Highly diastereoselective synthesis of substituted pyrrolidines using a sequence of azomethine ylide cycloaddition and nucleophilic cyclization

Abstract: Although cycloadditions of azomethine ylides usually give mixtures of endo/exo adducts, we successfully tuned the mechanistic path of a new reaction cascade to afford substituted pyrrolidines in high yields and diastereomeric purity. This was achieved by forcing the demetalation of tin- or silicon-substituted iminium ions, followed by azomethine ylide cycloaddition and nucleophilic cyclization. Structural complexity is thus built rapidly in a fully controlled one-pot reaction cascade

The Na+/H+ Exchanger Controls Deoxycholic Acid-Induced Apoptosis by a H+-Activated, Na+-Dependent Ionic Shift in Esophageal Cells

Apoptosis resistance is a hallmark of cancer cells. Typically, bile acids induce apoptosis. However during gastrointestinal (GI) tumorigenesis the cancer cells develop resistance to bile acid-induced cell death. To understand how bile acids induce apoptosis resistance we first need to identify the molecular pathways that initiate apoptosis in response to bile acid exposure. In this study we examined the mechanism of deoxycholic acid (DCA)-induced apoptosis, specifically the role of Na+/H+ exchanger (NHE) and Na+ influx in esophageal cells. In vitro studies revealed that the exposure of esophageal cells (JH-EsoAd1, CP-A) to DCA (0.2 mM -0.5 mM) caused lysosomal membrane perturbation and transient cytoplasmic acidification. Fluorescence microscopy in conjunction with atomic absorption spectrophotometry demonstrated that this effect on lysosomes correlated with influx of Na+, subsequent loss of intracellular K+, an increase of Ca2+ and apoptosis. However, ethylisopropyl-amiloride (EIPA), a selective inhibitor of NHE, prevented Na+, K+ and Ca2+ changes and caspase 3/7 activation induced by DCA. Ouabain and amphotericin B, two drugs that increase intracellular Na+ levels, induced similar changes as DCA (ion imbalance, caspase3/7 activation). On the contrary, DCA-induced cell death was inhibited by medium with low a Na+ concentrations. In the same experiments, we exposed rat ileum ex-vivo to DCA with or without EIPA. Severe tissue damage and caspase-3 activation was observed after DCA treatment, but EIPA almost fully prevented this response. In summary, NHE-mediated Na+ influx is a critical step leading to DCA-induced apoptosis. Cells tolerate acidification but evade DCA-induced apoptosis if NHE is inhibited. Our data suggests that suppression of NHE by endogenous or exogenous inhibitors may lead to apoptosis resistance during GI tumorigenesis

Peer aggression and bullying in Greece

This chapter aims to explore the different effects of various forms of peer aggression on student mental health and well-being. Students attending secondary schools are required at the end of each academic year to take exams in four courses, namely, Greek literature, history, mathematics, and science. Greek students completed a questionnaire, which included measures to assess the prevalence of different forms of peer aggression along with social, emotional, and psychological well-being. Students’ active engagement in the victimisation of others was assessed through nine types of aggressive behaviours. Perpetration of aggressive behaviours was also a risk factor for students’ well-being. Educational institutions have assumed a key role in promoting the well-being of students. Education has gained a prominent place in the Greek national policy agenda, largely due to a number of interrelated wider and local sociopolitical factors that exert considerable pressure and demands on educational institutions and teachers. © 2020 selection and editorial matter, Grace Skrzypiec, Mirella Wyra, and Eleni Didaskalou; individual chapters, the contributors

Are Greek school students flourishing?

Schools have a key role in promoting student social and emotional development and are encouraged to serve as a primary source of support, especially for those learners in need of special attention for addressing their needs. Young people’s subjective emotional-social well-being is a general indicator of their mental health status. In this article, we present an assessment of the emotional, psychological and social well-being of Greek adolescent students, determine whether they are flourishing or languishing and investigate whether well-being varies by gender, age and year level. Analysis of data from over 500 Greek adolescent students (year levels 6–10) who completed the Mental Health Continuum (MHC) scale indicated that over half of the participants were flourishing, while only a small proportion were languishing and the remainder had moderate mental health. Gender differences were identified with female students reporting more challenges to their well-being than their male peers. Additionally, younger students were more likely to be flourishing than older students. © 2018, © 2018 NAPCE

School bullying, subjective well-being, and resilience

The aim of the current study was to examine the role of resilience in the victimization experiences of students and their subjective well-being as well as to explore gender and age-related effects. Initially, 558 students (52.15% male) from grades 6 to 10 participated in the study completing The Student Aggression and Victimization Questionnaire, The Mental Health Continuum, and the Connor–Davidson Resilience Scale. One-hundred and twenty-seven (22.8%) students were excluded from the final analysis, as they did not report any victimization experience during the past 3 months. Males in all year levels reported higher levels of well-being and resilience compared with females. No gender differences were found in victimization experiences. Languishing students were found to be at higher risk of experiencing serious victimization. Resilience was not found to moderate the effects of victimization on mental health, but a higher level of resilience appeared to be related to more positive well-being for boys and younger students. Limitations of the study and implications for anti-bullying interventions are briefly discussed. © 2020 Wiley Periodicals LL

Users' evaluation of OncoDoc, a breast cancer therapeutic guideline delivered at the point of care.

Despite the dissemination of computer-based "clinical practice guidelines" as decision support systems, low practical compliance rates are still observed. The reason commonly invoked is that such recommendations, suited to average patients, are not rules for all the patients. Rather than providing automatic decision support, OncoDoc allows the clinician to operationalize the implemented breast cancer therapeutic expertise through his hypertextual reading of the knowledge base. In this way, he has the opportunity to interpret the information provided in the context of his patient therefore controlling his categorization to the closest appropriate "average patient". After a four-month real-life experimentation of the system, a survey was conducted among the users. The observed compliance, significantly higher than the best figures found in the literature, and the clinicians objective and subjective evaluation of the system reinforced the implementation choices adopted in OncoDoc

Coping with bullying" program in Greek secondary schools: An evaluation

[No abstract available

Psychometric properties of the classroom observation of engagement, disruptive, and disrespectful behavior (COEDD) in Greek school children

The use of systematic direct observation offers several advantages as a behavioral assessment method including enhanced objectivity of measurement, the ability to account for the environmental context, and the facilitation of local comparisons. The Classroom Observation of Engagement, Disruptive, and Disrespectful Behavior (COEDD) was designed to target those behaviors believed to be most critical to a child’s success in the classroom: engagement, disruption, and disrespectful behavior. Given the limited availability of relevant measures in Greece, the goal of the current study was to examine the psychometric adequacy of this particular observation instrument within a sample of Greek primary school students. Results suggested that a large proportion of the variance in data for engagement and disruptive behavior could be explained by changes in the behavior of individual students across days, suggesting the need for classroom management strategies that might bring student behavior under closer control. In contrast, uniformly low levels of disrespectful behavior were noted, suggesting that this behavior is generally not of a concern in Greek classrooms. © 2020 International School Psychology Association

Teachers’ Self-Efficacy during the COVID-19 Pandemic in Greece: The Role of Risk Perception and Teachers’ Relationship with Technology

The COVID-19 pandemic has led to a sudden and radical transition from face-to-face to online teaching across the globe. This shift has required teachers to quickly adapt their educational practices, which has had an impact on their perceived self-efficacy. The limited literature on the impact of COVID-19 on teachers’ self-efficacy (TSE) has focused mostly on online teaching. The purpose of this study was to investigate TSE in both face-to-face and distant learning environments amid the COVID-19 pandemic. It also aimed to explore the impact of teachers’ relationship with technology and COVID-19 risk perception on their TSE. The sample was composed of 290 pre-service and in-service teachers from Greece who completed an online self-report survey. Results showed that pre-service teachers reported higher levels of TSE than in-service teachers, especially in distance learning environments. COVID-19 risk perception was not a significant predictor of TSE. By contrast, higher scores in self-assessed skills of the pedagogical applications of technology predicted TSE in both instructional settings. The present findings confirm the importance of promoting technological skills to enhance the self-efficacy of schoolteachers in both traditional and virtual instructional settings, regardless of the crisis due to the COVID-19 pandemic. © 2022 by the authors