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AbstractAlthough ingestion of plastic by tubenosed seabirds has been documented regularly, identification of the polymer composition of these plastics has rarely been described. Polymer assessment may assist in identifying sources and may indicate risks from additives occurring in specific types of polymers. Using known test materials, two identification methods Fourier transform infrared spectroscopy and near infrared spectroscopy (FTIR and NIR) were compared. Although both methods were found to be similarly suitable for identification of plastic polymers, a significant difference was observed in identification of natural materials. FTIR frequently misclassified natural materials as being a synthetic polymer. Within our results, an 80% match score threshold functioned best to distinguish between natural items and synthetics. Using NIR, the historical variability of plastics ingested by northern fulmars (Fulmarus glacialis) from the Dutch sector of the North Sea was analysed for three time periods since the 1980s. For the more recent decade, variability between fulmars from different regions in the northeast Atlantic was investigated. Regional variation was further explored by analysing plastics obtained from the stomachs of southern hemisphere relatives of the fulmar (southern fulmar, cape petrel, snow petrel) and Wilson's storm petrel. Results show that proportional abundance of polymer types in these seabirds is closely related to the plastic categories that they ingest (e.g. pellets, foam, fragments). The uptake of different plastic categories and related polymer types most likely reflects spatial and temporal variations in availability rather than ingestion preferences of the birds.

Stage 6 of the German National Educational Panel Study (NEPS) 6 is devoted to the transition of young people from school to work. Stage 6 focuses in particular on the transition from school to vocational education and training and then to work (for tertiary education, see Chap. 16). In all Western societies, vocational education and training (VET) systems face a number of challenges, including the need to adapt to increasing skill requirements across the economy and to handle the danger of producing an "underclass" of low-skilled youth. This chapter presents the life-course approach for investigating school-leavers' pathways from school into the labor market within NEPS. Several factors shape young people's school-to-work transitions: their motivation and competence endowment, their decisions to apply for specific educational programs, the constraints they face regarding the opportunities for VET programs and the gatekeepers' recruitment behavior, the information and support youths may or may not receive from social networks, and the learning environments they encounter in firms and schools. We outline the basic theories that guide our research concerning these influences and discuss how we take them into account within NEPS Stage 6. Thus, we provide an overview of the study's research potential in the area of VET. For now, it is mainly the Scientific Use Files of Starting Cohort 4 (SC4) that provide ample opportunities for innovative interdisciplinary analyses - including analyses of students from special education schools. As the starting cohorts age, Starting Cohort 3 (SC3) has now also entered NEPS Stage 6 and its data on VET transitions will soon be available as well.