Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece

Coding is a new literacy for the twenty-first century, and as a literacy, coding enables new ways of thinking and new ways of communicating and expressing ideas, as well as new ways of civic participation. A growing number of countries, in Europe and beyond, have established clear policies and frameworks for introducing computational thinking (CT) and computer programming to young children. In this chapter, we discuss a game-based approach to coding education for preservice kindergarten teachers using Scratch. The aim of using Scratch was to excite students’ interest and familiarize them with the basics of programming in an open-ended, project-based, and personally meaningful environment for a semester course in the Department of Preschool Education in the University of Crete. For 13 weeks, students were introduced to the main Scratch concepts and, afterward, were asked to prepare their projects. For the projects, they were required to design their own interactive stories to teach certain concepts about mathematics or physical science to preschool-age students. The results we obtained were more satisfactory than expected and, in some regards, encouraging if one considers the fact that the research participants had no prior experiences with computational thinking

Digital Student Conference Platform Implementation: The case study of the “Research Project” course

Today, during the ‘fourth industrial revolution’ which is led by the Internet and the digital ecosystem it creates, schools are expected to achieve the development of not only the functional skills of literacy and numeracy but also of general knowledge. The apparent inadequacy of the standardized education system to respond to the needs and interests of 21st-century students urges researchers to adopt new forms of teaching as meaningful and high-quality teaching requires a more active use of innovative educational methods and tools. With the rapid development of IT globally, there is a tendency to utilize the capabilities of e-learning as a mode of distance learning since itcan function both independently of and in conjunction with conventional teaching. The varied applications of Web 2.0 tools create new possibilities in the educational sector. It provides the ability to develop innovative educational methods that transform students from passive recipients of information to knowledge creators through an active involvement in the learning process often within a modern interactive environment. This study presents the results of the implementation of a teaching intervention, with the use of a flexible and student-centered web system developed and used as complementary to the ‘Research Project’ course during the first term of the 2015-2016 school year. The ultimate goal of this effort was to highlight and consequently incorporate the use of a digital platform for student conferences which we implemented in schools as a means to research, learning, and skill development. The students had the opportunity to participate in a digital community which employed distance learning tools for communication, cooperation, and learning during a digital conference in which they had leading roles as writers and reviewers. The initial results of the pilot study indicated that the use of the digital platform increased the interest of students, supported the development of various skills and contributed to the overall improvement of the teaching and learning process.Today, during the ‘fourth industrial revolution’ which is led by the Internet and the digital ecosystem it creates, schools are expected to achieve the development of not only the functional skills of literacy and numeracy but also of general knowledge. The apparent inadequacy of the standardized education system to respond to the needs and interests of 21st-century students urges researchers to adopt new forms of teaching as meaningful and high-quality teaching requires a more active use of innovative educational methods and tools. With the rapid development of IT globally, there is a tendency to utilize the capabilities of e-learning as a mode of distance learning since it can function both independently of and in conjunction with conventional teaching. The varied applications of Web 2.0 tools create new possibilities in the educational sector. It provides the ability to develop innovative educational methods that transform students from passive recipients of information to knowledge creators through an active involvement in the learning process often within a modern interactive environment. This study presents the results of the implementation of a teaching intervention, with the use of a flexible and student-centered web system developed and used as complementary to the ‘Research Project’ course during the first term of the 2015-2016 school year. The ultimate goal of this effort was to highlight and consequently incorporate the use of a digital platform for student conferences which we implemented in schools as a means to research, learning, and skill development. The students had the opportunity to participate in a digital community which employed distance learning tools for communication, cooperation, and learning during a digital conference in which they had leading roles as writers and reviewers. The initial results of the pilot study indicated that the use of the digital platform increased the interest of students, supported the development of various skills and contributed to the overall improvement of the teaching and learning process

The Development and Evolution of Digital Leadership: A Bibliometric Mapping Approach-Based Study

The inevitable digitalization of workplaces in the present era, generally as a result of technological developments, has caused a paradigm shift, along with new innovative business models and business behaviors, which has required leaders to possess certain digital skills for sustainable corporate performance. Hence, studies on digital leadership have attracted the attention of academics and practitioners worldwide, with many studies having been conducted on the topic. However, a comprehensive analysis of the intellectual architecture, knowledge structure, and thematic evolution of the digital leadership field of research using science mapping tools has yet to be conducted. The current study, therefore, aimed at reviewing the intellectual structure and evolution of the digital leadership field through a bibliometric and science-mapping analysis. This study used digital leadership as an umbrella term comprising leadership styles such as e-leadership, virtual leadership, technology leadership, and leadership 4.0, which have similar meanings and can be used interchangeably. With this purpose, bibliometric performance and science mapping analysis was performed on articles related to the research field that were retrieved from the Scopus database using SciMAT software (version 1.1.04). The results of the study revealed that the scope of digital leadership research is gradually expanding and diversifying and that publication output is increasing steadily. In addition, period-based analysis showed that the technology management theme during the first period, the virtual teams and technology themes during the second period, and the COVID-19, virtual reality, and digital technologies themes during the third period emerged as the motor themes and formed the focus of research in this field. Thematic evolution analysis showed that virtual leadership during the first and second periods, virtual teams during the second period, e-leadership and technology during the second and third periods, and digital leadership, COVID-19, and virtual reality during the third period, along with technology leadership in all three periods were all noteworthy as well-developed research themes. These findings enable a better understanding of the research field of digital leadership and provide a reference for future research by revealing the conceptual structure and thematic evolution of the digital leadership knowledge base

Posterior Instrumentation for Occipitocervical Fusion

Since 1995, 29 consecutive patients with craniocervical spine instability due to several pathologies were managed with posterior occipitocervical instrumentation and fusion. Laminectomy was additionally performed in nineteen patients. The patients were divided in two groups: Group A which included patients managed with screw-rod instrumentation, and Group B which included patients managed with hook-and-screw-rod instrumentation. The patients were evaluated clinically and radiographically using the following parameters: spine anatomy and reconstruction, sagittal profile, neurologic status, functional level, pain relief, complications and status of arthrodesis. The follow-up was performed immediately postoperatively and at 2, 6, 12 months after surgery, and thereafter once a year. Fusion was achieved in all but one patient. One case of infection was the only surgery related complication. Neurological improvement and considerable pain relief occurred in the majority of patients postoperatively. There were neither intraoperative complications nor surgery related deaths. However, the overall death rate was 37.5% in group A, and 7.7% in group B. There were no instrument related failures. The reduction level was acceptable and was maintained until the latest follow-up in all of the patients. No statistical difference between the outcomes of screw-rod and hook-and-screw-rod instrumentation was detected. Laminectomy did not influence the outcome in either group. Screw-rod and hook-and-screw-rod occipitocervical fusion instrumentations are both considered as safe and effective methods of treatment of craniocervical instability

Suicide Attempts from Height and Injury Patterns: An Analysis of 64 Cases

Falls from height are a common cause of death and disability. A majority of free falls occur accidentally and only a minority result from suicidal behaviour. Adolescents in many countries show high rates of suicide attempts and their repetition is a common feature. We describe the demographic characteristics of these patients, their psychiatric diagnosis at the time of the attempt and the injury patterns. We present 64 patients who sustained injuries as a result of a fall from height. They were divided into those without mental disorders (n = 32, group I) and those with mental disorders (n = 32, group II). The mean height from which the fall occurred was 5.4 m (range, 3–25 m). The mean injury severity score was 19 (range, 6–58) for all fall victims. Upper extremity fractures were found in 37 patients, while pelvic and lower extremity fractures were found in 198 cases. Spinal fractures were noted in 32 patients. Head injuries were revealed by CT scan in 16 patients. Patients following a suicidal high fall mostly had lower limb fractures, pelvis fractures, spinal fractures and head injuries