Relevant bibliographies by topics / Greek school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Greek school'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "Greek school"

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Feketea, Gavriela, John Lakoumentas, Evangelia Papatriantafyllou, et al. "Food Allergy Management Competence in Greek Schools." Children 10, no. 3 (2023): 541. http://dx.doi.org/10.3390/children10030541.

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Background: Schoolchildren are likely to consume meals and snacks at school, with a possibility of allergic food reactions and anaphylaxis in the school environment. The school personnel should be informed of the presence of schoolchildren with food allergy (FA) and need to be trained in the management of allergic reactions, as to prepare them to intervene appropriately when necessary. Limited knowledge of FA and its management is documented globally among school staff and there is no uniform protocol in schools. Methods: In this observational cross-sectional study, teachers at state schools throughout Greece completed an online anonymous questionnaire on their awareness of FA reactions and the plans for the management of medical emergencies in their schools of employment. Results: Among the 289 teachers who responded the online invitation, 203 (70.24%) were female and 157 (54%) were aged under 40 years. Females expressed a higher level of concern about the presence of school personnel trained to manage FA symptoms (p = 0.001), written instructions, and the availability of adrenaline (epinephrine) at school (p < 0.001). A younger age was associated with a higher level of both interest and knowledge on FA management in schools. School directors were more certain about the availability of a special record of children with FA at school (p = 0.01), the availability of adrenaline (p = 0.006), and written guidelines on the management of serious health incidents at school (p = 0.04). Written guidelines instructing children to avoid sharing cutlery, glasses, home-prepared meals, and snacks bought from the school canteen were more common in schools in urban areas (p = 0.015). Only 20% of respondents could confirm with certainty that adrenaline autoinjectors (AAIs) were available at their schools, for the purpose of administering to children in the case of a severe FA reaction. Approximately 3/4 of the participating teachers stated that completion of this questionnaire raised their awareness of the risk of FA reactions in children at school. Conclusions: This study, the first in Greece to explore the knowledge of teachers about FA in schoolchildren, revealed the following absences in many schools: a process for identifying children with FA, a written emergency treatment plan, and immediate access to emergency AAI. School FA guidelines are necessary in Greece, and training, which includes the use of AAIs, is required to prepare teachers to manage FA reactions in children at school.
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Bourou, Argyro, Petros Karkalousos, Anastasios G. Kriebardis, and Effie Papageorgiou. "Exploring Aggressive Behaviors in Greek Secondary Schools: Prevalence, Sociodemographic Factors, and Comparative Analysis with Elementary School Students." Behavioral Sciences 14, no. 5 (2024): 405. http://dx.doi.org/10.3390/bs14050405.

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The main objectives of this study are to determine the prevalence of bullying in Greek secondary schools and detect the possible characteristics of bullies’ profiles in Greek school settings. A structured questionnaire was given to one hundred ninety-two (n = 192) educators at Greek junior high schools in urban and rural areas. The educators were asked to report the frequencies and forms of aggressive behavior observed during the 2022–2023 school year, the bullies’ sociodemographic characteristics, and ways of dealing with bullying episodes. The data are presented, after conducting statistical analyses, in comparison with data for elementary school students. The results revealed that higher rates of bullying were reported compared with elementary school children. Moreover, according to teachers’ observations, aggressive behavior is independent of a pupil’s diagnosis, but specific types are correlated significantly with a pupil’s gender, nationality, low academic performance, and popularity. Factor analysis showed two main factors of aggression types, where common points and differences with elementary school students are mentioned. Implementations for the prevention of school bullying are discussed.
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Didaskalou, Eleni, Eleni Andreou, Christina Roussi-Vergou, and Grace Skrzypiec. "Are Greek school students flourishing?" Pastoral Care in Education 36, no. 3 (2018): 223–37. http://dx.doi.org/10.1080/02643944.2018.1480185.

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Giavrimis, Panagiotis. "DISABILITY STIGMA. GREEK PRIMARY EDUCATION TEACHERS' EXPERIENCE." Social Sciences and Education Research Review 10, no. 1 (2023): 8–16. https://doi.org/10.5281/zenodo.8151073.

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 The present study attempts to explore the views of primary school teachers. Teachers in primary schools are crucial agents of school mediation, support, and enhancement of processes of empowering social interaction with people with disabilities. Participants of the research were 32 primary school teachers. Fourteen persons were male. The research instrument chosen was a semi-structured interview. The results of our study revealed that (a) the majority of primary school teachers considered that stigmatisation of people with disabilities is real in education, (b) the inclusion policy has no impact at all, and that there is a contradiction between the institutional discourse which is expressed and the policies implemented in the school context, and (c) the characteristics attributed to people with disabilities contribute to their social stigmatisation and (d) hinder the establishment of a functional personal and social identity. The results highlight the need for educational policy reforms for people with disabilities.
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Lawrence, William. "Advice to a student of Classics." Journal of Classics Teaching 18, no. 36 (2017): 15–16. http://dx.doi.org/10.1017/s2058631017000162.

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Look at the secondary school timetable and you will see that almost all the subjects are ancient Greek words; so the Greeks studied these ideas first and are worth studying for their ideas in their own language (just like the Romans in Latin!). Greek: Biology, Physics, Zoology, Philosophy, Mathematics, Economics, Politics, Music, Drama, Geography, History, Technology, Theatre Studies. Latin: Greek, Latin, Art, Science, Information (Latin) Technology (Greek), Computer Science, Media Studies.
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Lazaridou, Angeliki, and Aspasia Gravani Kassida. "Involving parents in secondary schools: principals’ perspectives in Greece." International Journal of Educational Management 29, no. 1 (2015): 98–114. http://dx.doi.org/10.1108/ijem-06-2013-0102.

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Purpose – The purpose of this paper is to report findings from an investigation of Greek principals’ attitudes and perceptions concerning parental involvement in schools – research prompted by the belief that the information will be useful in attempts to make Greek schools more effective. Design/methodology/approach – The participants of the study were secondary school principals and vice principals from one Prefecture in Central Greece. The questionnaire used elicited information about the participants’ demographics, the main features of the schools they were serving in, and their views concerning existing and preferred school-family partnerships. Findings – The principals in the investigation seemed to be not only in favor of parental participation, but also saw a need to increase it. In general, then, the findings support others’ reports that parents’ participation in schools – in this instance secondary schools – tends to be less than satisfactory. Originality/value – In Greece, the issue of parental involvement in schools has not received adequate attention until recently. The latest school reforms emphasize the notion of parental involvement as a significant factor for the effectiveness of the Greek schools.
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Tsiamis, C., G. Vrioni, V. Kapsimali, G. Arsenis, and A. Tsakris. "The contribution of the Chair of Microbiology of Athens Medical School in Greek School Hygiene (1900-1920)." ACTA MICROBIOLOGICA HELLENICA 59, no. 4 (2014): 57–68. https://doi.org/10.5281/zenodo.10017397.

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The aim of the study is the contribution of the Chair of Microbiology of Athens University Medical School, in the organization and development of school health services during the period 1900-1920. In the early 20th century child morbidity and mortality in Greece were extremely high. The tragic hygienic conditions of the Greek primary and secondary schools, led Professor of Microbiology Constantinos Savvas and his colleague, Emmanuel Lambadarios, to introduce the principles of the School Hygiene in Greece. The School Health Service of the Ministry of Public Education established the rules of schools' construction and fought against infectious diseases such as smallpox, measles, scarlet fever, diphtheritis, meningitis, etc. The contribution of Greek Microbiology in School Hygiene is considered important and successful, based on the gradual reduction of child mortality until the early 1920.
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Tsaliki, Evanthia. "Religious Education in Greece Under the Scope of Interculturalism." Journal of Education and Training 4, no. 1 (2017): 40. http://dx.doi.org/10.5296/jet.v4i1.9923.

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The aim of this presentation is to provide an overview of the subject of Religious Education (RE) taught in Greek primary and secondary schools through the lens of the diversity existing in the Greek society. The presentation refers to the Christian Orthodox oriented content – and the roots of this orientation - of the school textbooks and the curriculum on the subject of Religious Education related and compared with the Greek legislation and the European guidelines on Religious Education in detail. The issue was explored through the phenomenological approach which illuminates the subject of RE taught in Greek schools via the method of document analysis. The document analysis showed that the Greek legislation and the curricula of RE seem to be by and large consistent with the European guidelines on the freedom of religious conscience, as this is preserved in some way. However, neither the development of inter-religious dialogue nor the encouragement of pupils to discover different religions is foreseen within school with the exemption of some lessons relevant to other religions and faiths less in primary school and high school and more in Lyceum, the attendance of which is optional. In the end, the findings are discussed and some thoughts are expressed regarding the dimension that the subject of Religious Education should take in future in view of the present composition of the population in Greece.
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Kaparou, Maria, and Tony Bush. "Instructional leadership in Greek and English outstanding schools." International Journal of Educational Management 30, no. 6 (2016): 894–912. http://dx.doi.org/10.1108/ijem-03-2015-0025.

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Purpose – The purpose of this paper is to examine instructional leadership (IL) in outstanding secondary schools within a centralised (Greece) and a partially decentralised (England) education context. Design/methodology/approach – Since the purpose of the study is exploratory, the researchers adopt a qualitative approach, employing a series of four qualitative case studies with the purpose of examining the impact of IL on student learning, teachers’ professional growth and school improvement, using the interpretivist paradigm. Semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practices and meetings, and scrutiny of relevant macro and micro policy documents are employed to enhance methodological and respondent triangulation. Findings – Recognising that IL is not confined to the principals’ leadership domain, a sense of shared and distributed leadership prevails in schools, while its implementation is inevitably linked to system constraints. The findings from the Greek schools link to the official expectations that principals operate as administrative rather than instructional leaders, while an unofficial instructional “teacher leadership” culture suggests potential for reconsidering leadership in Greek state schools. In contrast, the decentralisation of school activities creates the platform for the emergence of shared and distributed leadership within the English context, where school actors enact direct and indirect IL roles. Originality/value – This cross-country comparative study demonstrates theoretical significance in its focus on the collaborative and reciprocal nature of IL, while its empirical contribution lies in generating new knowledge on how IL is contextually bounded.
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Wright, Anne. "Running a Greek Club – The Hereford Cathedral School Experience." Journal of Classics Teaching 16, no. 32 (2015): 21–24. http://dx.doi.org/10.1017/s205863101500015x.

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Last autumn, Hereford Cathedral School began an after-school Greek Club open to state-school pupils from across Hereford. This article aims to provide some ideas about what works and how best to foster interest in Greek and Greek culture.
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Dissertations / Theses on the topic "Greek school"

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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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Kantartzi, Evagelia. "Sex role stereotypes in Greek primary school textbooks." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:8059.

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My purpose in this research is to examine the way in which the two sexes are presented in school textbooks. The incentive for pursuing my research was my own experience of using school textbooks and the observation of everyday reality. Until the present time research in Greece regarding the image of the two sexes has been limited to the primary school reading-scheme books. With this study I intend to give a detailed picture of the beliefs about sex roles as these are presented through the whole range of school textbooks. My ambition is that my work - in combination with other similar studies - will help instructors to comprehend and point out the traditional standard beliefs about the two sexes depicted in the textbooks which are used on a daily basis in schools in Greece. This research could sensitise instructors and simultaneously help them to be aware of and recognise the stereotype beliefs in the books they use. In this way they will be able, with the appropriate interventions and discussions, to consider their validity in relation to the children they teach. The present study is presented in 14 chapters. It is divided into two parts. The first part deals with the wide theoretical-work related to socialisation and the sex roles (Chapters 1-2). The third chapter discusses the agents of sex role socialisation (the family, peer groups, media, school). The fourth chapter studies the woman's professional role. Chapter 5 includes a brief description of the Greek educational system and an examination of a girl's place within it. The sixth deals with books as a factor in the configuration of the sex role. Chapter 7 includes a review of the related studies. The second part of the thesis includes the main body of the study, the methodology (chapter 8), the analysis of the results (chapters 9-13) and finally the conclusions and suggestions (chapter 14). Chapters 9-13 have their own separate bibliographies to facilitate reference for readers interested in one particular curriculum area.
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Charalambous, Ioanna. "Greek as an additional language (GAL) school students in Cyprus in late modernity : an ethnographic study of three parallel intensive Greek language classes in two Greek-Cypriot state primary schools." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/greek-as-an-additional-language-gal-school-students-in-cyprus-in-late-modernity(a5f4f2a7-d3c4-4da4-9c9e-96e4748e1e64).html.

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This thesis is an ethnographic study investigating the misplacement of students in parallel intensive Greek language classes in Greek-Cypriot primary schools. In 2008, the Cyprus Ministry of Education issued a policy document about the setting up of classes for migrant students to be given intensive instruction in the Greek language in Greek-Cypriot state primary schools, and since then, parallel classes have been offered in schools. However, the establishment of the parallel classes was prompted by the need to respond to EU discourses about human rights for minorities and not by a change in the Hellenocentric ideology that dominates the Greek-Cypriot educational system. The fact that the policy for parallel classes was developed as something extra to regular school life and on the margins of the mainstream reveals that the Hellenocentric character of the curriculum was left untouched. This project focuses on three parallel classes in two primary schools and draws on data collected during fieldwork that lasted five months. The focal children had a migrant background but either total or considerable experience of living within Greek- Cypriot society and competence in everyday spoken Greek-Cypriot dialect; yet, they had been selected for parallel intensive Greek language tuition away from their mainstream class. Taking into account the dominant Hellenocentric ideology in the Greek-Cypriot educational system and with anti-essentialist cultural studies as the theoretical stance, the thesis explores how this phenomenon came about. The empirical investigation shows that children were misplaced because Hellenocentric ideology cannot envisage people who do not have Greek-Cypriot parents and a Greek-only orientation to language as anything else but 'the other'. The thesis concludes that new approaches are necessary in the era of the new globalisation in which new patterns of language and superdiversity are constantly emerging.
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Vasilaki, Eleni. "Stress and anxiety in Scottish and Greek high school pupils." Thesis, University of Dundee, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319213.

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Pieridou, Avra. "The construction of musical identities by Greek Cypriot school children." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10006678/.

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This thesis examines the construction of musical identities among Greek Cypriot school children aged nine to twelve. Cyprus provides an interesting case study of musical identity construction. Its geographical, national and cultural environment provides ambiguous, contradictory and fluid national, cultural and musical meanings that are defined by the oppositions of West/Orient and Traditional/Modern, coupled with the country's unresolved political problem. The research compared the music enculturation of Greek Cypriot children within two schools, hence two sites, one urban and one rural. It describes and analyses the children's musical enculturation by exploring the diversity and complexity of their musical identity construction in relation to local and global forces and the effects of the society's Eurocentric ideology on the children's musical practices in relation to the symbolic manipulation of rural versus urban contexts of the country. It investigates the children's behaviours of performing, composing and improvising, and their reception of music in terms of listening, dancing and talking about their musical experiences in relation to local (Cypriot and Greek), Western and global musical cultures. It gathers qualitative data through observation, interviews and the collection of musical products. The findings indicate that Cypriot children actively construct their musical identities, and are not passive recipients of adult musical meanings. They construct multiple, fluid and often contradictory and ambiguous musical identities, dominated on one hand by Greek nationalism in certain contexts and on the other hand by the hegemonic delineations of Western and global musical cultures. Children often marginalise their Cypriot local musical identities in favour of global, Western and Greek musical identities. Although this thesis critically analyses the homogenising and dominating effects of the global, which cause complex human struggles, and subordinated local musical practices, it concludes that the effects of global processes are highly uneven; and argues in favour of the significance of the local, social and personal, in the construction of musical meaning.
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Hatzichristou, Chryse, and Diether Hopf. "School performance and adjustment of Greek remigrant students in the schools of their home country." Universität Potsdam, 1992. http://opus.kobv.de/ubp/volltexte/2009/3635/.

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This study explores the adjustment of Greek remigrant students in Greek public schools after their families' return to Greece from the Federal Republic of Germany. Teacher and self-rating instruments were used, and achievement and language competence data were obtained. The sample consisted of 13- to 15-year-old junior high school students in northern Greece. The remigrant students were divided into two groups ("early return" and "late return"), based on the year of return to Greece. The control group consisted of all the local classmates of these students. Remigrant students (mainly late return) were found to experience difficulties mainly in the language/learning domain and less in the interpersonal and intrapersonal behavior domains.
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Serafingos, Fotios. "Job satisfaction and central life interests of Greek secondary school teachers." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335170.

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Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.

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Hatzichristou, Chryse, and Diether Hopf. "School adaptation of Greek children after remigration : age differences in multiple domains." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2009/1687/.

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The aim of the study is to explore the patterns of adjustment of Greek remigrant children (coming from the former Federal Republic of Germany) as compared to their peers in the Greek public schools. Teacher, peer, and self-ratings were used and achievement data were obtained. The sample consisted of two age groups, elementary and secondary school students of public schools in Greece. The remigrant students were divided into two groups ("early return" and "late return") based on the year of return to Greece, and the control group consisted of all the classmates of the students. Return students were found to experience problems mainly in school performance. Contrary to the authors' hypotheses, remigrant students do not seem to experience any severe interpersonal or intrapersonal problems as compared to their local peers, indicating a rather smooth psychosocial adjustment. The authors' findings underscore the importance of the right time for remigration.
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Georgios, Paschalidis. "'Responding to diversity' education policies: a case of a Greek primary school." Thesis, University of Newcastle upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485512.

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This study attempts to construct a 'local theory of educational change' in order to address how change proceeds from one 'organizational figure' to another and from policy design to the experienced organizational realities regarding school responses to pupil diversity. The main research questions are; why schools find it so difficult to respond to pupil diversity and, why the gap between schools' designed 'responding to diversity' policies and their experienced organizational realities is so great. At the core of this thesis is a study of a Greek primary school, which has developed different organizational models responding to a wide range ofpupil diversity over a period oftwenty (20) years: The methodology used was ethnography, which with a synthesis of case studies analyzed the school's organizational development through the 'history' of an organization, the 'history' of the related national educational framework, the 'history' of a group of professionals, and, the 'history' ofthe school during the fieldwork. The thesis argues that policies which attempt to address diversity within mainstream educational contexts 'unfold' through a two-level process; the design of an idealized model, and, the emergence of its empirical organizational figure. However, the coexistence of antagonistic language forces, the fluidity of the network of relations, and the. technical-educational dilemmas inherent within the nature of discourses which attempt to address diversity within mainstream educational contexts make policy-design and making disjointed, discontinuous, and unending processes. Taking into account the above implications, schools could establish a framework that could be helpful to teachers to clarify the school's conceptual framework, to synthesize their personal theories, to reflect collectively on their experienced technical-educational dilemmas, to describe power strategies, and finally, to transform themselves into dynamic agents of change.
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Books on the topic "Greek school"

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Goodell, Thomas Dwight. A school grammar of Attic Greek. D. Appleton, 1986.

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Rhode Island School of Design. Museum of Art. Ancient Greek coins. Center for Old World Archaeology and Art, Brown University, 1998.

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Chadjiphotis, I. M. Macedonian school: The school of Panselinos, 1290-1320 : a flowering of Greek art. National Youth Foundation, 1995.

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Crescenzo, Luciano De. The history of Greek philosophy. Pan Books, 1989.

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Crescenzo, Luciano De. The history of Greek philosophy. Pan, 1990.

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Alexopoulos, Taxiarchēs. Ho kosmos tōn paidiōn: Me aphormē mia phōtographia-- tou Nikou Oikonomopoulou. Ekdoseis Gavriēlidēs, 2008.

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Raubitschek, A. E. The school of Hellas: Essays on Greek history, archaeology, and literature. Oxford University Press, 1991.

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Dirk, Obbink, and Vander Waerdt Paul A, eds. The school of Hellas: Essays on Greek history, archaeology, and literature. Oxford University Press, 1990.

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Lytra, Vally. Play frames and social identities: Contact encounters in a Greek primary school. John Benjamins Pub. Co., 2007.

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Vaporis, N. M. A chronicle of Hellenic College/Holy Cross Greek Orthodox School of Theology. Holy Cross Orthodox Press, 1988.

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Book chapters on the topic "Greek school"

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Gilbert, Norwood. "The School of Crates." In Greek Comedy. Routledge, 2022. http://dx.doi.org/10.4324/9781003270096-4.

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Leinster-Mackay, Donald. "Much Ado about Greek." In The Rise of the English Prep School. Routledge, 2021. http://dx.doi.org/10.4324/9781003153665-20.

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Clogg, Richard. "The British School at Athens and the Modern History of Greece." In Anglo-Greek Attitudes. Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230598683_2.

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Karakatsani, Despina, and Pavlina Nikolopoulou. "Aspects of School Life During the After War Period Through the Analysis of Greek Films." In School Memories. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44063-7_19.

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Balodimas-Bartolomei, Angelyn. "Breaking the Traditional Greek School Mold: The Case of the Aristotle GSL Program." In Educating Greek Americans. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39827-9_5.

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Bracke, Evelien. "Raising young heroes – teaching Latin and ancient Greek at primary school." In Classics at Primary School. Routledge, 2022. http://dx.doi.org/10.4324/9781003229742-2.

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Skiadopoulos, Nick. "Greek Returns." In continent. Year 1. punctum books, 2012. https://doi.org/10.21983/p3.0016.1.03.

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Nikos Karouzos had a communist teacher for a father and an orthodox priest for a grandfather. From his four years up to his high school gradua-tion he was incessantly educated, reading the entire private library of his granddad, comprising mainly the Orthodox Church Fathers and the an-cient classics. Later on in his life he sold the library for money, only to buy a little more time before he went broke again. Selling his only remaining capital for a few thousand drachmas, Karouzos traded not simply life, but language for poetry. What twisted type of economy upholds this very decision? Can we speak of a certain investment, with specific returns? “I am talking about the fate of Lazarus: at once pauper and saved.” Nowadays – and ridiculously recently – we are more than apt to speak of a certain insouciance pertaining to the Greek form of expenditure: expendi-ture without any type of investment. This imprudent stance still conjures a “capital punishment”: each time, at each act of excess what is at stake is a caput, a head – the haunting dead metaphor for capital. Decapitation, as a road of no return, implies that capital is the condition for the possibility of returns – at least in this life. In that sense, the argument against imprudent economic conduct is not itself economic, but ethical if not ontological – Max Weber being our witness
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Zervas, Theodore G. "The School and the Textbook." In Formal and Informal Education during the Rise of Greek Nationalism. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-48415-4_3.

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Ampatzidis, Georgios, and Anastasia Armeni. "Friends or Foes? Microorganisms in Greek School Textbooks." In Shaping the Future of Biological Education Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_7.

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AbstractA thorough understanding of microorganisms is considered essential in order for students to understand their importance in biological systems and increasing use in industry and technology. However, research shows that the majority of students conceptualize them solely as dangerous and harmful. It has been argued that education should emphasize the importance that microorganisms have in human lives; a conceptual change to the representation of microorganisms that integrates their diversity and beneficial contributions seems an essential goal for science education. Considering the fact that science textbooks determine largely what is learned about science in the classroom, we explored Greek science textbooks in regard to the representation of microorganisms. Eight textbooks currently in use were investigated. Paragraphs mentioning microbes or microorganisms (187) were coded by both authors in mutually exclusive categories with satisfactory inter-rater agreement. Analysis of results shows that (a) in most cases microorganisms are mentioned in relation to health, and (b) the instances where microorganisms are presented in negative ways (i.e. as pathogens for humans and other organisms) are more than the instances where microorganisms are presented in positive ways (i.e. as part of the human microbiome or having a role in beneficial applications and procedures). Relevant literature and possible implications are discussed.
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Papadatou, Evangeloula, and Anna Saiti. "Investigation of Aggression and Belligerence in Greek Primary and Secondary Schools." In School Violence in International Contexts. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17482-8_6.

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Conference papers on the topic "Greek school"

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Zacharaki, Aikaterina, and Thanasis Hadzilacos. "NEVER TOO EARLY FOR COMPUTATIONAL THINKING: EXPERIMENTS IN A GREEK ELEMENTARY SCHOOL." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2328.

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Papaioannou, Katerina, and Despina Giannikou. "THE BEHAVIOUR OF STUDENTS OF ALBANIAN ORIGIN IN THE GREEK PRIMARY SCHOOL: A HOLISTIC APPROACH TO THE ROLE OF TEACHERS, STUDENTS AND THEIR FAMILIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0545.

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Nakashidze, Nunu, Darejan Geladze, Nino Kiknadze, Nani Gvarishvili, and Shota Rodinadze. "UNIQUE ASPECTS OF ENVIRONMENTAL EDUCATION IN GENERAL EDUCATION SCHOOLS OF ADJARA." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s20.45.

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Education is an ongoing process that enables individuals and society as a whole to reach their full potential by developing their abilities. It serves as a crucial prerequisite for sustainable development and the formation of public awareness. Environmental education, which begins in early childhood and continues throughout life, plays a vital role in fostering environmental literacy. Thus, assessing the state of environmental education among school-age students is of great importance. Our research aimed to evaluate the ecological knowledge of students in public schools operating in various municipalities of the Adjara region, including Khulo, Keda, Khelvachauri, and the city of Batumi. A total of 72 students from primary, secondary, and high school levels, with 24 students from each level, participated in the study, representing eight public schools in the mentioned regions. The findings revealed that the level of ecological knowledge among schoolchildren in rural areas was higher compared to students in urban areas, while the ecological awareness of elementary school students in rural schools is higher than that of students of the corresponding level in city schools. This difference can be attributed to the fact that children living in rural areas have more exposure to nature, animals, and plants, and thus have more information about them, resulting in higher ecological awareness. Furthermore, there was no significant difference in the levels of ecological knowledge between primary and secondary school students. It was determined that students at all levels were well-versed in environmental aspects such as water pollution, waste management, climate change, biodiversity, forest and soil conditions, and natural disasters. However, there was relatively less awareness about the ecological condition of the air, energy efficiency, and green economy.
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Okoutsidou, Maria. "The role and importance of school nurses in Greek schools." In 10th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade - Serbia, 2024. https://doi.org/10.32591/coas.e-conf.10.14117o.

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This study aims to present the philosophical-religious and political-social theses of Martin Luther, as well as the time-specific social construction in which his concepts were born. The research methodology is philosophical-historical, implying the following content of the text: Introduction; Erasmus of Rotterdam and Thomas More - they are perceived as harbingers of free thought in Europe, but at the same time, in principle, both Erasmus and More remained to a greater or lesser extent convinced Catholics. It is no accident that most of their works are studies of religious texts; The Reformation was a consequence of violent socio-economic and political transformations; Martin Luther; A conclusion outlining the influence of Luther's theses and how his teaching played an extremely important role in creating a paradigm in interfaith relations in the Middle Ages. The Reformation was not only the cause of the Western Schism (1374-1417), which modeled relations in Europe and the Christian world. It created a system of international relations, parts of whose profile leave imprints to this day.
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Okoutsidou, Maria. "Greek school drama: Teachers vs. headmasters in 2024." In 10th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade - Serbia, 2024. https://doi.org/10.32591/coas.e-conf.10.19187o.

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We all know how high school was basically one big popularity contest, the jocks, the nerds, the outcast, the cliques. Well, it turns out that the drama doesn’t end after graduation and only to students. The struggles and conflicts are carried right over into the teachers’ lounge and the headmaster’s office. In this article we try to find the reasons for this conflict and strategies to improve their relationship.
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Motornaya, Svetlana. "SCHOOL OF SERGIUS OF RADONEZH AS A PROMOTE OF HOLY RUS' SCHOOL." In Themed collection of papers from Foreign international scientific conference «Joint innovation - joint development». Part 1. by HNRI «National development» in cooperation with PS of UA. October 2023. - Harbin (China). Crossref, 2024. http://dx.doi.org/10.37539/231024.2023.36.69.079.

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The influence of the Greek Orthodox tradition on the formation of the worldview of the followers of St. Sergius of Radonezh is considered. The conclusion is made about the continuity of the method of hesychasm for the formation of consciousness of inhabitants of Orthodox Rus. The psychological mechanism and conditions for personal improvement in the School of St. Sergius of Radonezh are highlighted.
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Govaris, Christos, Dimitrios Sakatzis, Emmi Sarafidou, and Stavroula Kaldi. "INVESTIGATING SCHOOL INEQUALITIES IN THE GREEK SCHOOL FROM THE PERSPECTIVE OF RECOGNITION JUSTICE (ANERKENNUNGSGERECHTIGKEIT)." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1457.

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Salonikov, Nikolay V., and Konstantin V. Sutorius. "The Fate of Novgorod Archbishop School Students under Theophan (Prokopovich)." In Лихудовские чтения — 2022. НовГУ им. Ярослава Мудрого, 2023. http://dx.doi.org/10.34680/978-5-89896-832-8/2023.readings.10.

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e article deals with the fate of the Novgorod Archbishop school and its students a er the Novgorod cathedra was headed by eophan (Prokopovich). A er the Slavic, Latin, particular and diocesan schools of the Novgorod diocese were disbanded in 1726, most of the students, the children of church and clergymen, were sent to their parents’ homes without appointing them to any positions. Some of the students, mostly children of commoners and orphans, were sent to Moscow and St. Petersburg to learn a cra , the other was assigned to various services at the bishop’s house. Only Greek grammar class remained in Novgorod school, where only orphans were le — the children of the clergy, peasants and employees of the bishop’s house, but over the next four years they were taken from the school and sent either to learn a cra , or transferred to the eophan’s (Prokopovich) school in St. Petersburg, so that from 1730 to 1732 there are no traces of the school’s activities in known documents. Based on the analysis of the available sources the authors try to determine the possible reasons why during the reign of Archbishop eophan in the late 20s — early 30s of the XVIII century the activities of the Archbishop school in Novgorod were drastically reduced.
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"THE GREEK SCHOOL NETWORK - Structure, Design Principles and Services Offered." In International Conference on E-business. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0001425302830288.

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Anastasopoulos, Dimitris, George Sarafoglou, and Eleni Tsami. "GAME BASED LEARNING “HUMAN BODY” IN GREEK PRIMARY SCHOOL STUDENTS." In 17th Economics & Finance Conference, Istanbul. International Institute of Social and Economic Sciences, 2022. http://dx.doi.org/10.20472/efc.2022.017.002.

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Reports on the topic "Greek school"

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Paredes, Juan Roberto, María Clara Ramos, Marina Robles, and Emma Näslund-Hadley. School Green Areas. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0006244.

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The World Health Organization says that all cities and towns should have a minimum of 9 square meters (m2) of green space per person. In Latin America there are 3.5 m2 per capita. What is it like in your town?
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Verdict, M. Green Schools Project Final Report. Office of Scientific and Technical Information (OSTI), 2000. http://dx.doi.org/10.2172/769152.

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Harrigan, Merrilee. Final report to the Department of Energy: Green Schools Project DE-FC01-99EE10685. Schools for the 21st century: Transferring the Green Schools experience. Office of Scientific and Technical Information (OSTI), 2002. http://dx.doi.org/10.2172/794006.

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Dairianathan, Eugene, Larry Francis Hilarian, Peter Stead, Chee Hoo Lum, and Hoon Hong Ng. Learning through popular music, lessons for the general music programme syllabus in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27422.

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This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore. Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation an interesting study in social integration. (v) Engaging in popular music potentially provides students life-long engagement The impact of popular music in the classroom has not been fully explored. Creating, performing and responding to popular music genres arguably act as an apt medium of and for self expression considering the complex nature of an ever-shifting demographic mix and strategies to bring about more effective social integration across communities-of-practice (Wenger 1998) engaging the later cosmopolitan society in Singapore. The GMP (2008) document supports the value of popular music beginning with musical skills of composing, improvising and recreating extending to identity formation and multiplicity in identity negotiation in group dynamics (MOE 2008, pp. 7-10). Current broader educational aims are to develop creative, imaginative and socio-culturally well-tempered individuals and popular music has an important educational role to play in this respect. Dairianathan and Lum (2010) have discovered how popular musics re/iterate their place in the music curriculum for music as lived and living space. Secondary factors crucial to this research are: (a) to examine the place of popular music in local public and international schools across Singapore, (b) to draw out the intrinsic and extrinsic motivations for school-going youth to be engaged in popular music and (c) to critically examine popular music immersion in relation to the objectives established in the GMP syllabus (MOE 2008).
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Simmonds, Philippa, and Clare Lally. Green skills in education and employment. Parliamentary Office of Science and Technology, 2024. http://dx.doi.org/10.58248/pn711.

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Green skills can be defined as “the knowledge, abilities, values and attitudes needed to live in, develop and support a society which reduces the impact of human activity on the environment”. Several definitions exist, with some being focused on technical skills for jobs that play a major role in reaching net zero greenhouse gas emissions by 2050 (for example, heat pump installation). Other definitions are broader, and include enabling skills and attitudes, such as public engagement and systems thinking. The lack of a consistent definition can make it challenging to analyse the supply and demand for different skills in the UK workforce. Evidence suggests that developing green skills will be achieved mainly by upskilling the current workforce, but all components of the education system will play a role in increasing skills and raising awareness of green career paths. The vocational education pathway will be particularly important. There is low public awareness of green skills and green career paths, and commentators propose that this could be improved through public engagement and improved careers advice in schools and further education colleges. Sectors such as power generation, construction, waste and resources are likely to see growth and a significant update in skills as part of the net zero transition. These sectors also tend to have an ageing workforce with a substantial proportion approaching retirement. Stakeholders propose that improving diversity in key sectors may help to mitigate green skills shortages. Other challenges include regional variation in demand for and access to green skills development, and shifting policy priorities leading to a lack of investment in training by employers. Training has also seen an overall reduction in investment in training by both the UK Government and employers. Stakeholders have advocated that green skills development could align with levelling up ambitions. There is strong consensus that policy certainty from government would support private sector investment in green technologies, demand for green skills, and provision of green skills training.
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Alimukhamedova, Nargiza, Jushkinbek Ismailov, and Laziza Abdullaeva. Small intervention, Big impact: Experimental Evidence on Behavioral Change Towards Rational Use of Water and Energy in Uzbekistan. TOSHKENT SHAHRIDAGI XALQARO VESTMINSTER UNIVERSITETI, 2025. https://doi.org/10.70735/czld5460.

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Despite the urgency of water and energy issues in Uzbekistan, a lack of public awareness about environmental challenges and resource conservation remains a significant obstacle. Current green transition initiatives mostly adopt a top-down approach, focusing on producers (supply side) rather than addressing resource inefficiencies at the household level, representing the largest consumer group. School-based educational programs integrating behavioral interventions and interactive teaching methods significantly improve students' water and energy-saving behaviors, with a spillover effect on households. Educational interventions based on behavioral change methods are scalable. They can provide a practical pathway to complement Uzbekistan's national sustainability goals by addressing resource inefficiencies at the household and community level.
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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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Østergaard, Sigrid, and Jessica Aschemann-Witzel. SAVING THE WORLD, ONE PLATE AT A TIME? Aarhus University, 2025. https://doi.org/10.7146/aul.549.

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The PlantPro project aimed at researching the acceleration of an efficient green consumer behaviour transition in the food sector, with a major focus on more plant-rich diets. It is a research project funded by Innovation Fund Denmark which ran from the first of April, 2021 to December, 2024. Social scientists focusing on the food sector from three Danish universities, including Aarhus University, Copenhagen Business School, and the University of Copenhagen, collaborated with 16 partners – sector representatives from large and small companies, retailers, NGO´s, think tanks, and network organisations. As such, the project is unique in its focus on market and behaviour, and the way it brings together a broad range of stakeholders. The research in the project explored previous and ongoing food sector transitions, consumer-citizen behaviour changes and perception across different segments, and the actions to nudge, inform, or motivate behaviour change in different public and private choice contexts. This research was built on well-studied theories of sector sustainability transitions and social tipping, as well as a broad range of behaviour change theories. Diverse methods were used, ranging from case studies and expert interviews, to repeated representative surveys following trends over time, and experimental online surveys looking at specific mechanisms of change, to finally lab and real-life experiments looking at household, canteen, and supermarket behaviours. As a practical implication, the project delivers a catalogue of marketing and policy actions that can contribute to accelerating an efficient green consumer behaviour transition in the food sector. We list and describe this catalogue on the next pages. We have three major conclusions. The first is about the status of change. The second is about the road from here. The third is about the range of actions for both immediate and sustained effects.
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Cordero, Eugene, and Kiana Luong. Promoting Interest in Transportation Careers Among Young Women. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.2028.

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Transportation remains the largest source of U.S.-based carbon emissions, and reducing emissions from this source continues to challenge experts. Addressing challenging problems requires diverse modes of thinking—and at present the transportation workforce is not diverse in terms of gender, with women occupying only about 14% of the transportation workforce. This research developed and tested a school-based intervention that uses pro-environmental framing and exposure to women transportation role models to help attract more women to transportation careers. To investigate the efficacy of the intervention, the research team studied control and treatment groups of university students using pre- and post-surveys to measure changes in student understanding and interest in transportation fields and careers. Students in both groups were enrolled in a climate change course, and students in the treatment group completed an additional transportation learning module designed to stimulate interest in transportation careers. The results showed that by the end of the semester, student awareness that the transportation industry can provide green and sustainable careers increased by 39.7% in the treatment group compared to no change in the control group. In addition, student openness to working in a transportation related career increased by 17.5% for females in the treatment group compared to no change in the male treatment group and no change in the control group. Given the success of this intervention, similar educational modules at various educational levels could increase the number of women working in transportation. Should such approaches be successful, society will be better prepared to respond to environmental challenges like climate change.
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Döring, Thomas. Wachstum und ökologischer Fußabdruck – Zum Zielkonflikt zwischen wirtschaftlicher Prosperität und Umweltverbrauch einschließlich möglicher Lösungskonzepte. Sonderforschungsgruppe Institutionenanalyse, 2019. http://dx.doi.org/10.46850/sofia.9783941627741.

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Das weltweit vorherrschende Entwicklungsmodell in Form eines kontinuierlichen Wirtschaftswachstums steht in der Kritik – dies nicht allein, aber vor allem auch wegen seiner ökologisch negativen Auswirkungen.1 Die Kritik am Wachstumsparadigma ist jedoch keineswegs neu, vielmehr gibt es sie fast schon so lange wie das Wirtschaftswachstum selbst.2 Mit Blick auf die zurück-liegenden 50 Jahre führte vor allem der erste Bericht an den Club of Rome (Meadows et al. 1972) zu einer breiteren gesellschaftlichen Diskussion um die „Grenzen des Wachstums“ auf einem Planeten mit endlichen natürlichen Res-sourcen. Die wachstumskritischen Beiträge der jüngeren Vergangenheit knüpfen daran an, erweitern die frühe Diskussion unter Schlagworten wie „Post-wachstum“, „Green Growth“ oder „De-Growth“ jedoch zugleich um neue Perspektiven der Kritik, aber auch denkbare Lösungen des Konflikts zwischen Wachstum und Umweltschutz.3 Zwar sind Zielkonflikte und damit einhergehende Opportunitätskosten als solches aus ökonomischer Sicht keine Besonderheit. Die Brisanz des Konflikts zwischen Wirtschaftswachstum und Um-weltverbrauch kann jedoch in der mittlerweile erreichten Eingriffsintensität ökonomischen Handelns in die natürlichen Regelkreisläufe gesehen werden, die den Fortbestand der menschlichen Zivilisation selbst gefährden könnte. Vor dem Hintergrund dieses in den zurückliegenden Ausführungen sich aus-drückenden Konflikts zwischen Wirtschaftswachstum und Umwelt(-schutz) geht der vorliegende Beitrag zunächst der Frage nach, wie sich dieser Zielkonflikt aus ökonomischer Sicht sowohl inhaltlich als auch institutionell näher bestimmen lässt (Kapitel 2). Dies schließt auch eine Betrachtung mit ein, wie sich das Verhältnis von Wachstum und Umwelt im Verlauf des wirtschaftlichen Entwicklungsprozesses und damit in der zeitlichen Dimension gestaltet, wie dies den Überlegungen zur „Umwelt-Kuznets-Hypothese“ zugrunde liegt. Daran anschließend werden verschiedene Ansätze vorgestellt, die unterschiedliche Reformmaßnahmen zur „Entschärfung“ der Beziehung zwischen Wirtschaftswachstum und Umweltverbrauch zum Gegenstand haben (Kapitel 3). Diese lassen sich grob danach differenzieren, ob (1) der Zielkonflikt als nur einseitig zulasten des Wachstumsziels lösbar eingestuft wird (De-Growth- bzw. Postwachstums-Ansätze), (2) ein schonender Umgang mit natürlichen Ressourcen als nur durch eine grundlegende ethische Neuausrichtung der Marktwirtschaft realisierbar gilt (Ansatz der Gemeinwohlökonomie) oder (3) von der Möglichkeit einer weitgehenden Entkoppelung von Wirtschaftswachstum und Umweltverbrauch (Ansätze des „Green Growth“) ausgegangen wird. Der Beitrag endet mit der Ableitung ordnungspolitischer Schlussfolgerungen, die als wichtige Bausteine einer Lösung des Zielkonflikts zwischen Wachstum und Umwelt zu verstehen sind (Kapitel 4).
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