Trichophyton isolates with reduced susceptibility to antifungals are now increasingly reported worldwide. We therefore studied the molecular epidemiology and the in vitro antifungal susceptibility patterns of Greek Trichophyton isolates over the last 10 years with the newly released EUCAST reference method for dermatophytes. Literature was reviewed to assess the global burden of antifungal resistance in Trichophyton spp. The in vitro susceptibility of 112 Trichophyton spp. molecularly identified clinical isolates (70 T. rubrum, 24 T. mentagrophytes, 12 T. interdigitale and 6 T. tonsurans) was tested against terbinafine, itraconazole, voriconazole and amorolfine (EUCAST E.DEF 11.0). Isolates were genotyped based on the internal transcribed spacer (ITS) sequences and the target gene squalene epoxidase (SQLE) was sequenced for isolates with reduced susceptibility to terbinafine. All T. rubrum, T. interdigitale and T. tonsurans isolates were classified as wild-type (WT) to all antifungals, whereas 9/24 (37.5%) T. mentagrophytes strains displayed elevated terbinafine MICs (0.25–8 mg/L) but not to azoles and amorolfine. All T. interdigitale isolates belonged to ITS Type II, while T. mentagrophytes isolates belonged to ITS Type III* (n = 11), VIII (n = 9) and VII (n = 4). All non-WT T. mentagrophytes isolates belonged to Indian Genotype VIII and harbored Leu393Ser (n = 5) and Phe397Leu (n = 4) SQLE mutations. Terbinafine resistance rates ranged globally from 0–44% for T. rubrum and 0–76% for T. interdigitale/T. mentagrophytes with strong endemicity. High incidence (37.5%) of terbinafine non-WT T. mentagrophytes isolates (all belonging to ITS Type VIII) without cross-resistance to other antifungals was found for the first time in Greece. This finding must alarm for susceptibility testing of dermatophytes at a local scale particularly in non-responding dermatophytoses.

The educational role and social contribution of the Museums are achieved by increasing their communication with each social group and their extroversion cultural roles. Τhey can also offer exchanges of experiences by encouraging students' audience. Because of the general world upheavals, the social contribution of the Museums has changed. The goal of this study is to appoint the students' views of a virtual educational Popular Culture Museum. In this context, a research in the third grade of junior High school in Ialyssos, Rhodes, was carried out during the school year 2012-2013. After participating in a school project concerning a construction of an educational virtual Museum, one hundred (100) students took part in the research and answered a questionnaire before and after the teaching intervention. In order to extract the research results, we used statistics software SPSS v.17 and SPAD v. 4.5, offered by the Department Education in the University of the Aegean.

Culture and Education are two concepts intertwined together as, through Education, formal and informal, forms and elements of Culture are developed. Education is therefore one of the most important factors of enhancement, promotion and preservation of cultural heritage through the development of appropriate educational "spaces" directed to different social groups. The research took place in Greece over the Academic year 2013-14 and it was carried out nationally aiming students' depiction of views and attitudes on the use of a virtual educational Museum. The total number of respondents nationwide was 22902 students of first, second and third grade of High School. Keywords: virtual museum, educational implications and applicationsThe goals of the research were:  To determine whether the educational virtual museum can contribute to an interdisciplinary approach to the subjects taught secondary education and particularly in high school.  To test students' knowledge at the level of folk Art and Culture. Carry out a correlation of their estimates, with demographic data and the level of education of their parents.

The goal of this study was to appoint students' views on the lesson, "Art Education and Creations of Artistic forms". In this context, a research was carried out at the University of the Aegean, DepArtment of Primary Education during the first semester of 2013-2014. The lectures included pArt from the basic knowledge, students' involving in Artistic activities and exercises in Traditional Art. Most of the activities were designed to promote Cultural Heritage through Art and the final work was for them to create training manual to be used by students of Primary Education, in order to learn about the local Cultural Heritage. The questionnaire was answered by 149 students pArticipated in the research before and after the lectures and Artistic works they had to carry out. In order to extract the research results, we used statistical software SPSS v.17 offered by the School of Humanities of the University of the Aegean. The analysis showed that most of the students are positive towards following the specific course at the University and believe that it promotes Cultural Heritage and in combine with the economic, social, cultural and sustained development of the country.

The goal of this study is to investigate the connective role of Art Education between Traditional Aegean Architecture and Cultural Heritage. For this purpose 160 students of the Department of Primary Education, University of the Aegean, during the winter semester of 2013 were involved in a project entitled: "Discover the traditional settlement of Lindos through Art and Geometry", for the course, Art Education and Visual Creations forms. The research shows that students came into contact with the traditional Architecture and in direct contact with the natural environment of Lindos. The project and the artistic exercises, gave them the opportunity to build an infrastructure of aesthetics and culture which can be passed to their future students whatever the geographical location of the place