Impact of the Covid-19 pandemic on education: experiences and feelings reported by primary school pupils from Greece and Turkey

Covid 19 pandemic had a huge impact upon life and the educational experience of students. One of the groups mostly affected from this pandemic is the school children. The sudden transition to distance education from traditional face-to-face education undoubtedly changed the implementation methods of the teaching programme in schools. The research study reported in this paper was carried out in Greece and Turkey. Responses were collected from primary school pupils who voluntarily and anonymously completed an online questionnaire with multiple choice questions. The latter were carefully worded in an appropriate and understandable way, using language suitable for primary school aged children. Comparisons between the responses from the two countries revealed similarities and differences. Through a comparative approach the research results are particularly scruitinised through the lenses of equal opportunities and social exclusion policies along with a cross cultural perspective, which is expected to have a useful impact during the post pandemic era. By sharing the collective knowledge and experience gained, we aspire to propose educational strategies for well-being and recovery, and overall educational process improvement

The impact of the COVID-19 pandemic on the learning and wellbeing of secondary school students: a survey in Southern Europe

The transition from the traditional model of learning and teaching to full online mode had to be implemented in many countries, in an extremely short time, as the 2020-2021 school year was in mid-stream. Secondary education, which includes students in the age range of 12-18, faced many challenges in this rapid change, as many research studies have shown. Researchers raise questions regarding the readiness of the secondary education community to transition to fully online learning. The pilot study reported in this paper deals with the impact of the transition to online learning on secondary schools in southern European countries. More specifically, this paper presents the results of a literature survey and an empirical survey using an online questionnaire which captured non-traceable responses from secondary schools that, voluntarily and anonymously, completed the questionnaire. The questions were mainly closed, with some open-ended questions for students to fill in. The study also aims to capture data on the socio-economic dimension, accessibility/ availability of the necessary technologies that enable online learning, as well as the families’ employment status and their ability to support students. A total of 90 students participated (62% female, 28% male) from three Mediterranean countries. The students’ perspectives as seen by the students themselves along with the difficulties and the issues they faced are compared and contrasted. This investigation offers a pedagogical and socio-technical analysis and highlights the needs for wellbeing as well as quality learning and teaching in the new social distance reality

Distribución profunda, aspectos biológicos y ecológicos de Aristeus Antennatus (Risso, 1816) en el Mediterráneo Occidental y Central

[EN] The object of the DESEAS Project, funded by the EC, was to gather preliminary data on the abundance and maximum depth distribution of the rose shrimp Aristeusantennatus in the Mediterranean Sea. An exploratory survey was therefore designed with that goal in mind and conducted on the R/V García del Cid, sampling the maximum depths in three specific areas in the central and western Mediterranean, one off Ibiza (Balearic Islands), one off Calabria (western Ionian Sea), and one off the southern Peloponnesian Peninsula (Gulf of Kalamata, eastern Ionian Sea). The depths sampled ranged from 600 to 4000 m, with specimens of A. antennatus being collected down to 3300 m. There were three distinct boundaries marking the abundance of this species: 1500 m, relatively low abundance (<100 ind km-2). The known population structure of this shrimp species, with increasing proportions of males and juveniles with depth, was also recorded in the deep-sea regions in other areas of the Mediterranean. No evidence of any differences in gonad development or in the presence of spermatophores carried by females was found in any of the three sampling areas. Lastly, a tendency for the relative proportion of juveniles to increase with depth was also observed[ES] El objetivo del proyecto DESEAS, financiado por la CE, fue obtener datos preliminares de abundancia y distribución de profundidad máxima de la gamba rosada Aristeus antennatus en el Mar Mediterráneo. El diseño de la campaña exploratoria fue realizado con este propósito y se desarrolló a bordo del B/O García del Cid. Se realizaron muestreos en las máximas profundidades de tres áreas específicas en el Mediterráneo occidental y central: una cerca de Menorca (Islas Baleares), otra frente a las costas de Calabria (Iónico occidental) y la última al sur de la península del Peloponeso (en el Golfo de Kalamata, Iónico oriental). Las profundidades muestreadas fueron las comprendidas entre 600 y 4000 m, obteniendo individuos de A. antennatus hasta 3300 m. Se detectaron tres niveles de abundancias diferenciados en esta especie: 1500 m, relativamente poco abundante (< 100 ind km-2). En las tres áreas estudiadas se confirmó la estructura de la población conocida hasta el momento, es decir, aumento de la proporción de machos y juveniles con la profundidad. No se encontraron evidencias de diferencias en el desarrollo gonadal o en la presencia de espermatóforos de las hembras entre áreas. Finalmente se observó la existencia de una tendencia en el aumento de la proporción de juveniles con la profundidadThis work was financially supported by the Directorate General Fisheries of the EC as part of the DESEAS survey programme (DGXIV, Study Contract, 2000/39)Peer reviewe

Challenges of rapid migration to fully virtual education in the age of the Corona virus pandemic: experiences from across the world

The social disruption caused by the sudden eruption of the Corona Virus pandemic has shaken the whole world, influencing all levels of education immensely. Notwithstanding there was a lack of preparedness for this global public health emergency which continues to affect all aspects of work and life. The problem is, naturally, multifaceted, fast evolving and complex, affecting everyone, threatening our well-being, the global economy, the environment and all societal and cultural norms and our everyday activities. In a recent UNESCO report it is noted that nearly a billion and a quarter (which is 67,7 % of the total number) of learners have been affected by the Corona Virus pandemic worldwide. The education sector at all levels has been one of the hardest hit sectors particularly as the academic/school year was in full swing. The impact of the pandemic is widespread, representing a health hazard worldwide. Being such, it profoundly affects society as a whole, and its members that are, in particular, i) individuals (the learners, their parents, educators, support staff), ii) schools, training organisations, pedagogical institutions and education systems, iii) quickly transformed policies, methods and pedagogies to serve the newly appeared needs of the latter. Lengthy developments of such scale usually take years of consultation, strategic planning and implementation. In addition to raising awareness across the population of the dangers of the virus transmission and instigating total lockdown, it has been necessary to develop mechanisms for continuing the delivery of education as well as demanding mechanisms for assuring the quality of the educational experience and educational results. There is often scepticism about securing quality standards in such a fast moving situation. Often in the recent past, the perception was that courses and degrees leading to an award are inferior if the course modules (and sometimes its assessment components) were wholly online. Over the last three decades most Higher Education institutions developed both considerable infrastructure and knowhow enabling distance mode delivery schools (Primary and Secondary) had hardly any necessary infrastructure nor adequate knowhow for enabling virtual education. In addition, community education and various training providers were mainly delivered face-to-face and that had to either stop altogether or rapidly convert materials, exercises and tests for online delivery and testing. A high degree of flexibility and commitment was demanded of all involved and particularly from the educators, who undertook to produce new educational materials in order to provide online support to pupils and students. Apart from the delivery mode of education, which is serving for certificated programmes, it is essential to ensure that learners’ needs are thoroughly and continuously addressed and are efficiently supported throughout the Coronavirus or any other future lockdown. The latter can be originated by various causes and reasons that vary in nature, such as natural or socioeconomical. Readiness, thus, in addition to preparedness, is the primary key question and solution when it comes to quality education for any lockdown. In most countries, the compulsory primary and secondary education sectors have been facing a more difficult challenge than that faced by Higher Education. The poor or in many cases non-existent technological infrastructure and low technological expertise of the teachers, instructors and parents, make the delivery of virtual education difficult or even impossible. The latter, coupled with phenomena such as social exclusion and digital divide where thousands of households do not have adequate access to broadband Internet, Wi-Fi infrastructure and personal computers hamper the promising and strenuous virtual solutions. The shockwaves of the sudden demands on all sectors of society and on individuals required rapid decisions and actions. We will not attempt to answer the question “Why was the world unprepared for the onslaught of the Coronavirus pandemic” but need to ascertain the level of preparedness and readiness particularly of the education sector, to effect the required rapid transition. We aimed to identify the challenges, and problems faced by the educators and their institutions. Through first-hand experiences we also identify best practices and solutions reached. Thus we constructed a questionnaire to gather our own responses but also experiences from colleagues and members of our environment, family, friends, and colleagues. This paper reports the first-hand experiences and knowledge of 33 co-authors from 27 institutions and from 13 different countries from Europe, Asia, and Africa. The communication technologies and development platforms used are identified; the challenges faced as well as solutions and best practices are reported. The findings are consolidated into the four areas explored i.e. Development Platforms, Communications Technologies, Challenges/Problems and Solutions/Best Practices. The conclusion summarises the findings into emerging themes and similarities. Reflections on the lasting impact of the effect of Coronavirus on education, limitations of study, and indications of future work complete the paper

Reelin expression in human prostate cancer: a marker of tumor aggressiveness based on correlation with grade.

Reelin is a glycoprotein that plays a critical role in the regulation of neuronal migration during brain development and, since reelin has a role in the control of cell migration, it might represents an important factor in cancer pathology. In this study, 66 surgical specimens of prostate cancer were analyzed for reelin expression by immunohistochemical method. The reelin expression was correlated with Gleason score and individual Gleason patterns. Reelin expression was found in 39% prostate cancers. Stromal tissues, normal epithelial cells and prostate intraepithelial neoplasia (PIN) of any grade around and distant from cancer were always negative for reelin. Reelin was found in malignant prostatic epithelial glands of 50% cases Gleason score 10, 52% Gleason score 9, 56% Gleason score 8, 18% Gleason score 7, while no sample of prostate cancers with Gleason score 6 showed reelin expression (P=0,005). As reelin staining is frequently found in high Gleason score prostate cancers, we explored whether reelin expression is influenced by single Gleason patterns

Проект кожухотрубного теплообменника сернокислотного производства

Модернизация теплообменного оборудования с целью повышения ресурсоэффективности технологического процесса. В результате исследования была найдена необходимая поверхность теплообмена для обеспечения охлаждения серной кислоты в заданных параметрах.Modernization of heat exchange equipment in order to increase the resource efficiency of the technological process. As a result of the study, the necessary heat exchange surface was found to ensure the cooling of sulfuric acid in the specified parameters

Rapid migration from traditional or hybrid to fully virtual education in the age of the coronavirus pandemic: challenges, experiences and views of college and university students

The abrupt outbreak of the coronavirus pandemic throughout the world in March 2020 resulted in the sudden closure of all schools, colleges and universities, institutions, and an unprecedented pivot to remote learning. Students and teachers were confronted with the overwhelming challenge of migrating from the traditional face-to-face or hybrid mode of education to fully virtual learning and assessment environments within an extremely short amount of time. This migration was exceptionally difficult, as it took place halfway through the academic or school year in most countries. While pandemic restrictions currently vary across different regions, the 2020-2021 academic session continues to pose challenges despite the experience gained. In addition to a review of the current state-of-the-art in relation to the effects of COVID-19 on teaching and learning, this paper reports on an empirical study carried out in 26 countries (from Asia, Europe, Africa and America), by 36 academics from 29 academic institutions. Through an extensive global survey of college and university students, information was collected about the challenges (technological, economic, psychological) faced by them, as a result of the pandemic. We also asked the students’ to offer their ideas and suggestions for further improvements in teaching and learning, as we look toward a post-COVID world. In this paper, we address issues relating to the availability of, and accessibility to, necessary digital technologies (e.g., learning and communication platforms), isolation, disconnection, and loneliness among students, the overall impact of the pandemic on learning and academic performance, and the reliability of assessment methods., cybercrime dangers and fake information. A total of 1005 responses to the survey were received and analysed. The results are presented in this paper together with reflections of the authors. The paper concludes with a summary of suggestions for process improvements in distance education, and the need for preventive preparedness in the post-COVID period

Reelin Controls Progenitor Cell Migration in the Healthy and Pathological Adult Mouse Brain

Understanding the signals that control migration of neural progenitor cells in the adult brain may provide new therapeutic opportunities. Reelin is best known for its role in regulating cell migration during brain development, but we now demonstrate a novel function for reelin in the injured adult brain. First, we show that Reelin is upregulated around lesions. Second, experimentally increasing Reelin expression levels in healthy mouse brain leads to a change in the migratory behavior of subventricular zone-derived progenitors, triggering them to leave the rostral migratory stream (RMS) to which they are normally restricted during their migration to the olfactory bulb. Third, we reveal that Reelin increases endogenous progenitor cell dispersal in periventricular structures independently of any chemoattraction but via cell detachment and chemokinetic action, and thereby potentiates spontaneous cell recruitment to demyelination lesions in the corpus callosum. Conversely, animals lacking Reelin signaling exhibit reduced endogenous progenitor recruitment at the lesion site. Altogether, these results demonstrate that beyond its known role during brain development, Reelin is a key player in post-lesional cell migration in the adult brain. Finally our findings provide proof of concept that allowing progenitors to escape from the RMS is a potential therapeutic approach to promote myelin repair

Impaired nerve regeneration in reeler mice after peripheral nerve injury

Reelin, an extracellular matrix protein, plays an important role in the regulation of neuronal migration and cortical lamination in the developing brain. Little is known, however, about the role of this protein in axonal regeneration. We have previously shown that Reelin is secreted by Schwann cells in the peripheral nerve compartment during postnatal development and that it is up-regulated following nerve injury in adult mice. In this work, we generated mice deficient in Reelin (reeler) that express yellow fluorescent protein (YFP) in a subset of neurons and examined the axonal regeneration following nerve crush. We found that axonal regeneration was significantly altered compared with wild-type mice. By contrast, retrograde tracing with Fluorogold dye after sciatic nerve crush was unaffected in these mutants, being comparable with normal axonal transport observed in wild-type. These results indicate that the absence of Reelin impairs axonal regeneration following injury and support a role for this protein in the process of peripheral nerve regeneration