Accessibility of Cypriot University websites in Cyprus

Abstract: Access and equity in higher education is a complicated discipline related to social, economical, technological and political developments in a country. This paper is a work in progress and it aims to discuss issues of accessibility in Higher education regarding equal opportunities in the use of technology for students with disabilities. Accessibility to technology and with technology, especially in the internet era, includes different types of physical and digital design. These not only refer to specialised interface devices often referred to as assistive technology, but also to the accessibility of the web itself (Zaphiris & Zacharia, 2001). Examining access in higher education from the point of view of technology, this paper aims to: 1. briefly present and discuss the provisions of the current Cyprus and European legislation regarding the use of accessible technology and access to technology (and the use of the web) in higher education for students with disabilities. 2. investigate the ways universities respond to the needs of their students with disabilities regarding the use of accessible technology and access to technology 3. analyze the accessibility of the Cyprus universities’ web sites Data collection involves: (a) analysis of Cyprus and European documentation, (b) interviews with officers of the student affairs and welfare departments of each university and (c) expert accessibility evaluation of the websites of all universities in Cyprus. The educational system in Cyprus is highly centralised and policies of funding, administration and pedagogy are centrally developed by the government (Symeonidou, 2002). Education is compulsory until the age of 15, and almost 100% of the students continue their education in the lyceum or technical school, and the majority continue in further and higher education, in Cyprus and abroad. With the establishment of 3 public and 4 private universities in the country the numbers of student continuing in higher education are highly increase in the last 4 years, including an important number of students with disabilities. Provision for the education of students with disabilities is traditionally called by the 1999 Education Act for the Education of Children with Special Needs (MOEC, 1999), which was formally implemented in 2001. Preliminary data and information from previous studies evidenced that among others, the legislation is covering general issues of accessibility (cognitive, physical and communication), which also may imply technology, without though providing any specific guidelines (Mavrou, 2011). In addition, it provides relevant directions for higher education, but mainly poses the responsibility to the higher educational institutions. Hence, issues of accessibility and technology do not seem to be officially directed by legislation or regulations and guidelines by the Cyprus government, at any level of education or other sectors, even if the country have signed relevant EU conventions and documentation. Accessibility for information on the Web has been well regulated in the United States (U.S.) and the European Commission (DRC, 2004; Section508, 2011). The European approach to ensuring the availability of accessible information on public Web sites is encapsulated in the eEurope Action Plan 2002 which emphasises that, “Public sector web sites […] must be designed to be accessible to ensure that citizens with disabilities can access information and take full advantage of the potential for e-government” (EU Commission, 2000). Unfortunately the Cypriot legislature is not yet in line with the European action plan on the issue of web accessibility. There are no specific legislative or regulatory measures regarding eAccessibility for public or private websites in Cyprus (eInclusion). However, Article 16 of the new EU Structural Funds regulations is expected to have an impact on eAccessibility and as Cyprus has signed the Convention, now Article 9 sets forth the obligation of the country to ensure accessibility to the Internet (but it is not a legislation). As per eInclusion in Cyprus, it was planned that within 2010, these sites would be further enhanced based on WCAG 2.0, level AA (EU. 2010). To our knowledge, only one previous study has analyzed Cypriot web sites with respect to accessibility via automated testing on WCAG1.0 (Zaphiris & Zacharia, 2001). The results showed that the Cyprus websites, including academic websites, were ranked very low in terms of accessibility (only 20% of them were Bobby approved). The present study, aims to investigate the accessibility of new technologies, especially the web, of universities, 10 years after the first study, as well as after Cyprus joined the EU where signed relevant conventions and documents

Dysregulated placental microRNAs in Early and Late onset Preeclampsia

Copyright © 2017. Published by Elsevier Ltd.INTRODUCTION: To determine the miRNA expression profile in placentas complicated by Preeclampsia (PE) and compare it to uncomplicated pregnancies. METHODS: Sixteen placentas from women with PE, [11 with early onset PE (EOPE) and 5 with late onset PE (LOPE)], as well as 8 placentas from uncomplicated pregnancies were analyzed using miRNA microarrays. For statistical analyses the MATLAB® simulation environment was applied. The over-expression of miR-518a-5p was verified using Quantitative Real-Time Polymerase Chain Reaction. RESULTS: Forty four miRNAs were found dysregulated in PE complicated placentas. Statistical analysis revealed that miR-431, miR-518a-5p and miR-124* were over-expressed in EOPE complicated placentas as compared to controls, whereas miR-544 and miR-3942 were down-regulated in EOPE. When comparing the miRNA expression profile in cases with PE and PE-growth restricted fetuses (FGR), miR-431 and miR-518a-5p were found over-expressed in pregnancies complicated by FGR. DISCUSSION: Since specific miRNAs can differentiate EOPE and LOPE from uncomplicated placentas, they may be considered as putative PE-specific biomarkers. MiR-518a-5p emerged as a potential diagnostic indicator for EOPE cases as well as for PE-FGR complicated placentas, indicating a potential link to the severity of the disease.Peer reviewe

Diagnosis of Fanconi Anaemia (FA) in dizygotic twins

In this study we report on a case of FA in dizygotic twins with characteristic congenital abnormalities and the same deletions of the FANCA gene

Investigation of FANCA mutations in greek patients

Background: Fanconi anemia (FA) is a rare genetic disease characterized by considerable heterogeneity. Fifteen subtypes are currently recognised and deletions of the Fanconi anemia complementation group A (FANCA) gene account for more than 65% of FA cases. We report on the results from a cohort of 166 patients referred to the Department of Medical Genetics of Athens University for genetic investigation after the clinical suspicion of FA. Materials and Methods: For clastogen-induced chromosome damage, cultures were set up with the addition of mitomycin C (MMC) and diepoxybutane (DEB), respectively. Following a positive cytogenetic result, molecular analysis was performed to allow identification of causative mutations in the FANCA gene. Results: A total of 13/166 patients were diagnosed with FA and 8/13 belonged to the FA-A subtype. A novel point mutation was identified in exon 26 of FANCA gene. Conclusion: In our study 62% of FA patients were classified in the FA-A subtype and a point mutation in exon 26 was noted for the first time

EMOTIONAL INTELLIGENCE

Emotional Intelligence (EI) encompasses the ability to identify, use, understand, and manage one's emotions, as well as perceive and manage the emotions of others. This paper categorizes the skills of EI into intrapersonal skills, interpersonal skills, adaptability, and stress management. It discusses strategies to enhance EI, including identifying strengths and weaknesses, setting goals, and managing stress. Additionally, the paper explores the relationship between EI, confidence, and stress, and highlights the benefits of EI in building relationships, succeeding in various life domains, and promoting overall well-being. Finally, the paper advocates for the inclusion of EI education in school curricula to foster positive behavior and skill development among students

Emotional intelligence, working memory, and emotional vocabulary in L1 and L2: Interactions and dissociations

Cognition and emotion are interrelated concepts. However, very little is known about the relation between working memory capacity (WMC) and emotional intelligence (EI) and their effect on the retrieval and generation of emotional vocabulary. This study aimed to explore correlation patterns between WMC and four factors of trait EI (well-being, self-control, emotionality, sociability). It also sought to examine whether WMC and trait EI are significant determinants of the number and perceived pleasantness of emotion words freely retrieved and produced in a non-emotionally charged context and the extent to which language of retrieval had an effect on this association. The results showed negative correlations between WMC and two factors of trait EI (well-being and emotionality). Trait EI was the sole predictor variable of the perceived pleasantness of the words retrieved, whereas trait EI, language of retrieval, and gender explained a statistically significant amount of the variance in the number of emotion words generated. Qualitative analysis of the emotional vocabulary revealed a slight predominance of positive words and common patterns in the most highly activated words in both first and second languages

A Study of the Greek-Cypriot Public Education System, 1974-1994

SIGLEAvailable from British Library Document Supply Centre-DSC:DX201665 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

What language does your heart speak? The influence of foreign language on moral judgements and emotions related to unrealistic and realistic moral dilemmas

Emotional attenuation in a second language is believed to be one of the main causes of the Moral Foreign Language effect (MFLe). However, evidence on the mediating role of emotion in the relationship between language and moral judgements is limited and mainly derives from unrealistic moral dilemmas. We conducted two studies to investigate (1) whether the MFLe is present in both unrealistic (Study 1) and realistic (Study 2) moral dilemmas, and (2) whether this effect can be attributed to reduced emotionality. In Study 1, the MFLe was found in the moral judgements made by Spanish-English bilinguals. However, the same pattern was not observed in Greek Cypriot-English bilinguals’ moral judgements, and this result was attributed to the prominent role of English in Cyprus. In Study 2, the MFLe extended to realistic moral dilemmas when the outcome of the action entailed the violation of a social norm. Study 1 and Study 2 also revealed that these bilinguals experienced a wide range of emotions in their L1 and L2, which did not differ significantly across languages. Mediation analyses further indicated that the MFLe was not mediated by emotional blunting, which made us consider alternative explanations for the MFLe

Emotion and moral stance in evaluations of impoliteness in L1 and L2 from video clips of workplace interactions

This study investigates how emotions and moral stance influence evaluations of impoliteness between first language (L1) and second language (L2) English users, from an interdisciplinary perspective combining pragmatics, bilingualism, emotion research, and moral psychology. The study widens previous impoliteness research by focusing on both L1 and L2 users and analyses moral stance and emotions following a mixed methods approach. The study was preregistered prior to data collection and analysis. Fifty-five L1 English participants and 45 Spanish-speaking participants with L2 English watched video clips of workplace interactions and assessed the level of impoliteness in these videos. Moreover, the participants indicated the emotions they experienced after watching the video clips and completed the Moral Foundations Questionnaire. The results revealed that L2 users perceived higher levels of impoliteness. By contrast, emotional reactions to impoliteness did not significantly differ between L1 and L2 English users. Qualitative analysis of the participants’ emotions showed that these alluded to notions of moral order, with moral emotions being prevalent. The moral foundation of harm/care appeared to be the most prominent within impoliteness evaluations. In light of the above findings, this study suggests L2 (pragmatics) teaching should raise L2 learners’ awareness of the pesonal and psychological factors involved in impoliteness events, provide input on inferences from gesture, and draw on workplace interactions as a useful context for discussions on infelicitous interactions