Mussels exposed to dinoflagellates may represent a human health risk due to accumulation of a variety of algal toxins. In several parts of the world, algal toxins leading to diarrhea (diarrhetic shellfish poisons, DSP) are found in mussels for extended periods of the year. Routine monitoring of these toxins involves ip injections in mice. Chemical analytical methods have been developed for only some of the toxins in question, namely, those giving diarrhea. Other toxins in the DSP complex are not easily detected by analytical methods. In this report we show that freshly prepared hepatocytes from rats are a convenient means to differentiate between the toxins that give diarrhea and those that do not. Consequently, hepatocytes can be useful in both screening and as a tool in the process of developing analytical methods. Freshly prepared hepatocytes might be useful in combination either with the mouse bioassay or with chemical analytical methods.
The acute toxicity of extracts of blue-green algae was tested in freshly prepared rat hepatocytes in suspension. The results were compared with the traditional in vivo mouse bioassay. Sixty samples of natural algal blooms from freshwater lakes in Norway, Sweden, and Finland and 14 samples cultured in the laboratory were tested. The mouse bioassay revealed hepatotoxins in a large number of the algae, while neurotoxins were not found. Acute hepatotoxicity in vitro was scored by measurement of leakage of the enzyme lactate dehydrogenase (LDH) from damaged cells and of morphological changes of the cells. The correlation coefficients between mouse toxicity and LDH, mouse toxicity and morphological cell damage, and between LDH and morphological cell damage were 0.812, 0.735, and 0.882, respectively. Consequently, the rat hepatocyte toxicity test seems to be well suited for screening blooms of blue-green algae for the presence of hepatotoxins.
The anthology Explorative Perspectives in Music and Education resulted from the MiU22 conference and seeks to support diverse dialogues. The publication, which is multimodal and interdisciplinary, explores how academic, artistic, and pedagogical research and performative work within the realm of music and education intertwine with the central theme. The anthology aims to objectively explore the intersection of performative, qualitative and quantitative research paradigms by bringing diverse artistic and research-based perspectives into dialogue. Notably, the anthology presents the first peer-reviewed video article in the MusPed:Research series, contributing innovative work. The book's 10 peer-reviewed research chapters on music and education focus on conceiving music and education concepts in different contexts.
Abstract Background Social anxiety disorder (SAD) most commonly develops in adolescence—a period of life that includes a transition to upper secondary school. The aim of this study is to investigate the extent to which social anxiety in adolescence is associated with the completion of upper secondary school and progression to higher education. Methods This longitudinal study includes 8,192 adolescents aged 13–19 years who participated in the Norwegian Young-HUNT 3 population-based study. Social anxiety is measured employing (1) diagnostic interview screening questions (interview) and (2) a self-reported symptom index (questionnaire). Notably, we define the cohorts based on these two methods. Using national educational data (2008–2019), we follow educational attainment among the cohorts until they turn 25 years of age. Results We found that adolescents who screened positive (SP) for SAD had a predicted probability of upper secondary school completion at 21 years of age that was 14% points lower than those who screened negative (SN). Further, differences remained when looking at completion rates at age 25 years. Moreover, predicted probabilities for completion were inversely associated with increasing levels of self-reported social anxiety symptoms. Similarly, the proportion of the completers of an academic program in the SP group that were enrolled in higher education by 25 years of age, were lower than for the SN group (87 vs. 92%). Conclusion Social anxiety in adolescence, both self-reported symptoms and diagnostic screening, has long-term negative impact on upper secondary school completion and to some extent enrollment to higher education.
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