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Technology integration in classroom settings has become a popular concept, especially due to the growth of the digital native population of learners and the novelty of technology tools. This exploratory study aimed at introducing a low-cost Virtual Reality kit, Google Expeditions, in a language classroom and explore its potential as a student-led tool for supporting language learning and teaching. The use of Google Expeditions was guided by teach-back, a pedagogical methodology which emphasises communication and comprehension through spoken interaction. Data were collected through interviews, focus groups, questionnaires, observations and video-taped sessions. Findings provide information on the patterns followed when pedagogically implementing Google Expeditions under teach-back. What is more, evidence is provided on how collaboration is encouraged and on the positive learning experiences of the students in the Google Expeditions sessions. Implications for researchers and instructional designers are also provided.

This article explains how the "Common European Framework of References for Languages" (CEFR; Council of Europe 2001, "Common European Framework of Reference for Languages: Learning, teaching, assessment." Cambridge: Cambridge University Press) has been applied in language courses at the Language Centre (LC) of the Cyprus University of Technology (CUT), demonstrating successful adaptations, but placing particular emphasis on the challenges faced in the alignment of English for Specific Purposes (ESP) courses with the CEFR. The CEFR is a tool providing a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. Its introduction has transformed the learning of languages, and its implementation requires major changes in teaching practices. The CEFR is oriented towards tasks and learning outcomes and provides descriptors of general language competence which are recognised and used internationally. However, many higher education institutions offer students the opportunity to study languages for specific purposes. In such educational contexts, the alignment of courses with the CEFR descriptors presents additional challenges. This paper demonstrates the difficulties faced by language educators at the LC of the CUT in the process of adapting a wide range of multidisciplinary English for Specific Purposes courses in accordance with the CEFR. Data were collected via focus group discussions among language educators at the LC CUT who had extensive experience in teaching ESP courses at university level. Emerging topics include stakeholders' needs analysis, materials development, effective methodologies, task design, and the use of Information and Communication Technology (ICT) tools, among others. Major findings centre on the need for a tool that would facilitate the description of ESP competence levels corresponding to the CEFR but informed by a multidisciplinary perspective.

This paper discusses the ways in which artists experience the issue of national/cultural identity and its connection with language/the Greek Cypriot dialect mainly, during the second decade of the 21st century in Cyprus. Concepts such as hybridity and cultural identity are discussed. In the 21st century, hybridity and diversity have been largely established in culture, in the arts. Cultural difference becomes a necessary and, above all, desirable phenomenon, whose function is to break myths (national, ideological, etc.). The search for cultural identity seems to preoccupy mostly the new generation of directors, since the beginning of the second decade of our century. Many artists express their engagement with the national/cultural identity issue in two ways: either through the theme of the performances or through the use of the Greek Cypriot dialect as the language of the performance. Some productions are indicated as examples. [ABSTRACT FROM AUTHOR]

Previous studies in various regions of the world have described differences in the sexual experiences, attitudes, and beliefs of men and women. This paper presents results of a survey conducted to evaluate these differences in university-educated young men and women from Cyprus. The results indicate many differences between the two genders and specifically shows that: men have more sexual partners than women, men have sexual experiences earlier than women, women have longer relationships before having sex for the first time, women give more emotional reasons for having sex for the first time, and men are more adventurous. More than 70 % of the participants use contraception, while the reasons why contraception is used differs between the two genders. [ABSTRACT FROM AUTHOR]

This article presents information about the profession of social work in Cyprus. Social work as a profession became licensed in March 2005. Now only qualified social workers could apply for social work posts. Till now, 52% of social workers in the country were graduate social workers, while the remaining staff were professionals from related disciplines. The year 2005 is also important for social work education in Cyprus. The first group of graduates from the School of Social Work of the Frederick Institute of Technology completed its education. The first School of Social Work in the Republic of Cyprus was established in 2001. The school runs a four year course that offers 137 credit hours to its students. One of the important part of the course is the successful completion of field work that consists of 840 hours over the course of three semesters. It provides the opportunity for students to network and learn the needs of the social work market. The students also have the advantage of practice in Cypriot field placements.

Aims: To investigate clinically and genetically all the distal renal tubular acidosis (dRTA) cases in Cyprus, to study one more family from Greece and to perform the first dRTA prenatal diagnosis. We also tried to find any association with sensorineural hearing loss (SNHL) onset and particular mutations. Methods: Nine dRTA families from Cyprus and one from Greece were analyzed for mutations in ATP6V1B1 gene by DNA resequencing and PCR-RFLPs. Clinical diagnosis was performed by standard criteria. Prenatal diagnosis was performed for one Cypriot family. Results: Results show that 7/9 dRTA cases in Cyprus are caused by 229+1G>T and R157C founder mutations in ATP6V1B1 gene. 229+1G>T mutation was estimated to be older than 400 years. No genotype- phenotype correlation was found with SNHL. A known (L81P) and a novel mutation (912delT) were found in the Greek family. Prenatal diagnosis was performed for one Cypriot family, after parents' demand, showing that the embryo was a heterozygous carrier. Conclusion: Existence of only two ATP6V1B1 mutations in the Cypriot population is a diagnostic advantage. The age of onset of SNHL varies in our patients and probably is not related to ATP6V1B1 genotypes. Effective therapy for most of the syndrome symptoms is not satisfactory for some parents who choose prenatal diagnosis to ensure their child's health. Copyright © 2010 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]