorded close to the farm. In general, effects were restricted to a radius of 40 m around the farm. Conversely, at the second site, there were no observed effects of mussel biodeposits on the benthos and a diverse macrobenthic community persisted. We propose that variations in the dispersion of biodeposits caused by local current patterns had a significant influence on the impact observed, and that this could also account for differences reported in other studies. 2001 International Council for the Exploration of the Sea
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