Suchergebnisse

Soil, as the primary receptor of anthropogenic urban contamination acts as a sink for a variety of toxic and other hazardous substances. It constitutes, therefore, an indicator of contamination and may be utilised geochemically to assess environmental quality of urban and suburban areas. In Nafplion, an urban and suburban area of 50 km2 , was investigated using for the first time in Hellas an integrated approach with all available geoscientific techniques to make an in-depth environmental impact assessment. One of these techniques was applied geochemistry, which mapped the geochemistry of surface soil (0-10 cm) with 144 samples, collected on a regular grid of 500 x 500 km. The following fifty determinands were measured on the soil samples: Ag, Al, As, B, Ba, Be, Bi, Ca, Cd, Ce, Co, Cr, Cu, Fe, Ga, Ge, Hg, K, La, Li, Mg, Mn, Mo, Na, Nb, Ni, P, Pb, Rb, Re, S, Sb, Sc, Se, Sn, Sr, Ta, Te, Th, Ti, Tl, U, V, W, Y, Zn, Zr, pH, electrical conductivity and grain-size distribution. The aim of the geochemical study was to distinguish, as far as possible, the origin of chemical elements, and (i) to classify them as geogenic or anthropogenic; (ii) to delineate contaminated areas, and (iii) to assess potential future impacts of human activities on soil. Interpretation of the resulting geochemical patterns has shown that those of Al, Fe, Be, Ce, Cr, Co, Ga, Ge, K, La, Li, Mg, Nb, Ni, Rb, Sc, Sr, Tl, V, Y, W and Zr are of geogenic origin, since they are directly related to parent rocks, whereas patterns of As, B, Ba, Bi, Ca, Cd, Cu, Mn, Mo, Na, P, Pb, S, Sb, Sn, Th, U and Zn are interpreted as being of dual origin, geogenic and anthropogenic. In this paper, the geochemical distribution of only five elements shall be described, i.e., Pb, Zn, Cu, Ni and Na. This case study was indeed very interesting, since for the interpretation of some patterns, even the military history of the area had to be unravelled. ; Soil, as the primary receptor of anthropogenic urban contamination acts as a sink for a variety of toxic and other hazardous substances. It constitutes, therefore, an indicator of contamination and may be utilised geochemically to assess environmental quality of urban and suburban areas. In Nafplion, an urban and suburban area of 50 km2 , was investigated using for the first time in Hellas an integrated approach with all available geoscientific techniques to make an in-depth environmental impact assessment. One of these techniques was applied geochemistry, which mapped the geochemistry of surface soil (0-10 cm) with 144 samples, collected on a regular grid of 500 x 500 km. The following fifty determinands were measured on the soil samples: Ag, Al, As, B, Ba, Be, Bi, Ca, Cd, Ce, Co, Cr, Cu, Fe, Ga, Ge, Hg, K, La, Li, Mg, Mn, Mo, Na, Nb, Ni, P, Pb, Rb, Re, S, Sb, Sc, Se, Sn, Sr, Ta, Te, Th, Ti, Tl, U, V, W, Y, Zn, Zr, pH, electrical conductivity and grain-size distribution. The aim of the geochemical study was to distinguish, as far as possible, the origin of chemical elements, and (i) to classify them as geogenic or anthropogenic; (ii) to delineate contaminated areas, and (iii) to assess potential future impacts of human activities on soil. Interpretation of the resulting geochemical patterns has shown that those of Al, Fe, Be, Ce, Cr, Co, Ga, Ge, K, La, Li, Mg, Nb, Ni, Rb, Sc, Sr, Tl, V, Y, W and Zr are of geogenic origin, since they are directly related to parent rocks, whereas patterns of As, B, Ba, Bi, Ca, Cd, Cu, Mn, Mo, Na, P, Pb, S, Sb, Sn, Th, U and Zn are interpreted as being of dual origin, geogenic and anthropogenic. In this paper, the geochemical distribution of only five elements shall be described, i.e., Pb, Zn, Cu, Ni and Na. This case study was indeed very interesting, since for the interpretation of some patterns, even the military history of the area had to be unravelled.

Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote. ; Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.

"In this work, one of Latin America's most renowned legal philosophers conducts a comprehensive survey of the ancient Greek understanding of the law, drawing on texts by poets (Hesiod), philosophers (Anaximander), playwrights (Aeschylus and Sophocles), and historians (Herodotus and Thucydides). The book ends with a finely detailed analysis of the relationship between language and reality in Aristotle, and the emergence of the notion of the system and its subsequent introduction into Roman law. The author's in-depth study of all these aspects makes this volume an essential reference for philosophers, jurists, and historians"--

GchiMiighwech --Chapter 1.Nishnaabeg Resurgence: Stories from within --Gaawiin Nda-gajsii, We Are Not Shameful --A Flourishment of the Indigenous Inside --Aanji Maajitaawin, the Art of Starting Over --Chapter 2.Theorizing Resurgence from within Nishnaabeg Thought --Gwiinmaagemi Gdi-dbaajimowinaanin, We Tell Stories --Grandmother Teachings --Our Theory is Personal --Embodied Knowledge, Unlimited Intelligence --Chapter 3.Gdi-Nweninnaa: Our Sound, Our Voice --Biskaabiiyang --Aanjigone --Naakgonige --Debwewin --Gdi-nweninaa --Chapter 4.Niimtoowaad Mikinaag Gijiying Bakonaan (Dancing on Our Turtle's Back): Aandisokaanan and Resurgence --Chibimoodaywin --Re-creation: Niimtoowaad Mikinaag Gijiying Bakonaan (Dancing on Our Turtle's Back) --Waynabozhoo and the Great Flood --Resurgence, Wiindigo and Gezhizhwazh --Nanabush Stories --Ninaatigoog --Chapter 5.Building Like a Beating Heart: A Society of Presence --Transmotion, Emergence and Mobilization --Nishnaabeg Society: A Society of Presence --Bubbling Like a Beating Heart --Creating Decolonized Time and Space --Chapter 6.Resurgence in Our Political Relationships --Echoes from the Past --Breastfeeding and Treaties --Gchi-dbaakgonigewin --Dewe'igan, the Heartbeat of the Nation --Gdoo-naaganinaa, Our Dish --Gdoo-naaganinaa in Contemporary Times --Chapter 7.Protecting the First Hill: Nurturing Eniigaanzid in Children --Aabawaadiziiwin --The Four Hills of Life --Kokum Dibaajimowinan --Leading by Following: The Seven Stages of Life --Protecting the First Hills of Life --Nengaajgchigewin in Parenting --Zhinoomoowin: Modeling and Learning by Doing --Aanjigone in Parenting --Nurturing Leaders for Resurgence --Chapter 8.Shi-Kiin: New Worlds --Stone's Throw --Shki-kiin: New Worlds --Grounding Resurgence in Our Hearts --Index.

Examining identity in relation to globalization and migration, this book uses narratives and memoirs from contemporary authors who have lived 'in-between' two or more languages. It explores the human desire to find one's 'own place' in new cultural contexts, and looks at the role of language in shaping a sense of belonging in society.

with a rev. text and engl. notes by Lewis Campbell ; Text griech., Kommentar engl. - Enth.: Sophistes. Politicus ; Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- A.gr.b. 2655 n

Dirk Schinkel ; Inhaltsverzeichnis ; Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- 2007.23782

In distance education, the student's high educational autonomy and active participation in the learning process are key features of the educational process that contribute to the concept of self-regulated learning in this environment, as they make the learner responsible for acquiring the knowledge through fact-finding and reflective learning practices. In this context, the work looks at the contribution of the Written Works and Group Consultative Meetings in supporting self-regulated learning strategies in the education environment of the Hellenic Open University. In particular, the purpose of the work is to explore how the Written Works and Group Consultative Meetings activate the mechanism for the expression of self-regulated learning for apprentices in the context of the educational autonomy that the OR offers through its curricula. The investigation is based on the literature review of distance education and self-regulated learning. The conclusions of the survey show that written work and group consultative meetings in the OR are areas for teaching, communication, collaborative management and evaluation negotiations and therefore important pedagogical tools to support self-regulated learning and, in particular, self-assessment strategies, self-monitoring, search for information, search for assistance and time management, which demonstrates the need for effective planning and organisation in providing them. ; Στην εξ αποστάσεως εκπαίδευση η υψηλή μορφωτική αυτονομία και η ενεργητική συμμετοχή του μαθητευόμενου στην διαδικασία μάθησης αποτελούν κυρίαρχα χαρακτηριστικά της εκπαιδευτικής διεργασίας που συντείνουν στην έννοια της αυτο-ρυθμιζόμενης μάθησης στο περιβάλλον αυτό, δεδομένου ότι καθιστούν υπεύθυνο τον μαθητευόμενο για την κατάκτηση της γνώσης μέσα από πρακτικές διερευνητικής και ανακαλυπτικής μάθησης. Στο πλαίσιο αυτό, η εργασία μελετά τη συμβολή των Γραπτών Εργασιών και των Ομαδικών Συμβουλευτικών Συναντήσεων στην υποστήριξη στρατηγικών αυτο-ρυθμιζόμενης μάθησης στο περιβάλλον εκπαίδευσης του ...

Frontmatter -- Preface -- Contents -- List of Figures -- Tabula Gratulatoria -- Vasileios Petrakos: A Life Dedicated to the Service of Greek Archaeology -- Part I: Epigraphy and Ancient History -- Thucydides, Historical Geography and the 'Lost Years' of Perdikkas II -- Athens, Samothrace, and the Mysteria of the Samothracian Great Gods -- De quelques épitaphes d'étrangers et d'étrangères au Musée d'Érétrie -- Φυτωνυμικά τοπωνύμια Κωμών της Αργολίδος -- Le recours à l'arbitrage privé dans les actes d'affranchissement delphiques -- Προξενικό ψήφισμα από την Αιτωλία -- Women's Religion in Hellenistic Athens -- Notes on Athenian Decrees in the Later Hellenistic Period -- "Those Who Jointly Built the City" -- Part II: Archaeology -- Attica and the Origins of Silver Metallurgy in the Aegean and the Carpatho-Balkan Zone -- Cultural Variation in Mycenaean Attica. A Mesoregional Approach -- Mythical and Historical Heroic Founders: The Archaeological Evidence -- Das Volutenkapitell aus Sykaminos -- Dionysos Lenaios at Rhamnous. Lenaia ἐν ἀγροῖς and the "Lenaia vases" -- Philoktet in Attika -- Part III: History of Greek Archaeology -- Peiraieus in 1805 -- Karl Otfried Müller in Marathon, Rhamnus und Oropos -- Spyridon Marinatos and Carl Blegen at Pylos: A Happy Collaboration -- Vassilis Petrakos et les fouilles suisses d'Érétrie -- List of Contributors -- Index of Epigraphical Texts -- Index Locorum -- Index of Mythological Names -- Index of Geographic Names (Place Names, Ethnic and Demotic Adjectives) -- Index of Ancient Personal Names -- Index Rerum -- Index of Modern Personal Names

Δεν παρατίθεται περίληψη στα Ελληνικά. ; In the years 1830-1860 the formation of the newly established Greek State was based theoretically and practically on the political views of 19th century European liberalism. In accordance to the liberal beliefs, the Greek state political power was based on a small section of the adult male population. This section disposed additional economic and cultural qualifications compared to the rest of the population of the country. It is worthnoting that only to the above mentioned section of the population the state recognized full civil and political rights. In this context the term eligible citizens is used to describe those social strata which held the above mentioned special qualifications. In view of these qualifications the eligible citizens could not only exercise their electoral rights but they could be also elected or appointed as political, magisterial or administrative officials. Within the framework of the historical study of social stratification in the Greek society, during the period 1830-1860, it is worth concentrating on the analysis of historical sources relevant to the eligible citizens. These sources should supply information about the economic and cultural characteristics of these citizens. Based on this type of approach we present in this study the catalogues of candidate jurymen in the period 1849-1861 concentrating on the analysis of the year 1860. These catalogues constitute an important source of information about the characteristics of the eligible citizens. The candidate jurymen catalogues, for the year 1860, include information regarding the value of estate property, income, profession, age and place of inhabitancy for 8.337 adult men. These men amount to the 3.4% of the over 25 years old male population of the country in 1860. The quantitative analysis of the above mentioned catalogues led to the following general conclusions: In 1860 the greatest percentage of the eligible citizens derived from the middle social strata of property owners and income earners. These strata included mainly land owners, wealthy farmers and merchants. But there was also a much smaller section of social strata of wealthy men who possessed a relatively large amount of estate property and income of the country. The sharp economic inequality observed among the eligible citizens of the country permits the assumption that there was also among them a sharp social inequality. According to this we propose the continuation of the research with a more detailled study. This study will examine particular aspects of economic and social inequalities between the lower, the middle and the higher social strata. The same study will also examine in detail the regional aspect of these inequalities.

ABOUT LITERACY, HERESY, ICONOGRAPHY AND POLITICAL AMBITION ON THE SEALS OF NIKEPHOROS BOTANEIATES The scarce information of the 11th-c. historians on the long military career of Nikephoros Botaneiates before his ascension to the throne is supplemented to a great extent by 31 lead seals of Botaneiates, today kept in private and museum collections in more than seven countries around the world. The epigraphic and iconographic study of this sigillographic material reconstructs the social ascent and military activities of the future emperor, while at the same time it sheds light on his personality (level of culture, religious sensitivities, political ambition) and the socio-political conditions of his era. ; ABOUT LITERACY, HERESY, ICONOGRAPHY AND POLITICAL AMBITION ON THE SEALS OF NIKEPHOROS BOTANEIATES The scarce information of the 11th-c. historians on the long military career of Nikephoros Botaneiates before his ascension to the throne is supplemented to a great extent by 31 lead seals of Botaneiates, today kept in private and museum collections in more than seven countries around the world. The epigraphic and iconographic study of this sigillographic material reconstructs the social ascent and military activities of the future emperor, while at the same time it sheds light on his personality (level of culture, religious sensitivities, political ambition) and the socio-political conditions of his era.