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Description of Bispira causioi sp. nov. (Annelida, Sabellidae), an introduced taxon or another case of native invasion?
No full textThe new species Bispira causioi sp. nov. is here described. This taxon shares several morphological features, such as the shape of both uncini and companion chaetae, with other Bispira species mostly of tropical origin. The first observation of this taxon, along the Apulian coast, dates back to 2012 and was never recorded before. At the present, it occurs along the whole Italian Coasts, being reported in several pictures by the SCUBA-diving photographers and tentatively identified as either Sabella pavonina Savigny, 1822 or Bispira viola (Grube, 1863). In addition, in depth comparisons were conducted with material housed at the Museo di Biologia Marina of the Salento University, especially with the similar Mediterranean species (B. viola described by Grube 1863 for the North Adriatic Sea, as well as Bispira riccardi Giangrande, Putignano, Enrichetti 2022, described for North Tyrrhenian deep muddy substrates), but also with material of tropical Bispira species present in this collection. An extensive discussion on the literature concerning the reports of B. viola in the past precede the new species description, suggesting different interpretations for our findings
Αρχαιοπινή τοπωνύμια Λευκάδας
No full textΟ συγγραφέας ετυμολογεί 71 τοπωνυμίων της Λευκάδας που μπορούν να αναχθούν στην Αρχαία Ελληνική, π.χ. Αλεχτόρι < Ἀνακτόριον, Μελάγρια < το φυτό μελεάγριον, Νυδρί < δρῦς, Φαλισκάρι < ὀμφαλισκάριον.Ο συγγραφέας ετυμολογεί 71 τοπωνυμίων της Λευκάδας που μπορούν να αναχθούν στην Αρχαία Ελληνική, π.χ. Αλεχτόρι < Ἀνακτόριον, Μελάγρια < το φυτό μελεάγριον, Νυδρί < δρῦς, Φαλισκάρι < ὀμφαλισκάριον
Teachers speak about their sense of professional autonomy in challenging times
No full textΗ παρούσα εργασία αποσκοπεί στη διερεύνηση της αντίληψης που έχουν 23 έμπειροι εκπαιδευτικοί-φιλόλογοι δευτεροβάθμιας εκπαίδευσης για τον επαγγελματικό τους εαυτό στο σύγχρονο εκπαιδευτικό συγκείμενο σε σύγκριση με τα πρώτα χρόνια άσκησης του επαγγέλματός τους∙ για το πώς, δηλαδή, οι εκπαιδευτικοί αυτοί αντιλαμβάνονται τους νέους Λόγους για την εκπαίδευση και για το πώς επηρεάζουν το έργο και την αντίληψη της αυτονομίας τους.
Μιλώντας για νέους Λόγους για την εκπαίδευση, αναφερόμαστε στην εκπαιδευτική ατζέντα του 21ου αιώνα, η οποία συναρθρώνεται στην εύρεση των πιο αποδοτικών τρόπων κατάκτησης προαποφασισμένων γνώσεων και δεξιοτήτων, που ελέγχονται ως προς τα μετρήσιμα αποτελέσματά τους, και στην εδραίωση της λογοδοσίας. Παράλληλα, νέες έννοιες όπως νέα γνώση-δια βίου μάθηση, κοινωνία των δεξιοτήτων, δημιουργική και κριτική σκέψη, ικανότητες συνεργασίας, γραμματισμοί κυριαρχούν στα προτάγματα του ΟΟΣΑ και επαναλαμβάνονται σε όλους τους τόνους από μια στρατηγικά ασαφή και συχνά ευφημιστική πολιτική ρητορική που υποκαθιστά την παιδαγωγική γλώσσα.
Παρά τη σημαντική βιβλιογραφία που τεκμηριώνει τις επιπτώσεις των πολιτικών λογοδοσίας, λίγα είναι γνωστά για το πώς οι εκπαιδευτικοί σκέφτονται και ενεργούν μέσα σε αυτό το πλαίσιο, σε σχέση με τις παιδαγωγικές τους δεσμεύσεις και ταυτότητες.
Τα δεδομένα της παρούσας, ερμηνευτικά προσανατολισμένης, ποιοτικής έρευνας συλλέχθηκαν από ημι-δομημένες συνεντεύξεις βάθους, οι οποίες κωδικοποιήθηκαν σε ένα επαγωγικό σύστημα κατηγοριών και υποκατηγοριών και μορφοποιήθηκαν στη συνέχεια σε κατηγορίες με τη μέθοδο της διαρκούς σύγκρισης των περιεχομένων.
H ανάλυση των δεδομένων ανέδειξε τρία προφίλ εκπαιδευτικών, που χαρακτηρίζονται από: α) ρητή αντίθεση και αντίσταση στη σύγχρονη εκπαιδευτική συνθήκη, β) προβληματοποίηση και συμβιβασμό με αυτήν, και γ) προσαρμογή και ικανοποίηση από τη σύγχρονη εκπαιδευτική συνθήκη.
Το πιο σημαντικό συμπέρασμα είναι ότι οι περισσότεροι συμμετέχοντες στην έρευνα δείχνουν τουλάχιστον να αναγνωρίζουν ότι έχει εγκαθιδρυθεί, και όχι μόνον στη χώρα μας, ένα σύστημα, το οποίο ανακατευθύνει τους εκπαιδευτικούς σε άλλες απόλυτες ‘αλήθειες’ για το τι είναι σωστό και λάθος, και τους καθιστά υπεύθυνους για την απόδοση των μαθητών αλλά και τη δική τους. Δυσφορούν, εξαιτίας της αίσθησης ενός διαρκούς, αφανούς ή φανερού, ελέγχου. Βιώνουν τις επιζήμιες επιπτώσεις που έχουν στην αυτονομία και στο εκπαιδευτικό τους έργο οι μεταρρυθμίσεις υπό τον κυρίαρχο Λόγο του νεοφιλελευθερισμού. Κάποιοι αντιστέκονται, αναζητώντας εναλλακτικές για τη δουλειά τους στην τάξη και προσπαθώντας να επικοινωνήσουν την ανάγκη για επανεφεύρεση της αποστολής τους∙ κάποιοι συμβιβάζονται υπό το κράτος διλημμάτων και συγκρούσεων∙ ελάχιστοι δείχνουν ικανοποιημένοι.
Προτάσεις που απορρέουν από τα ευρήματα της έρευνας συζητούνται επίσης.This study aims to investigate 23 experienced secondary school teachers’ perceptions of their professional selves in the contemporary educational context compared to the early years of their career; that is, how these teachers perceive the new discourses on education and how they affect their work and their perception of autonomy.
When we talk about new discourses on education, we refer to the educational agenda of the 21st century, which is articulated in finding the most efficient ways of acquiring predetermined knowledge and skills, which are assessed in terms of their measurable results, and in establishing accountability. At the same time, new concepts such as new knowledge-lifelong learning, skills, creative and critical thinking, collaboration skills, and literacies dominate the OECD's agenda and are repeated in all tones by a strategically vague and often euphemistic political rhetoric that replaces pedagogical language.
Despite the significant literature documenting the impact of accountability policies, little is known about how teachers think and act within this framework in relation to their pedagogical commitments and identities.
The data for this interpretative, qualitative research were collected from semi-structured in-depth interviews, which were coded into an inductive system of categories and subcategories and then formatted into categories using the method of constant comparison of content.
The analysis of the data revealed three teachers’ profiles, characterized by: a) explicit opposition and resistance to the current educational situation, b) problematization and compromise with it, and c) adaptation and satisfaction with the current educational situation.
The most important conclusion is that most participants seem to at least recognize that a system has been established, not only in our country, that redirects educators to other absolute 'truths' about what is right and wrong, and makes them responsible for the performance of students as well as their own. They are dissatisfied because of the feeling of constant, hidden or overt, control. They experience the detrimental effects that reforms under the dominant discourse of neoliberalism have on their autonomy and their educational work. Some resist, seeking alternatives for their work in the classroom and trying to communicate the need to reinvent their mission; some compromise under the weight of dilemmas and conflicts; few seem satisfied.
Recommendations arising from the research findings are also discussed
Social determinants of health in newly arrived refugees and migrants in Greece
No full textThe Greek state applies significantly different migration policies for Ukrainian versus other third country nationals and stateless (OTCNS) R&Ms. Using the framework of the SDoH, in this paper, we have assessed policies related to the asylum and temporary international protection processes and elaborated their potential health impact. Our results suggest that in both groups, existing policies may havenegative health impacts with the impact on SDoH being however less detrimental in the case of Ukrainians R&Ms. Also, policies applied to OTCNS R&Ms sustain a prolonged state of precarity, which might have an independently negative health effect. This dichotomous migration policy might result in poorer health outcomes of the OTCNS R&Ms. Due to the nonnegligible size of this population, the erodingeffects of these policies on the social cohesion and health status of the Greek society, should not be underestimated. Critical review of the current migration policy and swift leveling up policy equalization for all categories of R&Ms is needed
Evaluation of Serum Biochemical Parameters, Visfatin, and C-Reactive Protein Concentrations in Obese Versus Non-Obese Cats
No full textObesity in cats is associated with chronic low-grade systemic inflammation, driven by an acute-phase response from adipose tissue. In addition to increasing disease risk, obesity also reduces lifespan. This study aimed, for the first time, to evaluate visfatin levels in clinically healthy-appearing obese cats, assess their relationship with C-reactive protein (CRP) and selected biochemical parameters, and explore their utility as early biomarkers of obesity-related changes. A total of 194 cats presented for routine health checks and vaccinations were screened; after applying inclusion and exclusion criteria, 40 were assigned to the Obese group and 20 to the Control group. All cats underwent physical examination, complete blood count (CBC), serum biochemistry analysis, and measurements of serum CRP and visfatin levels. Body condition score and body weight were significantly higher in the Obese group (p<0.000). While CBC values remained within reference ranges, monocyte (p<0.027) and RDW (p<0.000) levels were significantly elevated in obese cats. Although serum biochemistry values were within reference ranges, the Obese group had significantly higher BUN (p<0.012) and total bilirubin (p<0.000), and lower ALT levels (p<0.035). Serum CRP (p<0.000) and visfatin (p<0.001) levels were also markedly elevated in obese cats. Diagnostic evaluation indicated that monocyte count, AST, LDH, and GGT had acceptable value, RDW, BUN, and visfatin had excellent value, and CRP and total bilirubin demonstrated outstanding diagnostic utility for identifying subclinical inflammation. In conclusion, the findings highlight the persistence of chronic low-grade inflammation in obese cats, even in the absence of clinical signs. Routine monitoring of CRP and visfatin, along with dietary and behavioral interventions, may be crucial for early detection and management of obesity and its related comorbidities in at-risk cats
Modeling Egg Yield Values in Alectoris Chukar with Nonlinear models: Modeling of the Egg Yield Values in Alectoris Chukars
No full textIn this work, nonlinear models were used to simulate the egg production values of breeding partridges raised in intense settings at the Kahramanmaraş Kapıçam Partridge Production Station. 792 individuals in 22 pens (24 males and 36 females each pen) had their daily and cumulative egg production curves over 81 days collected. The Logistic, Gompertz, and Gamma models were used to cumulative yield curves. Gompertz, Logistic, Richard, McNally, Gamma, Cubic Spline, Quadratic, Quadratic Spline, and Modified Compartmental models were used to assess daily productivity. Model performance was assessed using mean squared error, corrected coefficient of determination, accuracy factor, bias factor, Durbin-Watson statistic, Akaike Information Criterion, adjusted Akaike Information Criterion, and Bayesian Information Criterion. The Gamma model best described cumulative yield (MSE: 44.6, R²: 0.99, accuracy: 1, bias: 1, DW: 1.79, AIC: 221.2, adj. AIC: 221.8, BIC: 317.7), while the McNally model best described daily yield (MSE: 1.2, R²: 0.99, accuracy: 1.0, bias: 1.05, DW: 1.83, AIC: 97.81, BIC: 33.27).In this work, nonlinear models were used to simulate the egg production values of breeding partridges raised in intense settings at the Kahramanmaraş Kapıçam Partridge Production Station. 792 individuals in 22 pens (24 males and 36 females each pen) had their daily and cumulative egg production curves over 81 days collected. The Logistic, Gompertz, and Gamma models were used to cumulative yield curves. Gompertz, Logistic, Richard, McNally, Gamma, Cubic Spline, Quadratic, Quadratic Spline, and Modified Compartmental models were used to assess daily productivity. Model performance was assessed using mean squared error, corrected coefficient of determination, accuracy factor, bias factor, Durbin-Watson statistic, Akaike Information Criterion, adjusted Akaike Information Criterion, and Bayesian Information Criterion. The Gamma model best described cumulative yield (MSE: 44.6, R²: 0.99, accuracy: 1, bias: 1, DW: 1.79, AIC: 221.2, adj. AIC: 221.8, BIC: 317.7), while the McNally model best described daily yield (MSE: 1.2, R²: 0.99, accuracy: 1.0, bias: 1.05, DW: 1.83, AIC: 97.81, BIC: 33.27)
Heisenberg’s Uncertainty Principle: A First Look at Quantum Mechanics and Its Extensions
No full textBased on the author’s 2024-2025 Middle Years Program Personal Project, the present work introduces Heisenberg’s uncertainty principle. It is a product of secondary research, which opts to render quantum mechanics accessible to high-school students. Emphasis is primarily given to wave-particle duality, the de Broglie Hypothesis, state vectors, wavefunctions, probability density, and the Bohr model
Educational inequalities in Insular Greece: Ethnicity, Class, Gender, and Policy Responses in a Mediterranean Context
No full textΤο παρόν άρθρο εξετάζει τις ανισότητες στην εκπαίδευση μεταξύ των νησιωτικών και ηπειρωτικών περιοχών της Ελλάδας, εστιάζοντας σε παράγοντες όπως η εθνικότητα, η κοινωνικοοικονομική τάξη, το φύλο και η ανάπτυξη υποδομών, που συμβάλλουν στις διαφορές στην πρόσβαση, την ποιότητα και τη συμπεριληπτικότητα. Η γεωγραφική και πολιτισμική ποικιλομορφία της Ελλάδας δημιουργεί μοναδικές προκλήσεις για την ομοιόμορφη εφαρμογή εκπαιδευτικών πολιτικών, αφήνοντας συχνά τις νησιωτικές κοινότητες υποστελεχωμένες και ανεπαρκώς εξυπηρετούμενες. Μέσω συγκριτικής ανάλυσης πολιτικών, η μελέτη αυτή αντλεί παραλληλισμούς με αντίστοιχες περιοχές της Μεσογείου, όπως η Ιταλία, η Γαλλία και η Ισπανία, όπου οι νησιωτικές και απομακρυσμένες περιοχές αντιμετωπίζουν παρόμοιες εκπαιδευτικές ανισότητες. Σε αυτές τις χώρες, στοχευμένες πολιτικές αντιμετωπίζουν προκλήσεις που σχετίζονται με τη διαπολιτισμική ένταξη, την ψηφιακή υποδομή και τη διανομή πόρων, παρέχοντας χρήσιμες προοπτικές για την ελληνική περίπτωση. Τα ευρήματα υποδεικνύουν ότι η Ελλάδα θα μπορούσε να επωφεληθεί από την υιοθέτηση πολιτισμικά ευαίσθητων πολιτικών, βελτιωμένων στρατηγικών κατανομής εκπαιδευτικού προσωπικού και ενισχυμένων ψηφιακών υποδομών, ειδικά προσαρμοσμένων στις νησιωτικές περιοχές της. Μέσω της αξιοποίησης των ευρωπαϊκών πλαισίων και της προσαρμογής επιτυχημένων πρακτικών από γειτονικές μεσογειακές χώρες, η Ελλάδα μπορεί να προχωρήσει προς ένα πιο δίκαιο εκπαιδευτικό σύστημα. Αυτή η προσέγγιση όχι μόνο συνάδει με τους στόχους κοινωνικής συνοχής της Ευρωπαϊκής Ένωσης αλλά και υποστηρίζει τον ευρύτερο στόχο της διασφάλισης ίσων ευκαιριών εκπαίδευσης για όλους τους μαθητές, ανεξαρτήτως γεωγραφικής τοποθεσίας ή κοινωνικού υπόβαθρου.This article examines educational inequalities between insular and mainland Greece, focusing on how factors such as ethnicity, socioeconomic class, gender, and infrastructure development contribute to disparities in access, quality, and inclusivity. Greece’s geographical and cultural diversity presents unique challenges for uniformly applying educational policies, often leaving insular communities under-resourced and underserved. Through a comparative policy analysis, this study draws parallels with similar Mediterranean regions in Italy, France, and Spain, where insular and remote areas also face educational inequities. In these countries, targeted policies address challenges related to cultural inclusivity, digital infrastructure, and regional resource allocation, offering valuable insights for Greece. The findings suggest that Greece could benefit from adopting culturally responsive policies, improved teacher distribution strategies, and enhanced digital infrastructure, tailored specifically to its insular regions. By leveraging European Union frameworks and adapting successful practices from neighboring Mediterranean nations, Greece can work toward a more equitable education system. This approach not only aligns with European social cohesion goals but also supports the broader aim of ensuring educational opportunities for all students, regardless of geographic location or background
Inclusive Translation in Political Discourse: Challenges and Opportunities in the Representation of Gender through AI
No full textWith an emphasis on gender representation in the German-Greek language pair, this paper uses Large Language Models (LLMs) to analyse the opportunities and difficulties of inclusive translation in political discourse. Significant cross-linguistic and cultural distinctions make it more difficult to transmit inclusive formulations that are becoming more prevalent in political discourse. Greek is still limited by its strongly gendered grammatical structure, while German has a variety of inclusive methods, including gendered doublets, the gender star, and gender-neutral neologisms. This study investigates how state-of-the-art LLMs handle these structural and cultural differences in translation, evaluating the ability of LLMs to accurately and sensitively represent inclusive discourse using a corpus of current german political texts. The results highlight the need to critically analyse AI-mediated translation in situations where the political and social aspects of language are particularly prominent