Meiofauna distribution in a mangrove forest exposed to shrimp farm effluents (New Caledonia).

Meiofauna abundance, biomass and individual size were studied in mangrove sediments subjected to shrimp farm effluents in New Caledonia. Two strategies were developed: i) meiofauna examination during the active (AP) and the non-active (NAP) periods of the farm in five mangrove stands characteristics of the mangrove zonation along this coastline, ii) meiofauna examination every two months during one year in the stand the closest to the pond (i.e. Avicennia marina). Thirteen taxonomic groups of meiofauna were identified, with nematodes and copepods being the most abundant ones. Meiofauna abundance and biomass increased from the land side to the sea side of the mangrove probably as a result of the increased length of tidal immersion. Abundance of total meiofauna was not significantly different before and after the rearing period. However, the effluent-receiving mangrove presented twice the meiofauna abundance and biomass than the control one. Among rare taxa, mites appeared extremely sensitive to this perturbation.

Foraminiferal assemblages as bioindicators to assess potential pollution in mangroves used as a natural biofilter for shrimp farm effluents (New Caledonia).

In New Caledonia, semi-intensive shrimp farms release untreated effluents into the mangrove. Foraminiferal assemblages were analyzed for assessing the impact of effluent release on the benthic compartment. Comparison was made between samples collected (1) in an effluent receiving mangrove before and after the rearing cycle, and (2) for one-year monitoring an effluent receiving and a control mangrove. The distribution of foraminiferal assemblages was primarily driven by the gradient between Rhizophora stands and salt-flats, related to salinity and tidal elevation, and by seasonal cycles. The potential impact of effluent release was due to the combined effects of normal-saline effluents on surface salinity, and of nutrient input and microbial stimulation on food availability. Foraminiferal assemblages did not indicate a substantial impact of farm effluents and suggest that semi-intensive shrimp farming using mangrove for effluent discharge may appear as a sustainable solution in New Caledonia, when considering only the impact on the mangrove itself.

Herpesvirus-associated lymphomas: Investigations in humans and animal models.

Lymphomas are solid tumors consisting of lymphoid cells; they form a heterogeneous group of less or more malignant disorders. A portion of lymphomas develop due to latent herpesvirus infections established in B and/or T-lymphocytes. The basis for latency is a lifelong presence of the circularized covalently linked viral genome within nuclei of carrier lymphocytes. In certain cases, however, the essential event leading to tumor formation is the integration of a portion(s) of viral DNA into the host cell DNA. This leads to rearrangements within the host cell genome on one hand, and, on other hand, to unregulated expression of oncoproteins encoded by the integrated fragment. Our review deals with mechanisms of lymphoma formation regarding to the role of non-structural herpesvirus oncoproteins interfering with the regulation of cell division and/or exerting anti-apoptotic effects. In addition, the authors wish to highlight the common procedures, which allowed isolation and/or identification of lymphoma-associated viruses in cell cultures derived from tumors and/or proliferating lymphatic tissues.

Norfluoxetine induces spawning and parturition in estuarine and freshwater bivalves.

Fluoxetine, a commonly prescribed antidepressant (Prozac), has been detected in sewage effluent. Its active metabolite norfluoxetine is more potent and has been detected in sewage influent and in fish tissues. We tested the effects of norfluoxetine on spawning and parturition in bivalves. Norfluoxetine induced significant spawning in zebra mussels and dark false mussels at concentrations as low as 5 microM. Norfluoxetine induced significant parturition in fingernail clams at 10 microM. Fluoxetine also induced spawning in dark false mussels at concentrations as low as 100 nM. Implications for environmental impacts of norfluoxetine and fluoxetine on native and exotic bivalves are discussed.

The academic environment: the students' perspective.

Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4-6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the 'students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The 'ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from 'class size', 'leisure time' and 'assessment procedures' to 'relations with peers and faculty', 'ethical climate' and 'extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between 'teaching' and 'learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement.