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Both cis- and trans-RuCl2(DMSO)4 (cis-Ru and trans-Ru) react with ApG, GpA, d(ApG) and d(GpA) to yield products with bifunctional metal coordination of the bases. For each dinucleotide one major product and several minor species are formed. This is in contrast to previous results on analogous reactions between trans-Ru and d(GpG) where a substantial amount of an intermediate species was found. The rates of reaction between dinucleotides and cis-Ru are approximately 20-fold slower than for trans-Ru. The compounds formed with the two isomers exhibit identical proton NMR spectra, suggesting the same coordination mode for ruthenium in the final product. The two purine bases are coordinated to ruthenium through N7 in a head-to-head conformation with the glycosidic angles being in the anti range. Coupling constants indicate a relatively pure 3'-endo conformation for the 5'-sugar and mainly 2'-endo for the 3'-sugar. The similar bifunctional binding mode of cis- and trans-Ru(II) with dinucleotides as evident from the NMR spectra are in contrast to the different mode of interaction suggested earlier for cis- and trans-Ru complexes with DNA. trans-Ru interacts with the deoxyoctanucleotide d(CCTGGTCC), giving two main products during the first 2 h of incubation time. Four H8 guanine resonances are shifted downfield, characteristic of N7 metal coordination. The products are not analyzed in detail, but it is suggested that the structures may be described as two chiral G(N7/N7) chelates.

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It is a well-known fact that during recent years, the new economic and technological environment, which has emerged from the dynamic impacts of globalization, has given rise to the increased development of information and communication technologies that have immensely influenced education and training all over Europe. Within this framework, there is an ever growing need for educators worldwide to effectively prepare their students for the associated technological and social challenges; something that in reality will constitute the springboard towards achieving future employment and social welfare. It thus becomes evident that technology in the new pedagogies is pervasive and is used as a means for discovering and implementing the deeper learning goals, namely those relating to the creation of new knowledge in the world. In relation to the above, the present study focuses on the impact of the New Pedagogies as perceived through the 21 st century skills prism which are highly relevant to students' future academic progress so as for them to achieve, on a long-term basis, personal and professional excellence. Specifically, in the context of creating new knowledge by using the power of digital tools, a case study which explores the exploitation of the web 2.0 Google Drive tool in 6 th graders' classes (elementary school) within Project-based learning (PBL) framework is examined. The research is expected to prove that the involved German educator is going to assist her students via a promising PBL activity so as for them to realize the value of ICT in the learning process.Keywords: e-learning; web 2.0 tools; google drive; 21 st century skills; project-based learning; new pedagogiesIn the light of the aforementioned, Fullan & Langworthy (2014:3) claim that while in the old pedagogies a teacher's performance was assessed primarily in terms of his or her ability to deliver content in their area of specialization, in the new pedagogies the foundation of teacher quality is a teacher's pedagogical capacity -their repertoire of teaching strategies and their ability to form partnerships with students in mastering the process of learning. However, in spite of the fact that the digital revolution has already transformed the way young people and children play, learn, communicate and access information, as Fullan & Langworthy (2014:7) indicate, it has not so far "transformed most Published by Sciedu Press PreparationDuring the preparation project phase, students participated in negotiating the PBL aims with the teacher, proposing the project theme as well as the preferred teaching/learning strategies. A discussion took place regarding the anticipated benefits as well as the selection of Google Drive as a web tool for information search and the creation of web presentations. Students watched examples of Google Drive presentations and a conversation followed dealing with the prospect of collaborative creation of content and text, blended learning activities, communication and participation, synchronous and asynchronous communication...

The interaction of the uranyl(VI) ion (UO 2 2+ ) with two anthracyclines, adriamycin (Adr) and daunorubicin (Dnr), has been studied by absorption, circular dichroism, fluorescence and NMR spectroscopy. We have shown that both drugs can form two complexes with UO 2 2+ , a process strongly dependent on the dielectric constant of the solvent, the metal-to-ligand ratio (R), and the pH. The first complex (I) involves coordination of the metal ion to the [C(11)−O − , C(12)=O] chelating site, while the second complex (II) involves coordination to the [C(6)−O − , C(5)=O] site. In aqueous solutions at pH 6.5,

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It is a well-known fact, nowadays, that Europe is undergoing major transformations since knowledge-based employment and the innovation it initiates constitute its most invaluable attributes in contemporary world economy. The quality of European education can be depicted in the efficiency of its training systems which include both educational and training schemes pertaining to European Commission key activities. Within this framework, Lifelong Learning and its accessibility play a determining role in the optimistic goal of altering Europe into an active, knowledge-based economy. For this reason, it becomes evident that Lifelong Learning entails familiarity on the part of the active labor force with fundamental skills such as the ability to pursue and continue learning as well as the shaping of the learning process over a given lifespan. Consequently, the renowned key competences such as literacy, numeracy, Communication and Technology (ICT), foreign languages and digital literacy obtained through systematic European policy that is delivered through the parameters of the Lifelong Learning Program are required in order for new knowledge to be processed.