Journal articles on the topic 'Greek school network'

Traveling to school is a complex undertaking that refers to students’ daily trips from their residences to their schools and vice versa. The school bus routing problem differs from a conventional vehicle routing problem because it involves a procedure of receiving and delivering transported vulnerable objects (students). In the Greek school transportation system, this procedure is executed in complex transport networks, following a series of routes formulated with an empirical approach; not a mathematical model. Many schools design these routes by using a manual process, taking into account primarily the parents’ requirements. However, the complexities of school bus routing problems, such as local conditions, operating costs, and customer needs, make the whole procedure extremely challenging and render the adoption of a software solution a necessity. Considering this framework, this paper presents a seven-step method developed for optimizing the school bus routes of a private school in Thessaloniki, Greece. The method is based on cluster analysis and genetic algorithms while taking into account the geographic characteristics of the road network as well as the distribution of the student’s travel behavior and requirements. The results derived from the pilot testing verify initial considerations: reducing the distance and travel time by optimizing school bus routing lessens the possibility for students to be involved in road accidents and enhances the air quality through a reduction in fuel emissions.

Purpose – Abstract: Purpose - In 2015 the National Library of Greece took over the Greek Libraries Network to support the efforts of academic, research, public, municipal and school libraries in the country to develop and advance the services they offer to the public. The main objective is to make this network a center of knowledge diffusion, networking and professional communication among its members as well as making libraries hubs of creativity for everyone. Design/methodology/approach - The existence of this network gives each member-library the ability to multiply its users, since the users of each library are members of the entire network. The actions of the Greek Libraries Network aim at audience development in the libraries, with a special focus on children, in order to create a new generation of readers.Findings - The proposed educational programs promote reading through specific themes and books. Through specially designed workshops children can experience the library as a space that offers innumerable opportunities for education and creativity. Originality/value - In this endeavor, the National Library of Greece stands shoulder to shoulder by visiting the natural spaces of each member-library of the Greek Libraries Network, heeding their needs and concerns, but also getting feedback and new ideas for the improvement of its services.

The HELYCON project aims at the installation of cosmic air-shower detectors on the roofs of high-school buildings in western Greece. During the last four years, the HELYCON project made a substantial progress. Three HELYCON stations were installed and are still in operation at the Hellenic Open University (HOU) campus, while a small-scale air-shower detector ( μ Cosmics detector), suitable for in classroom operation, was developed. During the construction and operation of these detectors, many experimental tests and calibration procedures were established, offering the framework for the educational activities of the HELYCON project. In this work, we present the recent developments of the HELYCON project and describe the main aspects of the methodology we use in a five-day training program that introduces the Greek education community to the experimental procedures of HELYCON.

Abstract Background The growing popularity of mobile phones and the expansion of network infrastructure in Greece have raised concerns about the possible negative health effects on sensitive groups, such as children, from exposure to long-term radiofrequency electromagnetic fields (RF-EMFs). Aims The objective of this study is to estimate mean RF-EMF exposure levels of primary and secondary education schools located in the municipality of Korydallos, Athens, Greece. Methods We performed measurements to all the schools units ($n=62$) in the region in order to calculate the mean value for RF-EMF exposure in the range of 27 MHz–3 GHz, which covers the whole spectrum of RF-EMF sources. Results At the $97.5\%$ of schools found in Korydallos region, the exposure level is at least 2200 times below the Greek exposure limits. Conclusion The exposure levels in the locations tested are both below $60\%$ of the highest limit set by the International Commission on Non-Ionizing Radiation Protection regarding school exposures.

The present study examines the integration level of the Nature of Scientific Knowledge in secondary school science classes in Greece. The research was designed and organized on the basis of the Cultural-Historical Activity Theory. The activity system of the researchers, who use the proper tools each time, are in network relations with the activity system of Science Education. Major components of the educational system are studied (the curriculum, textbooks, teachers’ know-how and teaching methods, school inspectors’ viewpoints, students’ knowledge) in relation to the nature of scientific knowledge, to ensure valid results. The curriculum and textbook content is decoded, the knowledge of teachers and students is assessed with the use of an internationally validated questionnaire, and interview protocols are analyzed. Research results reveal that the nature of scientific knowledge is included in a small degree in the curriculum and textbooks, teachers refer intuitively to some of these aspects, without assessing the knowledge of students, and, finally, the majority of high-school graduate students have naïve views regarding the nature of scientific knowledge.

Digital stories comprise a technological tool which can engage learners in collaborative learning as well as lead them to experientially acquire knowledge through a constructive process. The aim of the current action research, for which a cooperative network between academics and teachers was created, is to show how digital storytelling can emerge as an inclusive education tool through investigating the changes brought about by its implementation on the academic and social context of a school unit. The research was conducted in a Greek primary school and lasted seven months, involving two fifth grade classes and an integration class. It followed the three stages of a multi-thematic digital story project (preparation, implementation, and evaluation) and learners were called to research and process information, at their own pace, from diverse cognitive domains (art, science, coding). The research tools employed were participatory observation, diary research, and semi-structured interviews. The research positively influenced the reconstruction of the school unit since teachers reconsidered some of their educational techniques as non-inclusive, utilized technology as an instrument of constructive and experiential learning based on the diversity of each student, and reinforced learners’ critical thinking and imagination while cultivating a climate of empathy and self-confidence among students.

The main objective of this work is to analyse the visual representations (VRs) of the microcosm depicted in nine Greek secondary chemistry school textbooks of the last three decades in order to construct a systemic network for their main conceptual framework and to evaluate the contribution of each one of the resulting categories to the network. The sample comprises a total number of 221 VRs of microcosm, 66 of which are VRs of the 8th grade, 92 of the 9th grade and 63 of the 10th grade. For the qualitative analysis of VRs the phenomenographic method was implemented, whereas a basic quantitative analysis followed. Results provide us with a network that can help science teachers and textbooks designers in identifying the plethora of codes employed in these VRs and the plethora of ways in which VRs can be used, as well as, in determining possible causes of relevant students' misconceptions. Quantitative analysis indicates an effect of grade on the content of VRs and relevant implications for science education are discussed.

Learners’ opinions constitute an important source of information that can be useful to teachers and educational instructors in order to improve learning procedures and training activities. By analyzing learners’ actions and extracting data related to their learning behavior, educators can specify proper learning approaches to stimulate learners’ interest and contribute to constructive monitoring of learning progress during the course or to improve future courses. Learners-generated content and their feedback and comments can provide indicative information about the educational procedures that they attended and the training activities that they participated in. Educational systems must possess mechanisms to analyze learners’ comments and automatically specify their opinions and attitude towards the courses and the learning activities that are offered to them. This paper describes a Greek language sentiment analysis system that analyzes texts written in Greek language and generates feature vectors which together with classification algorithms give us the opportunity to classify Greek texts based on the personal opinion and the degree of satisfaction expressed. The sentiment analysis module has been integrated into the hybrid educational systems of the Greek school network that offers life-long learning courses. The module offers a wide range of possibilities to lecturers, policymakers and educational institutes that participate in the training procedure and offers life-long learning courses, to understand how their learners perceive learning activities and specify what aspects of the learning activities they liked and disliked. The experimental study show quite interesting results regarding the performance of the sentiment analysis methodology and the specification of users’ opinions and satisfaction. The feature analysis demonstrates interesting findings regarding the characteristics that provide indicative information for opinion analysis and embeddings combined with deep learning approaches yield satisfactory results.

AbstractThe aim consists in presenting determinants and types of verbal aggressiveness, bullying and Machiavellian behaviour among Physical Education students. Twelve network samples were collected from four Greek departments (538 students). Network questionnaires were used. Visone software was used for calculating network variables (in/outdegree, Katz, pagerank, authority). Spearman and PCA have been implemented for relating non-network variables with network ones. Results: Travelling abroad for athletic reasons, surfing internet for studies and being inspired from others’ behaviours trigger disruptive behaviours. Mothers’ education level, economic state, surfing internet for entertainment encourage victimization. Students who have experienced these detrimental behaviours as victims or victimizers during school years continue to experience destructive behaviours during academic years showing that such negative behaviours are adopted.Keywords: Verbal Aggressiveness; Bullying; Machiavellianism; Social Network Analysis; University students ResumenEl objetivo consiste en presentar los determinantes y tipos de agresión verbal, intimidación y comportamiento maquiavélico entre los estudiantes de Educación Física. Se recogieron doce muestras de red de cuatro departamentos griegos (538 estudiantes). Se utilizaron cuestionarios de red. El software de Visone se utilizó para calcular las variables de red (entrada / salida, Katz, pagerank, autoridad). Spearman y PCA se han implementado para relacionar variables que no son de red con las de red. Resultados: viajar al extranjero por razones deportivas, navegar por Internet para estudiar e inspirarse en los comportamientos de comportamiento disruptivo de los demás. El nivel de educación de las madres, el estado económico, navegar por Internet para entretenerse fomentan la victimización. Los estudiantes que han experimentado estos comportamientos perjudiciales como víctimas o victimarios durante los años escolares continúan experimentando comportamientos destructivos durante los años académicos, lo que demuestra que se adoptan tales comportamientos negativos.Palabras clave: agresividad verbal; Intimidación Maquiavelismo; Análisis de redes sociales; Estudiantes universitarios

In the current education policy climate, increased pressure has been placed on improving failing high schools that graduate fewer than half of their students. One policy proposal that has gained support proposes replacing these failing schools with successful charter school models. This paper examines the benefits of utilizing the Green Dot charter schools as a “turnaround” model with reference to the costs. If an expanded network of Green Dot charter schools will continue to operate at its current level of effectiveness, then this policy would prove to be cost-beneficial.

The positive effects of Green Spaces on health are thought to be achieved through the mechanisms of mitigation, instoration and restoration. One of the benefits of Green Spaces may be the restoration of attention and so the objective of this research is testing empirically whether exposure to a green environment improves attention in school children. For so doing, we first used a split-unit statistical design in each of four schools, then combined the primary results via meta-analysis. The Attention Network Test (ANT) was used to measure attention before and after exposure and a total of 167 seven-year-old students participated in the experiments. Overall, our experimental results do not support the hypothesis that students’ exposure to activities in green vs. grey spaces affected their performance in ANT. This was so despite the fact that neither age nor gender biases have been detected and despite that our experiments have been proved to be sufficiently statistically powerful. It would be advisable to consider air pollution and noise. We also recommend that participants attend the experiment with mental exhaustion to maximize the ability to detect significant changes.

AbstractThe findings from a study of how Green families construct and practise versions of an environmental ethic and ecopolitic in the home are suggestive of how environmental education in schools might be revised. In this study, the green home proved to be a very different form of environmental education and practice of sustainability. Children's environmental learning was closely associated with their doing of practical things in the home in relation to the everyday environmental problematic. But this embodied, situated and practical doing as learning hinged upon their parents' environmental commitments and the family's functioning as they were respectively “structured”—materially, symbolically, geographically and historically by the social relations and conditions of the home, availability of resources, school and community networks, and prevailing cultural climate. Hence, this study of household ecologies, or postmodern oikos, provides evidence and insights for the further development of environmental education curricula and pedagogical strategies, understandings of a range of factors influencing learners' environmental engagement and action and, consequently, ecologically focussed research endeavours.

This article reconstructs a political-educational dilemma that plagued the progressive Argentine Jews of the Yiddisher Kultur Farband (YKUF), or Federation of Jewish Cultural Entities (from now on, «the Ykufists»), between 1955 and 1995. Ideologically close to the Communists, they defended the secular, gratuitous and compulsory education principles embodied in Law 1420 (1884), and the postulates of autonomy, co-government and freedom of University Reform (1918). In 1958, faced with the «secular or free» conflict, which polarized the citizenship between those who defended a private-confessional education and those who advocated the exclusiveness of a secular state education, the Ykufists actively demonstrated their affinity with the latter. Parallel to this, they supported a network of idiomatic schools in Yiddish (shules), founded by immigrants, which played a «complementary» role. These shules declined towards the 1960s. To save them, they had to be turned into full-time private schools, but that would go against their principles in favour of a public and egalitarian education. At the 9th YKUF Congress in 1968, delegates from all over the country voted to continue with the shules for as long as possible, but not to compete with the state school. However, two decades later, in the nineties, YKUF was happy for a private secular school to be opened in one of its institutions; what social and political transformations generated this change? How did they manage to reconcile a discourse in favour of state education and then green light a private school? Based on extensive research, this article analyses, in light of the national and international context, the educational dilemmas of this progressive Jewish group, which identified with the Argentine middle classes.

Background Adolescents, particularly athletes, have high exposure to ultra-processed foods, which could be harmful to their health and physical performance. School environments are capable of improving eating patterns. Our study is aimed at capturing changes in students’ food consumption three years after they enrolled at an experimental school, considered a model of health promotion in Rio de Janeiro city. We also aimed to depict the promising nature of the healthy eating promotion program implemented in the school and share the learnings from its implementation. Methods Our pilot study was a follow-up on the implementation of a school garden, experimental kitchen activities, and health promotion classes. We evaluated 83 adolescent athletes’ food consumption twice during the study: at its beginning (2013) and end (2016), by administering a food frequency questionnaire (FFQ) that inquired about the frequency of foods consumed in the past week. To evaluate how effectively the activities were established, integrated, and sustained in schools, the Garden Resources, Education, and Environment Nexus (GREEN) tool was used, and the school’s adherence to the school garden program was classified as high (scored 47 points out of 57). Results In 2013, 89 adolescents (mean ± SD 11.9 ± 0.4 years, 54% male) participated in the study, of which 83 continued until 2016 (14.8 ± 0.5 years, 55% male). In 2013, the mean frequency of raw salad and fruits consumption was 1.4 (CI [1.0–1.9]) and 4.3 (CI [3.8–4.9]) days per week, respectively. Three years later, the frequency of raw salad and fruits consumption was 2.2 (CI [1.6–2.7]) and 5.0 (4.5–5.5), respectively. Considering that five meals were offered at school (five days/week), it may be possible to assume that the program raised awareness on the importance of healthy eating. Conclusion Our results suggest that such integrated healthy eating promotion programs may improve adolescent athletes’ eating habits, by increasing the frequency of their consumption of unprocessed foods. This pilot study’s results inspired us to implement an expanded project at the municipal level. Since 2018, teachers who participated in this program are working with Rio de Janeiro’s Municipal Secretary of Education for Coordination of Curricular Projects. Some learnings from this pilot study on implementing the garden/experimental kitchen project in this school are being applied in 65 schools of the municipal network: joint activities must be fostered among students, teachers, and parents; healthy eating needs to be a respected value among adolescent athletes and become an example for parents and teachers.


 The study explores the significance of residents’ experience with an array of green infrastructure in Taiping, a small town in central Peninsular Malaysia. It argues that the existence of a composite of greenery and open spaces in a town that has diversity contributes to sense of well-being of residents. Green infrastructure network is a composite of various types of greenery and open spaces linked by streets, waterways and drainages encircling and connecting urban areas, at all spatial scales. In Taiping, the green infrastructure network consists of a town park, street planting, open spaces of public buildings, pocket spaces between shop-houses, school playfields, neighbourhood open space, home gardens, and river corridors. Questionnaires (n=335) and semi-structured interviews (n=33) explored the diversity of the green infrastructure in the town and the causal relationship to well-being—physical, cognitive and social. The data suggested that green infrastructure afford residents diversity of experience. Diverse experiences of green infrastructure network, physically and visually attract residents to participate in active activities, to socialize and to perform other transactional activities outside their homes. Therefore, the effects from the participation trigger many positive moods such as serenity, relaxation, comfort and satisfaction. Moreover, in physical and social terms, experiencing urban green spaces such as parks and gardens afford town residents active living, and community participation and harmony. There were modest relationships between the dimensions of diversity with the well-being dimensions, suggesting that residents felt diversity affect their sense of well-being. Hence, the results implicate that urban green spaces are essential amenity for towns and cities that afford an individual and a community physical, cognitive and social well-being.
 Keywords: Green infrastructure, Small town, Diversity, Well-being
 © 2017 The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, UniversitiTeknologi MARA, Malaysia.

The enduring significance of gender and how it intersects with class in the organization of parenting, domestic and professional work has been obscured in contemporary neoliberal contexts. This article examines how Greek academic women conceptualize and enact motherhood and the classed and gendered strategies they adopt to reconcile ‘good’ motherhood with notions of the ‘good’ academic professional. It draws on semi-structured interviews about the career narratives of 15 women in Greek medical schools in the aftermath of the Greek recession. The analysis presented in this article is informed by a feminist post-structuralist paradigm and an emic approach to intersectionality. Motherhood emerged in the data as a dynamic concept, and a network of practices both constrained and enabled by gendered and classed family and work cultures. Drawing on a neoliberal ‘DIY’ and ‘having it all’ discourse, Greek mothers claimed that they could achieve almost anything professionally, if they organized their private lives sensibly. They drew on idealized discourses of motherhood, but they also contradicted these notions by doing non-traditional forms of motherhood, such as remote or transnational motherhood, afforded by their privileged social positioning and academic careers. Further research is required to investigate configurations of classed motherhood in less prestigious professions.

Climate change is putting the achievement of all Sustainable Development Goals at risk and leads to negative impacts on human health and well-being. Consequently, tremendous social responsibility lies with public health professionals and their associations. Therefore, this study addressed the following question: “How can the Association of Schools of Public Health in the European Region (ASPHER) best support the goals of the European Green Deal through its network of public health schools and departments?” This study looked at the implementation of climate education in public health schools in the European region and climate action taken by these public health schools. An online survey among ASPHER members with a 51% overall response rate (excluding non-European members) shows that 64% of the responding schools provide climate-health educational offerings, while 63% consider these for the future. Additionally, most climate actions taken by the schools were ad hoc actions. These findings show that a systematic approach is missing, and there is a general lack of strategy in most schools. We consequently recommend that schools invest in climate and health education in their curricula and become exemplars for climate action to actively contribute to the achievement of Europe’s climate goals.

The accelerated urbanisation process that Brazil has gone through in the last 50 years has given rise to daunting challenges for public managers, especially in terms of local public policy management for the building of “healthy cities”. In Sobral, a municipality of 173,000 inhabitants in Ceará in the North-eastern region of Brazil, a number of municipal policies were initiated beginning in 1997, many in partnership with the federal and state governments. They were inspired by the vision of a healthy and equitable city and were marked by strategic planning and the implementation of intersectoral projects. This article lays out some of the actions and their results, including an increase in the public supply of drinking water from 65% to 97% of households; an increase in sewage networks from 7% to 65%; an increase in public refuse collection from 42% to 90%; the expansion of green areas; the construction of nine kilometres of bicycle paths; the universalisation of integral health care through the Family Health Strategy through a network with specialised out-patient and hospital services; and a 148% increase in the number of children enrolled in primary school. These initiatives also resulted in the improvement of quality of life indicators, including a reduction in infant mortality from 61.4 to 19.0 per thousand live births, a drop in the mortality rate from traffic accidents from 33.40 per 100,000 inhabitants in 2001 to 15.25 in 2003; and a jump in literacy rates among children in the first cycle of primary school from 40 to 90.7%. In the present article, the authors describe some of the successful strategies and projects initiated between 1997 and 2003, and discuss how this experience could be reproduced in other communities across Brazil and around the world.

<p><em>The present study is an attempt to define the legalizing process of a differentiated operational model for schools, emphasizing and reinforcing democratic values. In this respect, new organizational forms of students and teachers are being proposed, aimed at formulating a bio-political environment characterized by new communication networks—of both social and personal appeal. These will be conducive to transforming authoritative structures and domination relations into democratic forms of organization, taking into consideration the individuals’ social and cultural subjectivity within their social environment. More specifically, explicit and implicit forms of domination and authority are transcended with a focus on the forming correspondence of structures and relations, rendering democracy a new interpretation regarding its social and political content.</em></p><em>This proposal is expected to serve as an exemplary model for democratic education beyond the needs emanating from the Greek reality. The institutional organization and operation of the education bureaucratic mechanism is emphasized in order that schools operate as areas of consideration and political reflection on democracy.</em>

This study demonstrates a decision-support framework for planning Green Infrastructure (GI) systems that maximize urban ecosystem services in Camden, NJ. Seven key ecosystem services are evaluated (urban agriculture expansion, combined sewer overflow reduction, heat island reduction, flooding reduction, capacity building/green jobs expansion, fitness expansion, and stress reduction), to produce a normalized value for each service for each drainage sub-basin within the city. Gaps in ecosystem services are then mapped and utilized to geographically prioritize different kinds of multifunctional GI. Conceptual designs are developed for four site typologies: parks, schools, vacant lots, and brownfield sites. For one demonstration site, additional analysis is presented on urban engagement, life cycle cost reduction, and new sources of funding. What results is an integrated, long-term vision where multifunctional GI systems can be readily customized to meet multiple needs within urban communities. This study provides a portable and replicable framework for leveraging the regulatory requirement to manage stormwater to meet broader urban revitalization goals, all through a decentralized network of green infrastructure assets.

This research aims at investigating the effects of a drama/theater-in-education program on dealing with gender stereotypes; it also aims at creating or improving a culture of cooperation and communication among 6th grade pupils of a Greek primary school. On the premise that drama/theater promotes play, free and creative expression, we attempted to bring out the pupils’ perceptions, subconscious thoughts, prejudices, emotions and fears regarding gender, through both qualitative and quantitative tools. The sociometric test analysis, the subject analysis of the data gathered by the student group interviews, the critical friend’s comments and the researchers’ reflective journals indicate a shift in the pupils’ stereotypical perceptions on gender as well as a broadening of the social networks between boys and girls. The educational drama/theater practices of our program provided the students with a safe, free and creative environment that enabled them to talk about, negotiate and express with all senses their personal representations, values, views and gender stereotypes.

The concept was introduced by Vilfredo F. D. Pareto, a leading representative of the Lausanne School of Economic thought. Ophelimity comes from Greek, meaning something useful, advantageous for people. And in these challenging and bad days, it is a good landmark to refer to. The term is the expression of the ordinal preference-ranking indicator of the utility. That is, the setting of preferences in a certain order and the purchase of the goods/services depending on the intensity and urgency of the needs, now and on short-run. Therefore, using a survey of the literature in the field, we can deduce the tendencies of the human life and social-economic activities on short-run and, even, on medium-run, altogether with the elements of the Maslow Hierarchy Needs. The term utility of goods and services, even ophelimity is necessary towards regaining the basic needs of people and the re-birth of economies and of social life.

The status of the Greek Uniate Church on the eve of the division of the Commonwealth was characterized by the institutional design and ordering of the internal church mechanism, centralized management and the integrity of the hierarchical structure, the presence of a multimillion parochial flock and a powerful network of monastic cells, the acquisition of significant economic potential, in particular, the church monastic land tenure, for the conclusion that the entire church body is quite stable. Created by the efforts of the intellectual core of the Greco-Uniate Church - the Order of St. Basil the Great - a multicomponent system of educational institutions (novitiates, seminaries, colleges, parish schools), as well as publishing centers have made a significant contribution to the cultivation of national culture. Thus, for a long time, this Church not only played the role of a kind of ethnoconservant of the culture of the autochthonous population of the Right-Bank Ukraine, retained the dominant elements of its ethnic attributes, but also joined and united its elite with the European spiritual and cultural space.

Spatial analyses for the City of Zagreb are mostly produced by the Department for Spatial Information and Research of the Zagreb City Office for Strategic Planning and Development, which is also the coordinator of Zagreb Infrastructure Spatial Data (Croatian acronym: ZIPP). Based on an extensive database, spatial research, analyses, indicators and analytical bases can be accessed for the needs of strategic planners and other users. Examples from practice are described which are publicly available on the web pages of the City of Zagreb, and which were produced at the request of city administrative bodies or private use, from analyses of population density, access to public transport, access to public green spaces, the network of preschool and primary school facilities, strategic city projects, capital investments in buildings for social activities, and public architecture-urbanism tenders, to registering damage after the earthquakes in Zagreb. Spatial analyses provide data which encourage the rational use of spatial resources and informed city administration. New features are interactive web applications with publicly available data which achieve transparency on the part of the city administration. One of the advantages is that they can be refreshed in real time.

The impact of the third year (March 1992-March 1993) of a World view International Foundation project to increase the production and consumption of high-carotene foods in Gaibandah district, Bangladesh, was evaluated. The mothers of more than 2,500 children age one to six years, representative of Gaibandah, were interviewed at one-year intervals and compared with a similar sample in a geographically adjacent non-project area of equal size. A 24-hour recall was done regarding green leafy vegetables, yellow fruits and vegetables, oil-rich foods, and non-carotene-rich vegetables. This project was multidimensional and was based on community participation. It used women volunteers, health assistants, and schools to spread knowledge, skills, and encouragement for growing carotene-rich foods and feeding them to young children. Modern and traditional mass media reinforced the messages. Seeds for mainly local varieties of high-carotene foods were distributed free or in certain cases sold by a network of trained women volunteers. Knowledge of the problem and its causes increased in response to the communications. Home production of the targeted high-carotene foods increased remarkably in both the project and the non-project areas. Consumption patterns changed markedly but predictably toward more expensive foods during the study year due to an unprecedented drop in the price of rice. Children's consumption of all but the non-carotene rich vegetables increased significantly in Gaibandah. In the nonproject area, consumption of yellow fruits and vegetables increased as much as in Gaibandah, oil-rich foods less than in Gaibandah, and non-carotene-rich vegetables much more than in Gaibandah. However, consumption of green leafy vegetables decreased significantly in the non-project area and increased significantly in Gaibandah. In March 1993,26 % and 52 % of children, respectively, had eaten green leafy vegetables the day before the interview.

European Network for Environmental Citizenship (ENEC) aims to improve understanding and assessment of environmental citizenship in European societies and participating countries. Environmental Citizenship is a key factor in EU's growth strategy (Europe 2020) and its vision for Sustainable Development, Green and Cycle economy and Low-carbon society (EU-roadmap 2050). The Integrated Network of the ENEC Cost Action will diminish the barriers between human, economic, social, political and environmental sciences multiplying the knowledge, expertise, research and insights of different stakeholders (researchers, scholars, teachers, practitioners, policy officials, NGOs, etc.) related in Environmental Citizenship and focusing on education. ENEC is trying to establish a new theory and a framework of the Education for Environmental Citizenship (EEC), for primary and secondary, formal and non-formal education. The different macro- and micro- level dimensions of formal and non-formal education that could lead to Environmental Citizenship will be focused. By developing National, European and International collaborations ENEC will enhance the scientific knowledge and attention to Environmental Citizenship. Expected deliverables include: a) the creation of a web-site, b) a repository database of scientific measures and evidence based interventions that target Environmental Citizenship, c) the facilitation of scientific training schools, short term scientific missions, conferences and d) the dissemination of collaborative working papers, scientific reports, proceedings, academic publications, policy and recommendation papers and an edited book on Environmental Citizenship. The Action will conceptualize and frame the Environmental Citizenship and will develop new research paradigms and metrics for assessing the Environmental Citizenship. Good examples and best educational practices leading to pro-environmental attitudes, behaviour and values will be highlighted and promoted. Policy measures and recommendations will be proposed. The Action will serve as a vehicle to defragment the knowledge and expertise in Environmental Citizenship.

The water sector in the last 20 years has undergone radical paradigm shifts arising from the crisis of global proportions that have characterized the sector, prompting many international fora, including the Dublin conference in January 1992. One of the responses from academic institutions to this crisis is the development of computer-based predictive tools for better and more accurate prediction of the variables that affect water use and management. In the School of Civil and Environmental Engineering at the University of the Witwatersrand, attempts have been made to develop software to aid planning, management, and decision making in the water sector. Two of such software are Wadessy - a water distribution network design software, and a groundwater flow modelling software GEMFLOW that is based on the Green element method (GEM). Although their engines are quite robust and have been applied in field studies in Botswana and Zimbabwe, and compare favourably with published models, their elegance in terms of graphical user interface (GUI) is still rudimentary. The cost for their development has been mainly in the training of postgraduate students who have assisted in their development. Industry uptake has been very limited, which is one of the reasons why their GUIs are still rudimentary. With greater investment into the development and marketing of these and many other software, the potential exists to have “made-in-Africa” software with capabilities comparable, if not better than, those developed in more advanced countries. This paper reports on these software, compares these with similar initiatives in more advanced countries, and discusses the challenges in development, funding, and uptake by industry. The experiences described herein are most likely to be similar with other software development initiatives in sub- Saharan Africa.

ContentsGreen Chemistry in the International ContextThe Concept of green ChemistryDefinition of green chemistry | Green chemistry: Why now? | The historical context of green chemistry | The emergence of green chemistryThe Content of Green ChemistryAreas of green chemistry | Preliminary remarks | Alternative feedstocks | Benign reagents/synthetic pathways | Synthetic transformations | Solvents/reaction conditionsGreen Chemistry in the International ContextIt has come to be recognized in recent years, that the science of chemistry is central to addressing the problems facing the environment. Through the utilization of the various subdisciplines of chemistry and the molecular sciences, there is an increasing appreciation that the emerging area of green chemistry1is needed in the design and attainment of sustainable development. A central driving force in this increasing awareness is that green chemistry accomplishes both economic and environmental goals simultaneously through the use of sound, fundamental scientific principles. Recently, a basic strategy has been proposed for implementing the relationships between industry and academia, and hence, funding of the research that constitutes the engine of economic advancement; it is what many schools of economics call the "triple bottom line" philosophy, meaning that an enterprise will be economically sustainable if the objectives of environmental protection, societal benefit, and market advantage are all satisfied2. Triple bottom line is a strong idea for evaluating the success of environmental technologies. It is clear that the best environmentally friendly technology or discovery will not impact on the market if it is not economically advantageous; in the same way, the market that ignores environmental needs and human involvement will not prosper. This is the challenge for the future of the chemical industry, its development being strongly linked to the extent to which environmental and human needs can be reconciled with new ideas in fundamental research. On the other hand, it should be easy to foresee that the success of environmentally friendly reactions, products, and processes will improve competitiveness within the chemical industry. If companies are able to meet the needs of society, people will influence their own governments to foster those industries attempting such environmental initiatives. Of course, fundamental research will play a central role in achieving these worthy objectives. What we call green chemistry may in fact embody some of the most advanced perspectives and opportunities in chemical sciences.It is for these reasons that the International Union of Pure and Applied Chemistry (IUPAC) has a central role to play in advancing and promoting the continuing emergence and impact of green chemistry. When we think about how IUPAC furthers chemistry throughout the world, it is useful to refer to IUPAC's Strategic Plan. This plan demonstrates the direct relevance of the mission of IUPAC to green chemistry, and explains why there is growing enthusiasm for the pursuit of this new area as an appropriate activity of a scientific Union. The IUPAC Strategic Plan outlines among other goals:IUPAC will serve as a scientific, international, nongovernmental body in objectively addressing global issues involving the chemical sciences. Where appropriate, IUPAC will represent the interests of chemistry in governmental and nongovernmental forums.IUPAC will provide tools (e.g., standardized nomenclature and methods) and forums to help advance international research in the chemical sciences.IUPAC will assist chemistry-related industry in its contributions to sustainable development, wealth creation, and improvement in the quality of life.IUPAC will facilitate the development of effective channels of communication in the international chemistry community.IUPAC will promote the service of chemistry to society in both developed and developing countries.IUPAC will utilize its global perspective to contribute toward the enhancement of education in chemistry and to advance the public understanding of chemistry and the scientific method.IUPAC will make special efforts to encourage the career development of young chemists.IUPAC will broaden the geographical base of the Union and ensure that its human capital is drawn from all segments of the world chemistry community.IUPAC will encourage worldwide dissemination of information about the activities of the Union.IUPAC will assure sound management of its resources to provide maximum value for the funds invested in the Union.Through the vehicle of green chemistry, IUPAC can engage and is engaging the international community in issues of global importance to the environment and to industry, through education of young and established scientists, the provision of technical tools, governmental engagement, communication to the public and scientific communities, and the pursuit of sustainable development. By virtue of its status as a leading and internationally representative scientific body, IUPAC is able to collaborate closely in furthering individual national efforts as well as those of multinational entities.An important example of such collaboration in the area of green chemistry is that of IUPAC with the Organization for the Economical Cooperation and Development (OECD) in the project on "Sustainable Chemistry", aimed at promoting increased awareness of the subject in the member countries. During a meeting of the Environment Directorate (Paris, 6 June 1999), it was proposed that United States and Italy co-lead the activity, and that implementation of five recommendations to the member countries be accorded the highest priority, namely:research and developmentawards and recognition for work on sustainable chemistryexchange of technical information related to sustainable chemistryguidance on activities and tools to support sustainable chemistry programssustainable chemistry educationThese recommendations were perceived to have socio-economic implications for worldwide implementation of sustainable chemistry. How IUPAC and, in particular, its Divisions can contribute to this effort is under discussion. IUPAC is recognized for its ability to act as the scientific counterpart to OECD for all recommendations and activities. Although the initiatives being developed by the OECD are aimed primarily at determining the role that national institutions can play in facilitating the implementation and impact of green chemistry, it is recognized that each of these initiatives also has an important scientific component. Whether it is developing criteria or providing technical assessment for awards and recognition, identifying appropriate scientific areas for educational incorporation, or providing scientific insight into the areas of need for fundamental research and development, IUPAC can play and is beginning to play an important role as an international scientific authority on green chemistry.Other multinational organizations including, among others, the United Nations, the European Union, and the Asian Pacific Economic Community, are now beginning to assess the role that they can play in promoting the implementation of green chemistry to meet environmental and economic goals simultaneously. As an alternative to the traditional regulatory framework often implemented as a unilateral strategy, multinational governmental organizations are discovering that green chemistry as a nonregulatory, science-based approach, provides opportunities for innovation and economic development that are compatible with sustainable development. In addition, individual nations have been extremely active in green chemistry and provide plentiful examples of the successful utilization of green chemistry technologies. There are rapidly growing activities in government, industry, and academia in the United States, Italy, the United Kingdom, the Netherlands, Spain, Germany, Japan, China, and many other countries in Europe and Asia, that testify to the importance of green chemistry to the future of the central science of chemistry around the world.Organizations and Commissions currently involved in programs in green chemistry at the national or international level include, for example:U.S. Environmental Protection Agency (EPA), with the "Green Chemistry Program" which involves, among others, the National Science Foundation, the American Chemical Society, and the Green Chemistry Institute;European Directorate for R&D (DG Research), which included the goals of sustainable chemistry in the actions and research of the European Fifth Framework Programme;Interuniversity Consortium "Chemistry for the Environment", which groups about 30 Italian universities interested in environmentally benign chemistry and funds their research groups;UK Royal Society of Chemistry, which promotes the concept of green chemistry through a "UK Green Chemistry Network" and the scientific journal Green Chemistry;UNIDO-ICS (International Centre for Science and High Technology of the United Nations Industrial Development Organization) which is developing a global program on sustainable chemistry focusing on catalysis and cleaner technologies with particular attention to developing and emerging countries (the program is also connected with UNIDO network of centers for cleaner production); andMonash University, which is the first organization in Australia to undertake a green chemistry program.Footnotes:1. The terminology "green chemistry" or "sustainable chemistry" is the subject of debate. The expressions are intended to convey the same or very similar meanings, but each has its supporters and detractors, since "green" is vividly evocative but may assume an unintended political connotation, whereas "sustainable" can be paraphrased as "chemistry for a sustainable environment", and may be perceived as a less focused and less incisive description of the discipline. Other terms have been proposed, such as "chemistry for the environment" but this juxtaposition of keywords already embraces many diversified fields involving the environment, and does not capture the economic and social implications of sustainability. The Working Party decided to adopt the term green chemistry for the purpose of this overview. This decision does not imply official IUPAC endorsement for the choice. In fact, the IUPAC Committee on Chemistry and Industry (COCI) favors, and will continue to use sustainable chemistry to describe the discipline.2. J. Elkington, < http://www.sustainability.co.uk/sustainability.htm

At the beginning of the 20th century, over 40% by weight of all the materials consumed through the production of goods within the United States were comprised of renewable resources (Matos and Wagner 1998). In contrast, by the end of the 20th century renewable material usage had dropped to less than 8% by weight (Matos and Wagner 1998). Combined with both an increase in the overall rate at which we consume resources as well as growing awareness of the inherently finite availability of nonrenewable resources, the early decades of the 21st century may mark the beginning of a shift back to an increased use of biobased materials. While the relative proportion of the demand for biobased materials has changed over the past century, one factor that has remained constant is that a majority of renewable and nonrenewable resources consumed in the U.S. is used in the construction industry (Matos and Wagner 1998). Although the utilization of biobased products is increasing throughout all sectors, their popularity still lags in the building and construction industry, and they are surpassed by more widely accepted green practices such as the use of pre- and post-consumer recycled materials. There is, however, a great potential benefit to be gained from a resurgence in the use of biobased products, both from general environmental and human health perspectives. Examples of specific sectors that may profit from this include building and construction industries, which account for 40% (Roodman and Lenssen 1995) of global raw material usage, as well as the Federal government, which is the largest real property owner in the U.S. (U.S. General Services Administration 2006). A biobased material is defined as containing some percentage of a biologically renewable resource. According to ASTM E2114-2004, a renewable resource is something “that is grown, naturally replenished, or cleansed, at a rate which exceeds depletion of the usable supply of that resource.” The length of time needed to replace a renewable resource can vary greatly depending upon the resource—for example, it can take 30–100 years for a tree to mature while bamboo can be harvested in as little as 7 years. Rapidly renewable resources are defined, for the purposes of this paper, as those that can be replaced within 10 years. Bamboo, linoleum, and cork are just a few of the more common examples of rapidly renewable resources. The renewable, biobased, component of a material is either derived from a plant or animal, and resource supplies are typically managed in a sustainable fashion, thus ensuring its continued availability. This material may then be used within the product in a fairly unaltered state, it may undergo some chemical or physical transformation, or it may be combined with other products to create an intermediate ingredient in the production or manufacturing process. The decrease in biobased material utilization over the last 100 years has led to an increased use of non-biobased materials, and this development can yield numerous potentially negative impacts that have been fairly well documented in terms of many of their environmental impacts such as eutrophication and air pollution. These, however, only account for a portion of the total sum of potential impacts. In addition to potentially harmful impacts on the exterior environment, various material ingredients and components can negatively affect the interior environment as well through the release of volatile organic compounds (VOCs) and other types of indoor air pollutants. VOCs are a concern because their emissions can be an ongoing problem within an interior space, since in addition to the initial release of compounds, surfaces can continually absorb and re-release the compounds back into the environment where they are absorbed by the inhabitants. If this occurs in combination with other problems, like poor building air circulation, the potential can develop for more serious concerns such as “Sick Building Syndrome” (U.S. Environmental Protection Agency 2010). While some of this can be mitigated through improved ventilation, indoor air quality is still found to be a concern by the U.S. Environmental Protection Agency (Indoor Air Quality, 2010) and other groups. One of the most well known indoor air contaminants is formaldehyde, which is commonly found in the adhesives used in pressed wood products such as furniture, shelving, or particleboard; finishes and coatings on fabrics; paints and coatings; as well as some types of insulation.3 A 2008 study by Papadopoula, Nakos, and Tsiantzi examined the replacement of the formaldehyde-based resins with certain renewably based ones that yielded equivalent, and in some cases superior, performance characteristics in addition to providing a reduction in VOC levels. Another study that investigated school cleaning products found that, on average, the contaminate emission rate for green general cleaners was one fifth that of conventional cleaners (Environmental Working Group 2009). Other studies too, have shown correlations between the use of petroleum-based products and increased VOC levels. A joint report by the Healthy Building Network and Health Care Without Harm (Silas, Hansen, and Lent, 2007) also promotes the use of renewable materials to lessen indoor air quality concerns, and it provides guidelines and information for the health care industry on the benefits of renewable and biobased materials as well as the potential issues associated with petrochemical-based fibers. Additionally, the Healthy Building Network offers biopolymer and bioplastic production and purchasing guidelines. These environmental and health related concerns, as well as the potential market for biobased products, have become the focus of a variety of different areas of legislation and development. In addition to numerous Federal initiatives, an increased awareness of biobased materials and products is also being fostered within the building and construction fields by building rating systems such as Energy Star®, Green Globes, and Leadership in Energy and Environmental Design (LEED®).

This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.

Purpose The purpose of this paper is to focus on social representations of Warsaw (Poland) as a tourist destination of 210 first visitors from seven EU and extra-EU countries (France, Germany, Italy, Spain, Poland, United Kingdom and United States of America) interviewed before and after their visit. In the framework of the social representations theory, the “cultural baggage”, rooted in the collective and social memory, forms anticipatory representations of the imagined places that may undergo transformations after the visit. How does this transformation occur? Design/methodology/approach The authors consider the transformation of social representations as detected by means of a self-administered questionnaire that comprised the following tools: scales to measure the strength of various information sources about Warsaw (school, literature, movies, songs, internet, press, tourist guides, documentaries, interpersonal communication and other); associative networks (de Rosa, 2002) with the stimulus word “Warsaw”; a list of adjectives describing the city and its centre, as well as a list of the most important places in Warsaw. The questionnaires were coded to ensure anonymity of participants while enabling the researcher to administer them for the second time (after the visit). According to the modelling approach to social representations (de Rosa, 2013a), the research was guided by three related hypotheses concerning transformation of social representations of Warsaw. Findings The results confirmed the hypotheses of potential changes in the representations that shift the focus from Warsaw as “communist” to “green” capital city, and of the role of the Polish language as a “communicative barrier” for recalling specific names of city-places after their visit. Research limitations/implications Social representations exist in people’s minds, and they include images that are further interpreted (Howarth, 2011). Especially when visitors are asked about places, it is likely that they recall specific images, but not their names. Since the questionnaires required them to write down the answers, words often did not correspond to the volatile and dynamic images that the human mind creates. In spite of recalling a specific park or fountain, participants resorted to general categories and simply wrote “park” or “fountain”. However, this limitation is familiar to the majority of social psychological researchers and very difficult, if not impossible, to overcome. The new research directions launched to integrate the research line of field studies with investigations based on new media offer complementary insights and opportunities (de Rosa and Bocci, 2014). Practical implications Destination branding has numerous practical implications. According to Ekinci and Hosany (2006), developing efficient communication methods is crucial to launching a distinctive and attractive destination personality. Hosany et al. (2006) have demonstrated that personality traits are ubiquitous in consumers’ evaluations of tourism destinations and therefore promotional campaigns should emphasize the distinctive personality of tourism destinations, based on the emotional components of destination image. European capital cities compete for visitors in the mature and saturated market, where brand strength is positively related to tourism intensity (Mikulić et al., 2016). Originality/value Examining how social representations of a city are transformed by the visit from the perspective of the supra-disciplinary theory of Moscovici constitutes an original way to link imagery and tourist practices. The major cultural issues, such as history, language, art and traditions affect the theory and practice of urban tourism. For the first time, this theoretical framework is being used in case of a post-communist European destination such as Warsaw.

Watching video online is one of the most performed activities on the internet in Brazil, according to PNAD Continua 2017. To explore the relationship of this activity with education, the aim of this study was to identify ways to use Youtube videos to support the learning process by college students. To try to elucidate this issue, a systematic literature review (RAMOS, FARIA, FARIA, 2014) was conducted on Youtube and education in the CAPES Theses Database to inquire the accumulation of discussion on the subject. This literature review showed that there are 4 dissertations in this Brazilian database that studied the use of Youtube videos in elementary school. There is a gap in studies in higher education or focusing on informal learning. As an exploratory survey of the theme was applied an online questionnaire to collect data on the use of Youtube to support the learning process. From the content analysis (BARDIN, 2009) of the 64 answers, 4 interest categories were identified in the use of Youtube: 1) content learning, 2) content review, 3) test preparation and 4) audiovisual resources used. In general, it is noted that Youtube videos have been used to answer a specific demand or to reinforce school or self-interest knowledge due to their ease of access and their audiovisual resources.ResumoAssistir vídeo online é uma das atividades mais realizadas na internet no Brasil, segundo dados da PNAD Contínua 2017. Para explorar a relação desta atividade com a educação, o objetivo deste estudo foi identificar formas de utilização de vídeos do Youtube como suporte ao processo de aprendizagem por universitários. Para tentar elucidar esta questão foi realizada uma revisão sistemática da literatura (RAMOS; FARIA; FARIA, 2014) sobre o Youtube e a educação no catálogo de teses e dissertações Capes para averiguar o acúmulo de discussão sobre a temática. Esta revisão da literatura mostrou que há 4 dissertações nesta base brasileira que estudaram a utilização de vídeos do Youtube no ensino fundamental. Há uma lacuna de estudos no ensino superior ou que foquem na aprendizagem informal. Como levantamento exploratório do tema foi aplicado um questionário online para levantar dados sobre a utilização do Youtube como suporte ao processo de aprendizagem. A partir da análise de conteúdo (BARDIN, 2009) das 64 respostas foram identificadas 4 categorias de interesses na utilização do Youtube: 1) aprendizagem de conteúdo, 2) revisão de conteúdo, 3) preparação para testes e 4) recursos audiovisuais utilizados. Em geral, nota-se que vídeos do Youtube têm sido utilizados para atender uma demanda específica ou para reforçar um conhecimento escolar ou de interesse próprio devido a sua facilidade de acesso e aos seus recursos audiovisuais.Palavras-chave: Tecnologia e educação, Educação informal, Atitude dos estudantes, Ambiente de aprendizagem.Keywords: Technology Uses in Education; Informal Education; Student Attitudes; Situated Learning.ReferencesARAUJO, Marcelo Henrique de; REINHARD, Nicolau. Caracterizando os usuários de Internet no Brasil: uma análise a partir das habilidades digitais. TWENTY-FOURTH AMERICAS CONFERENCE ON INFORMATION SYSTEMS, New Orleans, Anais…, 2018. Disponível em: https://aisel.aisnet.org/amcis2018/LACAIS/Presentations/12/. Acesso em: 24 jun. 2019BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 2011.BLASCHKE, Lisa Marie; HASE, Stewart. Heutagogy and digital media networks: Setting students on the path to lifelong learning. 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Mestrado em Educação: Universidade do Estado de Santa Catarina, Florianópolis, 2013.LANIER, Jaron. Dez argumentos para você deletar agora suas redes sociais. Tradução Bruno Casotti. Intrínseca; Edição do Kindle. 2018LAVE, J.; WENGER, E. Situated leaning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.LAVE, Jean. Aprendizagem como/na prática. Horizontes Antropológicos [Online], 44, 2015. Disponível em http://journals.openedition.org/horizontes/1000. Acesso em 3 out. 2019MESEGUER-MARTINEZ, Angel; ROS-GALVEZ, Alejandro; ROSA-GARCIA, Alfonso Satisfaction with online teaching videos: A quantitative approach, Innovations in Education and Teaching International, 54:1, 62-67, 2017. DOI: 10.1080/14703297.2016.1143859MINOSSO, Anderson. Contribuições do software de geometria dinâmica na abordagem do conceito de função quadrática no ensino fundamental. 2018. 82 f. 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Disponível em https://biblioteca.ibge.gov.br/visualizacao/livros/liv101631_informativo.pdf Acesso em 14 out. 2019RAMOS, Altina; M. FARIA, Paulo; FARIA, Ádila. Revisão sistemática de literatura: contributo para a inovação na investigação em Ciências da Educação. Revista Diálogo Educacional, v. 14, n. 41, p. 17-36, 2014. Disponível em: https://periodicos.pucpr.br/index.php/dialogoeducacional/article/view/2269/2185 Acesso em: 04 jun. 2019.SCOLARI, Carlos A. Adolescentes, medios de comunicación y culturas colaborativas. Aprovechando las competencias transmedia de los jóvenes en el aula. h2020 | Research and Innovation Actions: España. 2018. Disponível em https://digital.fundacionceibal.edu.uy/jspui/handle/123456789/247. Acesso em: 04 jun. 2019.SIBILIA, Paula. O Show do Eu. A intimidade como espetáculo. 2 ed. Rio de Janeiro: Contraponto, 2016.WOJCICKI, Susan. Mid-year Update on Our Five Creator Priorities for 2018. Julho 2018. 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We live in a world of near continuous monitoring. In our automobiles we monitor the status of fuel, oil pressure, temperature, and seat belts through gauges, lights, and electronic voices. The consumption of electricity and fuel in our homes is monitored as is the chlorine in our drinking water and the alcohol in our beer. Manufacturers retain quality assurance inspectors and issue warrantees and guarantees to convince us that all is well. We monitor our schools and measure our own progress through grades and proficiency scores. It seemed appropriate, therefore, that the Illinois Natural History Survey should take a measure of the living natural resources of Illinois by bringing together a knowledgeable group of persons to summarize the state of the State. In order to share this information and to provide an opportunity for discussion, a symposium, "Our Living Heritage: The Biological Resources of Illinois," was sponsored by the Illinois Department of Energy and Natural Resources and organized by the Survey. The event, timed to coincide with Earth Day 1990 celebrations, was held on April 2.^ and 24 on the campus of the University of Illinois at Urbana-Champaign. It was attended by nearly 250 professional scientists from some 50 agencies and institutions along with a number of interested and dedicated citizens. To share the results of that symposium with an even larger audience, we have issued this publication of its proceedings.
 To address the salient features of the living resources of Illinois in an ordered fashion, the symposium was presented in five sessions: forests, prairies and barrens, wetlands, streams and caves, and agro-urban ecology. When we consider that only (.).59t of Illinois remains in undisturbed natural areas, that Illinois ranks 46th among states in publicly owned open space per person, that forest acreage has decreased by 73% in the past century and tallgrass prairie by over 99%, that 85% of our wetlands have been lost, that soil erosion proceeds at the rate of 200 million tons per year, and that approximately 30,000 tons of herbicide and 3,500 tons of insecticides are used annually on agricultural crops in Illinois, we can scarcely imagine the tone of the symposium to have been anything but pessimistic. In part, there was discouragement, but it was tempered by positive developments, including the designation of the Middle Fork of the Vermilion River as a National Wild and Scenic River, the acquisition of the Cache River Basin, the initiation of a study to identify high-quality Illinois streams based on biodiversity, and the ever quickening actions of the Nature Preserves Commission.
 Preservation/conservation has been in conflict with consumption/development since the days of Theodore Roosevelt. At times one side seems to prevail over the other, but the balance has been clearly on the side of consumption. Special interest groups have to a considerable extent managed to give the word environmentalist a pejorative cast and the word development a positive ring. During the past decade, the executive branch of the federal government has determinedly downplayed environmental concerns, and that stance has been translated into inertia in a number of federal agencies with responsibility for natural resources. The focus of the United States Environmental Protection Agency, for example, has until very recently ignored the living components of the environment. At the same time, public sensitivity to environmental concerns has dramatically increased, primarily through public service television and other media-generated presentations on tropical deforestation, extinction of species, depletion of the ozone layer, agro-chemical contamination of groundwater, and the effects of acid rain. Some of this concern is now being transformed into political action. Polls suggest that the public understanding of environmental matters is quite high, and some beheve that it exceeds the perceptions of elected officials. A Green Party has emerged in this country only very recently, but Greens are a part of both major political parties and the trend in federal legislation may soon begin to sway in favor of conservation/preservation and away from consumption/development. The National Institutes for the Environment may well become a reality within the next several years. Within this tentatively encouraging national picture, the symposium was timely indeed.
 One symposium event of special interest cannot be documented in these proceedings — the "citizens respond" program of Monday evening, April 23—and I would like to note it here. Michael Jeffords and Susan Post of the Survey opened that session with a mulitmedia presentation on the biodiversity of Illinois. Their slides of representative plants and animals and habitats of the natural divisions of Illinois brought home to us the beauty and fragility that can yet be discovered in the landscape of our state. A panel presentation by five environmental activists followed: Clark Bullard, Office of Energy Research at the University of Illinois at Urbana-Champaign; Max Hutchison, Natural Land Institute of The Nature Conservancy; Lawrence Page of the Illinois Natural History Survey; Donna Prevedell, farmwife and contributing editor to the Progressive Farmer, and Michael Reuter, Volunteer Stewardship Network of The Nature Conservancy. They spoke briefly but openly on preservation activities in which they had been closely involved. The discussion was then turned over to the audience, who asked questions and shared their experiences—successes and failures—with preservation efforts.
 I urge you to read on in order to understand the status of the biological resources of Illinois and to appreciate how much remains to be accomplished to secure their future—and ours. I would be remiss, however, if I did not conclude by acknowledging the committee of Survey staff who planned and conducted the symposium: Lawrence Page, Michael Jeffords, Joyce Hofmann, Susan Post, Louis Iverson, and Audrey Hodgins. Their efforts included developing the program, arranging for speakers and facilities, producing and mailing promotional materials, and welcomine the audience. Without their enthusiasm and hard work, the symposium v^ould not have materialized and our understanding of the biological resources of Illinois would be much diminished.
 Lorin I. Nevling. ChiefIllinois Natural History Suney

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). 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Are the reported barriers to Internet-based instruction warranted? A synthesis of recent research. Education, 121(1), 48-53. http://www.projectinnovation.com/education.html Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11, 57-77. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/867/1610? Wilkes, R. B., Simon, J. C., & Brooks, L. D. (2006). A comparison of faculty and undergraduate students' perceptions of online courses and degree programs. Journal of Information Systems Education, 17, 131-140. http://jise.org/

The main purpose of the study is to investigate the possible effect of school teachers’ collaborative networks on their individual innovativeness and the innovative school climate. In addition, 174 Greek primary school teachers’ views were explored about their collaboration networks (three collaboration types), their perceived individual innovativeness, the possible existence of innovative school climate, and the support they received in order to promote and/or produce new ideas and practices. Results showed that most of the participant school teachers belong to two categories of the five in the individual innovativeness scale, the early adopters and the early majority, although 20% belongs to innovators. Teachers’ collaboration network types affect innovative school climate and their individual innovativeness, but there were not found correlation between innovative school climate and perceived teachers’ innovativeness. However, collaborative networks within school have a higher effect on teachers’ innovativeness, and innovative school climate can be predicted by the network within school and among schools, as well as by the support that school teachers receive.
 
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Aim: To know whether the legal and institutional framework of the educational structure and operation, therefore of the school leadership as follows, is properly formed in Greek educational system and what the model of distributed leadership plays in the Greek educational context.
 Results: The organization of Greek formal education is based on the bureaucratic system. This centralized system of school organization leaves little room for action and initiative for principals and, consequently, for teachers. It is important that the personal vision of the principals is transmitted to the other members of the school, in possible sources of leadership, as a factor of change and inspiration for all, overcoming the abovementioned bureaucratic system but also for the system itself to change and become more diverse and flexible.
 Conclusion: In our opinion the detachment from the traditional, hierarchical forms of leadership and the transition to the division of responsibilities and the decentralization of power is imperative. Despite the typical structure of any education system, we believe that schools maintain some degree of autonomy that they can use to create a power distribution network, even informally.

Abstract Issue/problem Despite the high prevalence of sexually transmitted diseases(STIs) and abortions among Greek youth, sexuality education is not yet part of the curriculum of Greek schools and the Greek family is not ready to address these issues with comfort. Description of the problem A “one-stop information point” was organized for one week in major cities of Crete Region as part of a community health program, which was funded by the Regional Authority of Crete to address “Gender Equality in the Region of Crete within 2018-2020”. The project aimed at increasing young people’s awareness of sexual health issues using a “peer education” approach and a youth-friendly information package. Undergraduate students from health, mental health and social care professions acted as volunteers upon receiving a rigorous 2-day training by sexual and reproductive health experts. The questions to be answered by the project were: “What are the main concerns of adolescents regarding their sexual health? How much satisfaction could adolescents gain by a “one stop information point” and a youth friendly “information package” offered by peers? Results Serious information gaps regarding contraception and STI’s and a number of stereotypes regarding healthy relations and sexual orientation have been recorded. Gender dysphoria is still an issue that remains unaddressed among young people. A youth-friendly website (LaHeRS Lab) and short videos are now available as part of the project to facilitate young people’s access to information. A large social media network of young people interested in sexual health issues has been formed locally and is growing nationally. The intervention was received with satisfaction. Lessons “One-stop information centres” and “peer education” have been an ideal combination to address sensitive issues among young people. Key messages Knowledge gaps and unsafe sexual practices are prevalent among adolescents. Sexuality education should be offered in early school life.

AbstractThis study aims to globally assess the network of insulin resistance (IR)-related factors in a sample of overweight and obese Greek youths.A total of 185 subjects were examined, and IR was quantified by homeostasis model assessment (HOMA-IR). Multivariate hierarchical approach was performed, and five distinct levels were recognized, namely, immutable demographic features and early life parameters, current anthropometric measures, IR, unfavorable clinical conditions, and social parameters. Two analyses were performed based on HOMA-IR cut-off values (3.16 and, as an alternative, 3.99).Obesity was associated with IR (adjusted OR=3.19, 95% CI: 1.12–9.09). IR steadily predicted low HDL (adjusted OR=5.75, 95% CI: 1.58–20.87), hypertriglyceridemia (adjusted OR=10.28, 95% CI: 1.18–89.55), and systolic hypertension. At the alternative analysis, IR was also associated with older age, older age at menarche, hyperuricemia, and low school grades.Emerging on the grounds of obesity, IR confers risks for dyslipidemia and hypertension at a relatively early age. Along with weight loss, interventions targeted at IR are required to prevent cardiometabolic risk in adolescence.

We are pleased to offer you the third issue of JOLCEL, a journal devoted to the study of Latin literature from a European and diachronic perspective. Thus far, we have published two thematic issues. In the first issue, we put a spotlight on the often neglected role of Latin education in the production of literature that is regarded as culturally central. Conversely, in the second issue, we looked at contexts where Latin literature occurs as a marginal phenomenon. In these contexts, Latin literature owes its presence to the enduring centrality of Latin education. In this third issue, thematically entitled “Schools and Authority,” we delve deeper into the mediating role that school authorities---teachers, authors, and commentators---played in the reception of classical authorities.
 The school curriculum institutionalised during Antiquity bequeathed to the later history of Latin education a number of authorities who were read as models and as handbooks. Thus, not only were texts from Roman and Greek Antiquity a constant presence in the creation of literary texts, they were also an essential part of school curricula. To take this element into account is to gain an enhanced view on the literary reception of classical texts. The interaction between school and literature is not just a matter of transmission, but also of evaluation, negotiation, and transformation. The goals of Latin education were much broader than teaching how to read and write literature. As Rita Copeland states it in her response to the articles gathered in this issue, Latin education “was the foundation on which reception could be built,” but it “encompassed far more than classicism: theology, the production of new literature, new scientific and philosophical thought, and networks of civil bureaucracy and ecclesiastical administration.” It therefore offers a broader frame from which to study the reception of classical literature in European literary history.
 The three articles in this issue exemplify this approach. First, Chrysanthi Demetriou (Open University of Cyprus) looks at the presence of the school author Terence in the plays by the tenth-century playwright Hrotswitha. She opens up a new perspective on this relation by reading through the lens of Donatus’ hugely influential Commentaries on Terence. In particular, she discusses Hrotswitha’s treatment of rape scenes and links it to Donatus’ use of them as an ideal instance for moral instruction. Second, Brian M. Jensen (Stockholm University) discusses the first book ever printed in Sweden, the Dialogus creaturarum moralizatus. With particular reference to fables attributed to Aesop, he shows how the presentation of these fables depends on pedagogical considerations. In the third and last article of this issue, Lucy Jackson (Durham University) studies the Latin school play Medea, a translation of Euripides’ play by the sixteenth-century humanist George Buchanan. In Buchanan’s version, Medea becomes more of a rhetorician than a sorceress, thereby holding up a model of Latinity to the schoolboys performing the play. Finally, Rita Copeland (University of Pennsylvania) brings these three papers together in a critical response piece.

Nowadays smart transportation is one of the most important smart city applications for all the facilities it provides, as well, achieves green transportation. One of these applications include bus monitoring systems for schools and universities. This paper proposes an integrated bus tracking and monitoring system using Internet of Things (IoT) mainly LoRa technology for Islamic University of Lebanon (IUL) to ease the bus issue that comprises a barrier for good service. In the proposed system, we have implemented a case study to monitor the position, speed, humidity and temperature of IUL shuttle buses. In addition to the tracking, a prediction algorithm is implemented for computation of the arrival time of the bus to the Wardanieh campus. The estimation is based on artificial intelligence neural network mainly the Radial Basis Function (RBF) algorithms for the sake of finding the predicted time of arrival in different locations and scenarios starting from Khaldeh campus to the Wardanieh campus. The collected data are instantly shown on a user interface for monitoring, whereas the exact location and arrival time of the bus will be displayed on an android application for students. Results show that the arrival estimated time error is about 0.18%.

Abstract Objective: To evaluate the functioning of a user embracement and risk classification service in a maternity hospital school in Recife, Pernambuco, Brazil. Method: Observational, cross-sectional, and analytical study with a quantitative approach, conducted at the "Amaury de Medeiros" Integrated Health Center of the University of Pernambuco (CISAM/UPE), in April and May 2015. The sample consisted of 377 female users and 6 nurses, with the application of Stork Network's user embracement and risk classification protocol. Results: The waiting time according to risk classification was 21.2 min; the duration time was 5 min; the waiting time according to the red priority was 3.5 min. The spontaneous demand showed that 56% of the users were classified as green priority, 60% of the users reported dissatisfaction, and 33% of the nurses received training. Conclusions: The service under analysis needs agreements and assessments to promote coping strategies.

In 1988, historian Nadia Wheatley and indigenous artist Donna Rawlins published their award-winning picture book, My Place, a reinterpretation of Australian national identity and sovereignty prompted by the bicentennial of white settlement. Twenty years later, the Australian Broadcasting Corporation (ABC) commissioned Penny Chapman’s multi-platform project based on this book. The 13 episodes of the television series begin in 2008, each telling the story of a child at a different point in history, and are accompanied by substantial interactive online content. Issues as diverse as religious difference and immigration, wartime conscription and trauma, and the experiences of Aboriginal Australians are canvassed. The program itself, which has a second series currently in production, introduces child audiences to—and implicates them in—a rich ideological fabric of deeply politicised issues that directly engage with vexed questions of Australian nationhood. The series offers a subversive view of Australian history and society, and it is the child—whether protagonist on the screen or the viewer/user of the content—who is left to discover, negotiate and move beyond often problematic societal norms. As one of the public broadcaster’s keystone projects, My Place signifies important developments in ABC’s construction of multicultural child citizenship. The digitisation of Australian television has facilitated a wave of multi-channel and new media innovation. Though the development of a multi-channel ecology has occurred significantly later in Australia than in the US or Europe, in part due to genre restrictions on broadcasters, all major Australian networks now have at least one additional free-to-air channel, make some of their content available online, and utilise various forms of social media to engage their audiences. The ABC has been in the vanguard of new media innovation, leveraging the industry dominance of ABC Online and its cross-platform radio networks for the repurposing of news, together with the additional funding for digital renewal, new Australian content, and a digital children’s channel in the 2006 and 2009 federal budgets. In line with “market failure” models of broadcasting (Born, Debrett), the ABC was once the most important producer-broadcaster for child viewers. With the recent allocation for the establishment of ABC3, it is now the catalyst for a significant revitalisation of the Australian children’s television industry. The ABC Charter requires it to broadcast programs that “contribute to a sense of national identity” and that “reflect the cultural diversity of the Australian community” (ABC Documents). Through its digital children’s channel (ABC3) and its multi-platform content, child viewers are not only exposed to a much more diverse range of local content, but also politicised by an intricate network of online texts connected to the TV programs. The representation of diasporic communities through and within multi-platformed spaces forms a crucial part of the way(s) in which collective identities are now being negotiated in children’s texts. An analysis of one of the ABC’s My Place “projects” and its associated multi-platformed content reveals an intricate relationship between postcolonial concerns and the construction of child citizenship. Multicultural Places, Multi-Platformed Spaces: New Media Innovation at the ABC The 2007 restructure at the ABC has transformed commissioning practices along the lines noted by James Bennett and Niki Strange of the BBC—a shift of focus from “programs” to multi-platform “projects,” with the latter consisting of a complex network of textual production. These “second shift media practices” (Caldwell) involve the tactical management of “user flows structured into and across the textual terrain that serve to promote a multifaceted and prolonged experience of the project” (Bennett and Strange 115). ABC Managing Director Mark Scott’s polemic deployment of the “digital commons” trope (Murdock, From) differs from that of his opposite number at the BBC, Mark Thompson, in its emphasis on the glocalised openness of the Australian “town square”—at once distinct from, and an integral part of, larger conversations. As announced at the beginning of the ABC’s 2009 annual report, the ABC is redefining the town square as a world of greater opportunities: a world where Australians can engage with one another and explore the ideas and events that are shaping our communities, our nation and beyond … where people can come to speak and be heard, to listen and learn from each other. (ABC ii)The broad emphasis on engagement characterises ABC3’s positioning of children in multi-platformed projects. As the Executive Producer of the ABC’s Children’s Television Multi-platform division comments, “participation is very much the mantra of the new channel” (Glen). The concept of “participation” is integral to what has been described elsewhere as “rehearsals in citizenship” (Northam). Writing of contemporary youth, David Buckingham notes that “‘political thinking’ is not merely an intellectual or developmental achievement, but an interpersonal process which is part of the construction of a collective, social identity” (179). Recent domestically produced children’s programs and their associated multimedia applications have significant potential to contribute to this interpersonal, “participatory” process. Through multi-platform experiences, children are (apparently) invited to construct narratives of their own. Dan Harries coined the term “viewser” to highlight the tension between watching and interacting, and the increased sense of agency on the part of audiences (171–82). Various online texts hosted by the ABC offer engagement with extra content relating to programs, with themed websites serving as “branches” of the overarching ABC3 metasite. The main site—strongly branded as the place for its targeted demographic—combines conventional television guide/program details with “Watch Now!,” a customised iView application within ABC3’s own themed interface; youth-oriented news; online gaming; and avenues for viewsers to create digital art and video, or interact with the community of “Club3” and associated message boards. The profiles created by members of Club3 are moderated and proscribe any personal information, resulting in an (understandably) restricted form of “networked publics” (boyd 124–5). Viewser profiles comprise only a username (which, the website stresses, should not be one’s real name) and an “avatar” (a customisable animated face). As in other social media sites, comments posted are accompanied by the viewser’s “name” and “face,” reinforcing the notion of individuality within the common group. The tool allows users to choose from various skin colours, emphasising the multicultural nature of the ABC3 community. Other customisable elements, including the ability to choose between dozens of pre-designed ABC3 assets and feeds, stress the audience’s “ownership” of the site. The Help instructions for the Club3 site stress the notion of “participation” directly: “Here at ABC3, we don’t want to tell you what your site should look like! We think that you should be able to choose for yourself.” Multi-platformed texts also provide viewsers with opportunities to interact with many of the characters (human actors and animated) from the television texts and share further aspects of their lives and fictional worlds. One example, linked to the representation of diasporic communities, is the Abatti Pizza Game, in which the player must “save the day” by battling obstacles to fulfil a pizza order. The game’s prefacing directions makes clear the ethnicity of the Abatti family, who are also visually distinctive. The dialogue also registers cultural markers: “Poor Nona, whatsa she gonna do? Now it’s up to you to help Johnny and his friends make four pizzas.” The game was acquired from the Canadian-animated franchise, Angela Anaconda; nonetheless, the Abatti family, the pizza store they operate and the dilemma they face translates easily to the Australian context. Dramatisations of diasporic contributions to national youth identities in postcolonial or settler societies—the UK (My Life as a Popat, CITV) and Canada (How to Be Indie)—also contribute to the diversity of ABC3’s television offerings and the positioning of its multi-platform community. The negotiation of diasporic and postcolonial politics is even clearer in the public broadcaster’s commitment to My Place. The project’s multifaceted construction of “places,” the ethical positioning of the child both as an individual and a member of (multicultural) communities, and the significant acknowledgement of ongoing conflict and discrimination, articulate a cultural commons that is more open-ended and challenging than the Eurocentric metaphor, the “town square,” suggests. Diversity, Discrimination and Diasporas: Positioning the Viewser of My Place Throughout the first series of My Place, the experiences of children within different diasporic communities are the focal point of five of the initial six episodes, the plots of which revolve around children with Lebanese, Vietnamese, Greek, and Irish backgrounds. This article focuses on an early episode of the series, “1988,” which explicitly confronts the cultural frictions between dominant Anglocentric Australian and diasporic communities. “1988” centres on the reaction of young Lily to the arrival of her cousin, Phuong, from Vietnam. Lily is a member of a diasporic community, but one who strongly identifies as “an Australian,” allowing a nuanced exploration of the ideological conflicts surrounding the issue of so-called “boat people.” The protagonist’s voice-over narration at the beginning of the episode foregrounds her desire to win Australia’s first Olympic gold medal in gymnastics, thus mobilising nationally identified hierarchies of value. Tensions between diasporic and settler cultures are frequently depicted. One potentially reactionary sequence portrays the recurring character of Michaelis complaining about having to use chopsticks in the Vietnamese restaurant; however, this comment is contextualised several episodes later, when a much younger Michaelis, as protagonist of the episode “1958,” is himself discriminated against, due to his Greek background. The political irony of “1988” pivots on Lily’s assumption that her cousin “won’t know Australian.” There is a patronising tone in her warning to Phuong not to speak Vietnamese for fear of schoolyard bullying: “The kids at school give you heaps if you talk funny. But it’s okay, I can talk for you!” This encourages child viewers to distance themselves from this fictional parallel to the frequent absence of representation of asylum seekers in contemporary debates. Lily’s assumptions and attitudes are treated with a degree of scepticism, particularly when she assures her friends that the silent Phuong will “get normal soon,” before objectifying her cousin for classroom “show and tell.” A close-up camera shot settles on Phuong’s unease while the children around her gossip about her status as a “boat person,” further encouraging the audience to empathise with the bullied character. However, Phuong turns the tables on those around her when she reveals she can competently speak English, is able to perform gymnastics and other feats beyond Lily’s ability, and even invents a story of being attacked by “pirates” in order to silence her gossiping peers. By the end of the narrative, Lily has redeemed herself and shares a close friendship with Phuong. My Place’s structured child “participation” plays a key role in developing the postcolonial perspective required by this episode and the project more broadly. Indeed, despite the record project budget, a second series was commissioned, at least partly on the basis of the overwhelmingly positive reception of viewsers on the ABC website forums (Buckland). The intricate My Place website, accessible through the ABC3 metasite, generates transmedia intertextuality interlocking with, and extending the diegesis of, the televised texts. A hyperlinked timeline leads to collections of personal artefacts “owned” by each protagonist, such as journals, toys, and clothing. Clicking on a gold medal marked “History” in Lily’s collection activates scrolling text describing the political acceptance of the phrase “multiculturalism” and the “Family Reunion” policy, which assisted the arrival of 100,000 Vietnamese immigrants. The viewser is reminded that some people were “not very welcoming” of diasporic groups via an explicit reference to Mrs Benson’s discriminatory attitudes in the series. Viewsers can “visit” virtual representations of the program’s sets. In the bedroom, kitchen, living room and/or backyard of each protagonist can be discovered familiar and additional details of the characters’ lives. The artefacts that can be “played” with in the multimedia applications often imply the enthusiastic (and apparently desirable) adoption of “Australianness” by immigrant children. Lily’s toys (her doll, hair accessories, roller skates, and glass marbles) invoke various aspects of western children’s culture, while her “journal entry” about Phuong states that she is “new to Australia but with her sense of humour she has fitted in really well.” At the same time, the interactive elements within Lily’s kitchen, including a bowl of rice and other Asian food ingredients, emphasise cultural continuity. The description of incense in another room of Lily’s house as a “common link” that is “used in many different cultures and religions for similar purposes” clearly normalises a glocalised world-view. Artefacts inside the restaurant operated by Lily’s mother link to information ranging from the ingredients and (flexible) instructions for how to make rice paper rolls (“Lily and Phuong used these fillings but you can use whatever you like!”) to a brief interactive puzzle game requiring the arrangement of several peppers in order from least hot to most hot. A selectable picture frame downloads a text box labelled “Images of Home.” Combined with a slideshow of static, hand-drawn images of traditional Vietnamese life, the text can be read as symbolic of the multiplicity of My Place’s target audience(s): “These images would have reminded the family of their homeland and also given restaurant customers a sense of Vietnamese culture.” The social-developmental, postcolonial agenda of My Place is registered in both “conventional” ancillary texts, such as the series’ “making of” publication (Wheatley), and the elaborate pedagogical website for teachers developed by the ACTF and Educational Services Australia (http://www.myplace.edu.au/). The politicising function of the latter is encoded in the various summaries of each decade’s historical, political, social, cultural, and technological highlights, often associated with the plot of the relevant episode. The page titled “Multiculturalism” reports on the positive amendments to the Commonwealth’s Migration Act 1958 and provides links to photographs of Vietnamese migrants in 1982, exemplifying the values of equality and cultural diversity through Lily and Phuong’s story. The detailed “Teaching Activities” documents available for each episode serve a similar purpose, providing, for example, the suggestion that teachers “ask students to discuss the importance to a new immigrant of retaining links to family, culture and tradition.” The empathetic positioning of Phuong’s situation is further mirrored in the interactive map available for teacher use that enables children to navigate a boat from Vietnam to the Australian coast, encouraging a perspective that is rarely put forward in Australia’s mass media. This is not to suggest that the My Place project is entirely unproblematic. In her postcolonial analysis of Aboriginal children’s literature, Clare Bradford argues that “it’s all too possible for ‘similarities’ to erase difference and the political significances of [a] text” (188). Lily’s schoolteacher’s lesson in the episode “reminds us that boat people have been coming to Australia for a very long time.” However, the implied connection between convicts and asylum seekers triggered by Phuong’s (mis)understanding awkwardly appropriates a mythologised Australian history. Similarly in the “1998” episode, the Muslim character Mohammad’s use of Ramadan for personal strength in order to emulate the iconic Australian cricketer Shane Warne threatens to subsume the “difference” of the diasporic community. Nonetheless, alongside the similarities between individuals and the various ethnic groups that make up the My Place community, important distinctions remain. Each episode begins and/or ends with the child protagonist(s) playing on or around the central motif of the series—a large fig tree—with the characters declaring that the tree is “my place.” While emphasising the importance of individuality in the project’s construction of child citizens, the cumulative effect of these “my place” sentiments, felt over time by characters from different socio-economic, ethnic, and cultural backgrounds, builds a multifaceted conception of Australian identity that consists of numerous (and complementary) “branches.” The project’s multi-platformed content further emphasises this, with the website containing an image of the prominent (literal and figurative) “Community Tree,” through which the viewser can interact with the generations of characters and families from the series (http://www.abc.net.au/abc3/myplace/). The significant role of the ABC’s My Place project showcases the ABC’s remit as a public broadcaster in the digital era. As Tim Brooke-Hunt, the Executive Head of Children’s Content, explains, if the ABC didn’t do it, no other broadcaster was going to come near it. ... I don’t expect My Place to be a humungous commercial or ratings success, but I firmly believe ... that it will be something that will exist for many years and will have a very special place. Conclusion The reversion to iconic aspects of mainstream Anglo-Australian culture is perhaps unsurprising—and certainly telling—when reflecting on the network of local, national, and global forces impacting on the development of a cultural commons. However, this does not detract from the value of the public broadcaster’s construction of child citizens within a clearly self-conscious discourse of “multiculturalism.” The transmedia intertextuality at work across ABC3 projects and platforms serves an important politicising function, offering positive representations of diasporic communities to counter the negative depictions children are exposed to elsewhere, and positioning child viewsers to “participate” in “working through” fraught issues of Australia’s past that still remain starkly relevant today.References ABC. Redefining the Town Square. ABC Annual Report. Sydney: ABC, 2009. Bennett, James, and Niki Strange. “The BBC’s Second-Shift Aesthetics: Interactive Television, Multi-Platform Projects and Public Service Content for a Digital Era.” Media International Australia: Incorporating Culture and Policy 126 (2008): 106-19. Born, Georgina. Uncertain Vision: Birt, Dyke and the Reinvention of the BBC. London: Vintage, 2004. boyd, danah. “Why Youth ♥ Social Network Sites: The Role of Networked Publics in Teenage Social Life.” Youth, Identity, and Digital Media. Ed. David Buckingham. Cambridge: MIT, 2008. 119-42. Bradford, Clare. Reading Race: Aboriginality in Australian Children’s Literature. Carlton: Melbourne UP, 2001. Brooke-Hunt, Tim. Executive Head of Children’s Content, ABC TV. Interviewed by Dr Leonie Rutherford, ABC Ultimo Center, 16 Mar. 2010. Buckingham, David. After the Death of Childhood: Growing Up in the Age of Electronic Media. Cambridge: Polity, 2000. Buckland, Jenny. Chief Executive Officer, Australian Children’s Television Foundation. Interviewed by Dr Leonie Rutherford and Dr Nina Weerakkody, ACTF, 2 June 2010. Caldwell, John T. “Second Shift Media Aesthetics: Programming, Interactivity and User Flows.” New Media: Theories and Practices of Digitextuality. Eds. John T. Caldwell and Anna Everett. London: Routledge, 2003. 127-44. Debrett, Mary. “Riding the Wave: Public Service Television in the Multiplatform Era.” Media, Culture & Society 31.5 (2009): 807-27. From, Unni. “Domestically Produced TV-Drama and Cultural Commons.” Cultural Dilemmas in Public Service Broadcasting. Eds. Gregory Ferrell Lowe and Per Jauert. Göteborg: Nordicom, 2005. 163-77. Glen, David. Executive Producer, ABC Multiplatform. Interviewed by Dr Leonie Rutherford, ABC Elsternwick, 6 July 2010. Harries, Dan. “Watching the Internet.” The New Media Book. Ed. Dan Harries. London: BFI, 2002. 171-82. Murdock, Graham. “Building the Digital Commons: Public Broadcasting in the Age of the Internet.” Cultural Dilemmas in Public Service Broadcasting. Ed. Gregory Ferrell Lowe and Per Jauert. Göteborg: Nordicom, 2005. 213–30. My Place, Volumes 1 & 2: 2008–1888. DVD. ABC, 2009. Northam, Jean A. “Rehearsals in Citizenship: BBC Stop-Motion Animation Programmes for Young Children.” Journal for Cultural Research 9.3 (2005): 245-63. Wheatley, Nadia. Making My Place. Sydney and Auckland: HarperCollins, 2010. ———, and Donna Rawlins. My Place, South Melbourne: Longman, 1988.