541 research outputs found
Quality of teacher–child relationship and preschoolers’ pro-social behaviour in German kindergartens
No full textGlüer M, Gregoriadis A. Quality of teacher–child relationship and preschoolers’ pro-social behaviour in German kindergartens. Education 3-13. 2016;45(5):1-14
The Δρομοδείχτης της Ελλάδος of 1824 and Athanasios Stageirites (Τίτλος περίληψης)
No full textσ. [281]-290Κείμενο στα ελληνικά με περίληψη στα αγγλικά με τον τίτλο: The Δρομοδείχτης της Ελλάδος of 1824 and Athanasios StageiritesThe article first examines the close relationship between the publication “Δρομοδείχτης της Ελλάδος” [1824] and the publication “Ηπειρωτικά” (1819) by Athanasios Stageirites and then suggests that Athanasios Stageirites is the likeliest author of the “Δρομοδείχτης της Ελλάδος”.Δωδώνη: Τεύχος Πρώτο: επιστημονική επετηρίδα του Τμήματος Ιστορίας και Αρχαιολογίας της Φιλοσοφικής Σχολής του Πανεπιστημίου Ιωαννίνων; Τόμ. 43-44 (2014-2015
Dataset in support of the Southampton doctoral thesis 'The boatbuilding tradition of the Aegean during the Late Neolithic – Early Bronze Age periods. Typological classification, digital reconstruction and seakeeping assessment'
No full textDataset in support of the Southampton doctoral thesis 'The boatbuilding tradition of the Aegean during the Late Neolithic – Early Bronze Age periods. Typological classification, digital reconstruction and seakeeping assessment' Appendix D - Resistance data and Appendix C - Stability data.
This dataset is focused on two appendices:
Appendix D - Resistance data. D.1 Resistance data produced by the author via MAXSURF Resistance for this thesis.
Appendix C - Stability data
C1. Stability data – STIX and ISO criteria, produced by the author via MAXSURF Stability software for his thesis
This research was funded by Southampton Marine and Maritime Institute (SMMI), Vice-Chancellor's Scholarship, Greek Archaeological Committee UK (GACUK)
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Professional Development and Impact of the Early Change Project : Reflections from the Finnish Example
No full textThis chapter focuses on the reflections and feedback from the implementation of the Early Change project in Finland. More specifically, it discusses the particular way in which the project was implemented in Finland, presents some experiences of the early childhood teachers who used the observational rating scales and the way that it influenced their practices. Further, it discusses the impact the use of observational rating scales had on two levels—on the professional development of the early childhood teachers and on the educational policies implemented in the educational districts that were partners in the Early Change project.peerReviewe
Interpersonal relationships in kindergarten. Kindergarten teachers' and children's perceptions of their relationships
No full textThe interpersonal relationships between kindergarten teachers and children constitute the subject of this study. More specifically, their perceptions for this relationship are being thoroughly looked into. Furthermore, kindergarten teachers’ perceptions concerning the children’s adjustment to the school environment are being recorded. In addition, the criteria used by children to assess the quality of their relationship with their kindergarten teachers are being examined, as well as the correlation between teachers’ and children’s perceptions regarding the quality of their relationship. The topic is being approached both from a theoretical and an empirical level. In the theoretical part the theoretical framework of the current dissertation is being presented and analyzed. The attachment theory and the self-system theory are being presented and their basic principles are being described. The problems related to the research and assessment of small children’s perceptions both from a theoretical and methodological scope are being elaborated. The nature of the teacher-child relationship is being presented together with its role for the child’s social, emotional and cognitive development. The research part of the study includes its goals and aims as well as the methodology used. Sixty-seven kindergarten teachers and four hundred and three children from Thessaloniki municipality kindergartens participated in the sample of the dissertation. In order to assess the research questions, two questionnaires were administered to teachers and two interviews with children were conducted, one interview with visual aids and one interview with puppets. According to the results of the study the relationships between kindergarten teachers and children are generally described as positive. However one cannot overlook the fact that there is a small number of children whose relationships with their teachers were described as negative and conflictuous. Such children who could be “at risk” for problems regarding school adjustment and school failure should become the focal point of the researchers’ interest. Kindergarten teachers describe the existence of conflicts and tensions mainly deriving from children who disrupt the class atmosphere and operation. An important finding of the study concerns the fact that the quality of the teacher-child relationship is significantly correlated with the child’s adjustment to school according to teachers’ perceptions. Another finding of equal importance is that the kindergartners’ perceptions regarding their relationship with their teacher can be sufficiently and reliably measured. The majority of the kindergartners are capable of formulating clear and reasonable criteria for the assessment of their relationship with their teacher. Further findings also indicate that the student’s gender is related to the teachers’ and children’s perceptions for the in-between them relationship. Finally, it was found that there is a positive association between the teachers’ and children’s perceptions concerning their relationship The quality of the teacher-child relationship influences the academic and social competence and the adjustment of the child to kindergarten. The teacher-child interactions constitute an accessible field for educational intervention programmes aiming at confronting a wide range of daily school problems. All the same, the improvement of the quality of the kindergarten teacher-child relationship does not automatically imply an immediate resolution of behavioral problems or a normal school adjustment. However, hardly can one expect the improvement of a child’s adjustment to kindergarten without having first restored the emotional contact and the communication with the teacher. Finally, it could be suggested that the kindergarten teachers’ further education ought to be directed towards the realization of the importance and the role of interpersonal relationships between teachers and children, as well as the teachers’ impact on various domains of daily school lifΑντικείμενο της παρούσας εργασίας αποτελούν οι διαπροσωπικές σχέσεις μεταξύ νηπιαγωγών και μαθητών προσχολικής ηλικίας. Ειδικότερα επιχειρείται η διερεύνηση των αντιλήψεων των νηπιαγωγών και των παιδιών για τη μεταξύ τους σχέση και καταγράφονται οι αντιλήψεις των νηπιαγωγών για την προσαρμογή των παιδιών στο σχολικό περιβάλλον. Επιπλέον εξετάζονται τα κριτήρια που χρησιμοποιούν τα παιδιά για να «αξιολογήσουν» την ποιότητα της σχέσης με τη νηπιαγωγό τους, καθώς και ο βαθμός συμφωνίας ανάμεσα στις αντιλήψεις νηπιαγωγών και παιδιών για την ποιότητα της σχέσης τους. Η προσέγγιση του θέματος επιχειρείται σε θεωρητικό και εμπειρικό επίπεδο. Στο θεωρητικό μέρος παρουσιάζεται και αναλύεται κριτικά το θεωρητικό πλαίσιο του θέματος. Παρουσιάζονται η θεωρία της προσκόλλησης και η αυτοσυστημική θεωρία και περιγράφονται βασικοί άξονες των θεωριών αυτών. Γίνεται αναφορά στα προβλήματα που σχετίζονται με την προσπάθεια διερεύνησης και εκτίμησης των αντιλήψεων των μικρών παιδιών από θεωρητική και μεθοδολογική σκοπιά και παρουσιάζεται η φύση της παιδαγωγικής σχέσης και η σημασία της για την κοινωνική-συναισθηματική ανάπτυξη του παιδιού. Στο ερευνητικό μέρος περιγράφονται οι βασικοί άξονες τους οποίους αποσκοπεί να διερευνήσει η εργασία, διατυπώνονται οι σχετικές υποθέσεις και παρουσιάζεται η μεθοδολογία της έρευνας. Το δείγμα της έρευνας αποτελείται από 67 νηπιαγωγούς και 403 μαθητές νηπιαγωγείου του νομού Θεσσαλονίκης. Για την εκτίμηση των υπό έρευνα παραγόντων χορηγήθηκαν δύο ερωτηματολόγια-κλίμακες εκτίμησης στις νηπιαγωγούς και πραγματοποιήθηκαν δύο συνεντεύξεις, μία συνέντευξη με οπτικές αναπαραστάσεις και μία συνέντευξη υπόδυσης ρόλων με κούκλες με τα παιδιά προσχολικής ηλικίας. Σύμφωνα με τα αποτελέσματα της έρευνας η εικόνα των σχέσεων νηπιαγωγών και παιδιών είναι γενικά θετική. Δεν παραβλέπεται βέβαια το γεγονός ότι ένα μικρό ποσοστό των παιδιών, που δεν είχαν αρμονικές σχέσεις με τις νηπιαγωγούς τους, πρέπει να τύχουν ιδιαίτερης προσοχής, διότι μία ενδεχόμενη αποτυχία προσαρμογής στο πρώτο ίδρυμα αγωγής που εντάσσονται μπορεί να σημαδέψει την κατοπινή τους πορεία στο σχολείο. Οι νηπιαγωγοί περιγράφουν την ύπαρξη αντιπαραθέσεων και προβλημάτων κυρίως με παιδιά που διαταράσσουν την εύρυθμη λειτουργία της τάξης. Σημαντικό εύρημα αποτελεί η διαπίστωση ότι η ποιότητα της σχέσης νηπιαγωγού-μαθητή συσχετίζεται με το βαθμό προσαρμογής των παιδιών στο νηπιαγωγείο, κατά τις αντιλήψεις των νηπιαγωγών. Άλλο σημαντικό εύρημα είναι ότι οι αντιλήψεις των παιδιών προσχολικής ηλικίας για τη σχέση τους με τη νηπιαγωγό τους μπορούν να εκτιμηθούν με ικανοποιητική αξιοπιστία. Η πλειοψηφία των μαθητών νηπιαγωγείου είναι σε θέση να διατυπώσει τεκμηριωμένες και λογικές απαντήσεις για τα κριτήρια με βάση τα οποία χαρακτηρίζει την ποιότητα των σχέσεών τους. Τα αποτελέσματα δείχνουν επίσης ότι το φύλο του μαθητή συσχετίζεται με τις αντιλήψεις νηπιαγωγών και νηπίων για τις μεταξύ τους σχέσεις. Τέλος τα αποτελέσματα έδειξαν ότι υπάρχει θετική συσχέτιση ανάμεσα στις αντιλήψεις των μαθητών και στις αντιλήψεις των νηπιαγωγών για τις μεταξύ τους σχέσεις. Η ποιότητα της σχέσης της νηπιαγωγού με το κάθε παιδί συσχετίζεται με την επίδοση, την κοινωνική ικανότητα και τη συνολική προσαρμογή του παιδιού στο νηπιαγωγείο. Οι αλληλεπιδράσεις της νηπιαγωγού με το παιδί αποτελούν ένα προσιτό και δεκτικό πεδίο για προγράμματα παιδαγωγικής παρέμβασης με στόχο την αντιμετώπιση διαφόρων προβλημάτων της σχολικής καθημερινότητας. Φυσικά, η βελτίωση της ποιότητας της σχέσης νηπιαγωγού-μαθητή δεν συνεπάγεται την άμεση επίλυση προβλημάτων συμπεριφοράς ή τη διασφάλιση της προσαρμογής στο σχολείο. Ωστόσο, δύσκολα μπορεί κανείς να φανταστεί τη βελτίωση της προσαρμογής ενός παιδιού στο σχολείο χωρίς πρώτα να έχει αποκατασταθεί η επικοινωνία και η συναισθηματική επαφή με τη νηπιαγωγό του. Μία πρόταση που θα μπορούσε να διατυπωθεί αφορά την επιμόρφωση των νηπιαγωγών, η οποία θα πρέπει να προσανατολιστεί στην κατεύθυνση της συνειδητοποίησης της σημασίας και του ρόλου των διαπροσωπικών σχέσεων, καθώς και των επιδράσεων των νηπιαγωγών σε διάφορους τομείς της σχολικής καθημερινότητας
Peak power reduction algorithms in asymmetric digital subscriber line modems
No full textThesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.Includes bibliographical references (leaves 94-96).This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.This thesis investigates peak-to-average ratio (PAR) reduction techniques for multicarrier modulation systems, such as discrete multitone (DMT) modems and orthogonal frequency-division multiplexed (OFDM) terrestrial broadcast transmitters. Through simulation and test implementation on a state-of-the-art programmable ADSL development platform, this thesis pursues a suitable solution for minimizing PAR given the resources of a programmable platform. This solution is integrated as a prototype implementation into a fully-functional ADSL modem and optimized for maximum PAR reduction performance within modem complexity constraints.by Athanasios Dimitri Dousis.M.Eng
Homophobic Statements, a Bishop, and the Limits of Freedom of Expression. An In-Depth Commentary on ECtHR 31.08.2023, Amvrosios-Athanasios Lenis v. Greece, no. 47833/20
No full textDichiarazioni omofobe, un vescovo e i limiti della libertà di espressione. Un commento approfondito su CEDU 31.08.2023, Amvrosios-Athanasios Lenis v. Greece, no. 47833/20.
ABSTRACT: The decision of the ECtHR of 31.08.2023, Amvrosios-Athanasios Lenis v. Greece (no. 47833/20), is a further step toward an increasingly dense jurisprudence on “hate speech” and the limits of freedom of expression. The public proclamation of religious doctrines that are in conflict with the values of the contracting States enshrined in the ECHR is protected to a certain extent by the fundamental right of freedom of religion and belief. However, the qualification of a statement as religious does not justify “hate speech.” The AUTHOR shows the tension between freedom of religion, freedom of expression, and protection against discrimination, and analyzes the decision against the backdrop of Article 17 of the ECHR (prohibition of abuse of rights).
SOMMARIO: 1. Preliminary Remarks - 2. The Concept of Hate Speech - 3. The Facts of the Case - 4. The Procedure and Reasoning of the Court - 4.1 The ECtHR’s Preliminary Considerations on Fundamental Rights - 4.2 Legal assessment - 4.3 Some Remarks on (the Non-Invoked) Article 9 of the ECHR - 5. Concluding Remarks
Measuring Teacher-Child Relationships in the Greek Kindergarten Setting: A Validity Study of the Student-Teacher Relationship Scale-Short Form
No full textResearch Findings: The present study was designed to examine the factorial validity of the Student-Teacher Relationship Scale-Short Form (STRS-SF: R. C. Pianta, 2001) and its invariance across gender in the Greek educational context. The STRS-SF comprises 15 items that measure 2 dimensions of teacher-child relationships: Closeness and Conflict. Fifty-six kindergarten teachers completed the STRS-SF about their students (n = 336). A 2-factor model with correlated latent factors was postulated and tested. Confirmatory factor analysis procedures showed marginal fit to the data (comparative fit index [CFI] = .902, root mean square error of approximation [RMSEA] = .066). The fit of the model was further improved by adding 2 error covariances (CFI = .931, RMSEA = .056). Cronbach's alpha coefficient showed adequate internal consistency for Closeness (alpha = .72) and Conflict ((X = .82). In addition, there was a moderate negative association between the 2 subscales (r = -.38). Examination of STRS-SF invariance showed that it was manifested in the same way across gender. Practice or Policy: The findings of the present study, which was conducted in a cultural context different from the one in which the STRS-SF was developed, seem to support the instrument's factorial validity and equivalence across gender
THE CONTRIBUTION OF ALL-DAY SCHOOLS TO THE DEVELOPMENT OF SOCIAL SKILLS OF PUPILS: THE CASE OF TRANSITION FROM PRESCHOOL TO PRIMARY SCHOOL
No full textThe purpose of this study was to investigate the relationship among children’s attendance of all-day preschool centers and their social acceptance and popularity in the first, second and third grade of primary school. The results were collated using a combination of two methods, a sociometric nomination test and the Teacher-Child Rating Scale (TCRS). 281 students from the first, second and third grade of public primary schools from the region of Western Macedonia in Greece, participated in the study. The analysis of variance showed that children who attended all-day preschool centers displayed more developed social skills and abilities than those who attended half-day preschool centers. Moreover, the children from all day preschool centers were more independent, had better working habits and fewer learning difficulties compared to those who attended half day pre-school centers. Finally, they had higher level of social acceptance and popularity from their peer group in comparison with their fellow students
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