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Prior studies identified T cells, B cells, and macrophages in the inflammatory infiltrate and up-regulation of their protein products in discoid lupus erythematosus (DLE) skin; however, they lacked rigorous analyses to define their specific locations in skin. Thus, we compared expressions of selected T cell, B cell, and macrophage markers in five areas of DLE, psoriasis, and normal skin. Immunostainings for CD3, CD4, CD8, CD20, CD68, CXCR3, CXCL10, and TIA-1 were performed in biopsies of 23 DLE lesional skin, 11 psoriasis lesional skin, and 5 normal skin. Three independent observers used a graded scale to rate each marker's presence in the epidermis, dermatoepidermal junction (DEJ), perivascular area, periadnexal area, and deep dermis. DLE lesional skin contained an increased abundance of CD3+, CD8+, and CD68+ cells at the DEJ, and CD20+ and CD68+ cells in the periadnexal area versus psoriasis and normal skin. CXCR3, CXCL10, and TIA-1 were elevated in periadnexal sites of DLE lesional skin versus psoriasis lesional skin. The aggregation of T cells, B cells, macrophages, and their protein products (CXCR3, CXCL10, and TIA-1) in the DEJ and periadnexal area of DLE lesional skin may contribute to the pathology of DLE through a coordinated, sophisticated process.

Not enough is known about whether the learning and study strategies of gifted students are adequate or h o w they compare to average-ability learners. Therefore, two studies were conducted t o determine if gifted and average-ability junior high students differed in learning and study strategies. Results of Study One revealed several differences between gifted (n = 80) and average-ability (n = 61) seventh, eighth, and ninth graders on the Learning and Study Strategies Inventory. Anxiety emerged as the variable that discriminated most between the groups with the average-ability students having more anxiety. Study Two replicated study one with ninth graders (99 gifted, 98 average-ability) taking the newer Learning and Study Strategies Inventory-High School Version and all students drawn from school settings. There were fewer differences between the t w o groups but significant differences did result on some of the same subtests as in Study One with anxiety again emerging as the most powerful discriminator. There were also gender differences in the second study with girls scoring higher than boys in motivation, study aids, and self-testing. Even with the differences between the ability groups, gifted students did not score above the mean on m a n y subtests and it i s recommended that both groups need explicit instruction in learning and study strategies.Much is already known about cognitive characteristics of gifted learners. Among these characteristics are unusual retentiveness, advanced comprehension, curiosity, a high level of language develop-

The coast of north-west Madagascar is an important nesting and feeding ground for marine turtles, but little is known about populations in this area. From July to December 2000 we documented nesting activity of, and investigated threats to, green Chelonia mydas and hawksbill Eretmochelys imbricata turtles at three sites along this coast: Nosy Iranja, the Radama Islands, and the Nosy Hara archipelago. Levels of nesting activity varied between sites, with green and hawksbill turtle nesting concentrated in different areas. The principal threats identified were opportunistic exploitation of nesting females and incidental capture in fishing nets. Commercial importance of marine turtles was negligible, suggesting conservation measures such as targeted environmental education could have beneficial impacts on these populations. Evidence for high levels of nesting activity reported here indicate that education efforts in these areas should be a conservation priority.

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