Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools.

The present paper seeks to explore the contextual factors shaping the emotional labour experiences of secondary school teachers and explain the ways these educators manage their emotions. Data were generated through a series of 20 in-depth, semi-structured interviews with modern language (ML) teachers in the UK. The findings showed that teachers experienced primarily negative forms of emotional labour and these experiences were driven by five interrelated contextual factors: the lack of institutional support, heavy workload, low perceived status of MLs, students' lack of motivation, and classroom misbehaviour. To manage their emotions, the study reveals that teachers used a wide range of coping mechanisms such as suppression, venting, social support, positive reframing, and the development of positive student-teacher relationships. In light of our results, we call for the emotional dimension of teaching to be better integrated into training programmes, an improvement in working conditions and better support mechanisms for teachers.

Synthesis and characterization of selective dopamine D2 receptor antagonists. 2. Azaindole, benzofuran, and benzothiophene analogs of L-741,626.

A series of indole, 7-azaindole, benzofuran, and benzothiophene compounds have been prepared and evaluated for affinity at D2-like dopamine receptors. These compounds share structural elements with the classical D2-like dopamine receptor antagonists haloperidol, N-methylspiperone and benperidol. Two new compounds, 4-(4-iodophenyl)-1-((4-methoxy-1H-indol-3-yl)methyl)piperidin-4-ol (6) and 4-(4-iodophenyl)-1-((5-methoxy-1H-indol-3-yl)methyl)piperidin-4-ol (7), were found to have high affinity to and selectivity for D2 versus D3 receptors. Changing the aromatic ring system from an indole to other heteroaromatic ring systems reduced the D2 binding affinity and the D2 versus D3 selectivity.