Οι Επιπτώσεις της Κλιματκής Αλλαγής στον Σχεδιασμό του Πράκτιου Χώρου. Εφαρμογή στη Νότιο Πιερία.

Εθνικό Μετσόβιο Πολυτεχνείο--Μεταπτυχιακή Εργασία. Διεπιστημονικό-Διατμηματικό Πρόγραμμα Μεταπτυχιακών Σπουδών (Δ.Π.Μ.Σ.) “Περιβάλλον και Ανάπτυξη

Teachers' views on integrating augmented reality in education : needs, opportunities, challenges, and recommendations

The integration of Augmented Reality (AR) in education is promising since it enhances teaching and offers more engaging and appealing learning experiences. Teachers can have a catalytic role towards the adoption of AR in education and therefore, their perspectives with regard to AR in teaching and learning are very important. The current study explores teachers’ views on the integration of AR in education through an open-ended questionnaire that has been answered by 93 educators worldwide. A set of digital skills that can support student-centered pedagogies in an appropriate infrastructure are the main requirement for effective teaching with AR. Among the perceived benefits and opportunities are interactive teaching and learning, increased interest and engagement, better understanding of complex concepts. As barriers, participants reported the lack of AR educational applications, the cost of buying and maintaining AR equipment and resources, the lack of teachers’ and students’ digital skills, classroom management issues as well as security and ethical issues. Moreover, survey participants highlighted the need for raising teachers’ awareness for the added value of AR in education and the need for teachers’ continuous professional development. Implications and future research recommendations on the integration of AR in education are discussed

Development and validation of the teachers' augmented reality competences (TARC) scale

While Augmented Reality (AR) can offer many advantages in education, one reason for the difficulty of integrating it in instructional practices is the lack of teachers' AR competences. Therefore, there is an increasing need to address the required competences needed by teachers to effectively integrate Augmented Reality (AR) in their teaching. This study develops and validates a comprehensive Augmented Reality competences scale for teachers. The suggested instrument encompasses skills related to the creation, use and management of Augment Reality resources for teaching. The scale was validated on a sample of 150 educators from 45 countries teaching in primary, secondary or tertiary levels. Confirmatory Factor Analysis demonstrated valid results in terms of model fit criteria, factor loadings, validity, and reliability. The final scale is composed of 11 items and 4 competence components. Teaching subject, general digital skills and previous AR class experience revealed significant differences across the scale components, while gender and age did not reveal any significant associations. Educators in higher education institutions self-reported higher competence level for designing, developing, and modifying AR resources compared to secondary and primary levels. The scale can be used by educators to self-assess their AR competences, teacher professional development institutions and policy makers to develop training programs in AR and software companies to develop AR experiences that can empower educators

Μελέτη των ανοσογονικών ιδιοτήτων των διμεταλλικών νανοσωματιδίων χρυσού και αργύρου.

Ο καρκίνος αποτελεί μία από τις κυριότερες αιτίες θανάτου σε παγκόσμιο επίπεδο. Μια ευρέως μελετημένη θεραπευτική προσέγγιση για τον καρκίνο είναι η επαγωγή απόπτωσης. Ωστόσο, τα καρκινικά κύτταρα, και συνήθως οι πιο ανθεκτικές μορφές τους, παρακάμπτουν την απόπτωση μέσω ρύθμισης ή αδρανοποίησης προ-αποπτωτικών πρωτεϊνών. Για τον λόγο αυτό, καθίσταται αναγκαία η μελέτη εναλλακτικών μονοπατιών προγραμματισμένου κυτταρικού θανάτου, όπως η πυρόπτωση και η νεκρόπτωση. Παράλληλα, χημειοκίνες και μόρια DAMPs που εκκρίνονται από τα κατεστραμμένα καρκινικά κύτταρα, στέλνουν σήματα κινδύνου στα κύτταρα του ανοσοποιητικού συστήματος με σκοπό την ενεργοποίησή του. Στην παρούσα μελέτη επιλέχθηκαν τα μονομεταλλικά και διμεταλλικά νανοσωματίδια χρυσού και αργύρου, τα οποία μελετήθηκαν ως προς την τοξικότητα τους στις καρκινικές σειρές MDA-MB-231, MCF-7, ινοβλάστες από ασθενείς με σύνδρομο Li Fraumeni, LNCaP, C4-2B, SJ-GBM2 και HCT-116. Οι καρκινικές σειρές επωάστηκαν σε τρεις συγκεντρώσεις νανοσωματιδίων 30 μg/mL, 40 μg/mL και 50 μg/mL. Επιπλέον μελετήθηκε η έκφραση των γονιδίων CASP1, CASP3, BCL-2, ZPB1, HMGB1, HSP70, CXCL8, CSF1, CCL20, NLRP3, 1L-1β και IL-18 με σκοπό την διερεύνηση του μονοπατιού προγραμματισμένου κυτταρικού θανάτου που πυροδοτείται σε κάθε επιμέρους κυτταρική σειρά. Μελετήθηκε επίσης η έκκριση του μορίου DAMP HMGB1, καθώς και της ιντερλευκίνης IL-1β. Τα νανοσωματίδια παρουσίασαν μια δοσοεξαρτώμενη τοξικότητα, με την μεγαλύτερη συγκέντρωση να αποτελεί την περισσότερο τοξική. Βρέθηκε ότι στα MDA-MB-231 καθώς και στα LNCaP κύτταρα ενεργοποιείται η πυρόπτωση, ενώ η νεκρόπτωση ενεργοποιείται μόνο στα MDA-MB-231. Από την άλλη πλευρά, απόπτωση συντελείται στα HCT116 καθώς και στα MDA-MB-231, γενονός που οδηγεί στο συμπέρασμα ότι τα MDA-MB-231 υπόκεινται σε πολλαπλούς τύπους προγραμματισμένου κυτταρικού θανάτου, ενώ ταυτόχρονα εκκρίνεται IL-1β, ενεργοποιώντας μηχανισμούς φλεγμονής και τα κύτταρα του ανοσοποιητικού συστήματος.Cancer is one of the leading causes of death globally. A widely studied therapeutic approach to cancer is the induction of apoptosis. However, cancer cells and usually their most resistant forms, evade apoptosis by regulating or inactivating pre-apoptotic proteins. For that matter, it is necessary to evaluate alternative pathways of programmed cell death (PCD), such as pyroptosis and necroptosis. At the same time, chemokines and DAMP molecules secreted by the dying cancer cells, act as alarmins that trigger the immune system. In the present study, monometallic and bimetallic nanoparticles of gold and silver were selected and studied for their toxicity in the cancer lines MDA-MB-231, MCF-7, fibroblasts from patients with Li Fraumeni syndrome, LNCaP, C4-2B, SJ- GBM2 and HCT-116. The cancer lines were incubated with three nanoparticle concentrations of 30 μg/mL, 40 μg/mL and 50 μg/mL. In addition, the expression of CASP1, CASP3, BCL-2, ZPB1, HMGB1, HSP70, CXCL8, CSF1, CCL20, NLRP3, 1L-1β and IL-18 genes was studied in order to investigate which pathway of programmed cell death is activated in each case. The secretion of DAMP molecule HMGB1, as well as interleukin IL-1β was also studied. The nanoparticles showed a dose-dependent toxicity, with the highest concentration being the most toxic. It was found that in MDA-MB-231 as well as in LNCaP cells, pyroptosis is activated, while necroptosis is activated only in MDA-MB-231 cell line. On the other hand, apoptosis occurs in HCT116 as well as in MDA-MB-231 cells , which leads to the conclusion that MDA-MB-231 are subject to multiple types of programmed cell death, while IL-1β is secreted simultaneously, activating inflammatory mechanisms as well as the cells of the immune system

Educators' ability to use Augmented Reality (AR) for teaching based on the TARC framework : evidence from an international study

Augmented Reality (AR) can enhance learning experience by offering vari-ous benefits to learners. However, its integration in classroom practice re-mains challenging and one reason of this is the lack of teachers’ AR compe-tences. The Teachers’ AR Competences (TARC) framework defines the main AR competences that educators should have in order to successfully employ AR in their teaching: Creating, Using and Manage AR resources. The current study, building upon the TARC framework, it aims to examine the effect of the TARC components of Creation and Management to the educators’ ability to Use AR in class. It is the first study that investigates the impact of the educators’ AR competences on their ability to use AR in classes. Moreover, while studies for primary and secondary teachers’ AR skills exist, this is the first study that explores university lecturers’/professors’ ability to use AR in classes. A survey was conducted with 150 educators around the globe. Regression analysis revealed that the Creation and the Management competences significantly predict university lecturers’/professors’ and primary/secondary school teachers’ ability to Use AR in their classes. Study findings deemed important for educators and education administration and implications are discussed. AR in their classes. Study findings deemed important for educators and education administration and implications are dis-cussed

Metabolism and Bioavailability of Olive Bioactive Constituents Based on In Vitro, In Vivo and Human Studies

Consumption of olive products has been established as a health-promoting dietary pattern due to their high content in compounds with eminent pharmacological properties and well-described bioactivities. However, their metabolism has not yet been fully described. The present critical review aimed to gather all scientific data of the past two decades regarding the absorption and metabolism of the foremost olive compounds, specifically of the phenylalcohols hydroxytyrosol (HTyr) and tyrosol (Tyr) and the secoiridoids oleacein (Olea), oleocanthal (Oleo) and oleuropein (Oleu). A meticulous record of the in vitro assays and in vivo (animals and humans) studies of the characteristic olive compounds was cited, and a critical discussion on their bioavailability and metabolism was performed taking into account data from their gut microbial metabolism. The existing critical review summarizes the existing knowledge regarding the bioavailability and metabolism of olive-characteristic phenylalchohols and secoiridoids and spotlights the lack of data for specific chemical groups and compounds. Critical observations and conclusions were derived from correlating structure with bioavailability data, while results from in vitro, animal and human studies were compared and discussed, giving significant insight to the future design of research approaches for the total bioavailability and metabolism exploration thereof

Exploiting the TARC framework : the relations between educators’ attitudes towards AR, innovativeness, digital skills, and AR skills in education

Augmented Reality (AR) can offer benefits to education however, its successful implementation heavily relies on teachers' competencies personal characteristics, attitudes, and skills. The Teachers’ Augmented Reality Competences (TARC) framework defines the main AR capacity areas for educators to employ in their teaching practice: creating, using, and managing AR resources. The current study proposes and validates a model about the impact of teachers’ personal innovativeness, attitudes towards AR and digital skills on the TARC defined competence areas. Quantitative data was collected from 150 educators worldwide. Structured equation modeling was used for the analysis. The model explains and predicts approximately 73% of the capacity of teachers to use AR for teaching. The ability to create (design, develop and modify) and manage AR resources (search, evaluate, organize as well as address and resolve ethics and safety) directly impact teachers’ capacity to use AR for teaching. Teachers’ personal innovativeness, attitudes towards AR and digital skills also have found to have an impact. Study findings deemed important for educators considering their continuous professional development towards improving their digital and specifically Augmented Reality competences

ΤΟ ΔΙΑΔΊΚΤΥΟ ΤΩΝ ΠΡΑΓΜΆΤΩΝ ΣΤΗΝ ΕΚΠΑΊΔΕΥΣΗ ΣΤΗΝ ΕΛΛΆΔΑ ΚΑΙ ΤΗΣ ΠΟΛΙΤΕΊΑΣ ΜΈΣΩ ΤΗΣ ΕΕΤΤ

Το IoT αναφέρεται στη σύνδεση των ανθρώπων, των δεδομένων και των αντικειμένων-πραγμάτων μεταξύ τους μέσω του διαδικτύου. Η φύση του είναι τέτοια που μπορεί να προσφέρει μια διαδραστική διαδικασία μάθησης, όπου οι μαθητές, ακόμα και οι μαθητές με μαθησιακές δυσκολίες, μαθαίνουν να αναζητούν και να αποκτούν τη γνώση με τρόπο ευχάριστο που εγείρει τη φαντασία και την κινητικότητά τους. Όλα αυτά φυσικά υπό την επίβλεψη και τον συντονισμό του εκπαιδευτικού σε ένα περιβάλλον κατάλληλο και ασφαλές. Η Εθνική Επιτροπή Τηλεπικοινωνιών και Ταχυδρομείων (EETT) είναι Ανεξάρτητη Διοικητική Αρχή. Αποτελεί τον Εθνικό Ρυθμιστή που ρυθμίζει, εποπτεύει και ελέγχει: (α) την αγορά ηλεκτρονικών επικοινωνιών, στην οποία δραστηριοποιούνται οι εταιρίες σταθερής και κινητής τηλεφωνίας, ασύρματων επικοινωνιών και διαδικτύου και (β) την ταχυδρομική αγορά, στην οποία δραστηριοποιούνται οι εταιρίες παροχής ταχυδρομικών υπηρεσιών και υπηρεσιών ταχυμεταφοράς. Επιπλέον, η ΕΕΤΤ υποστηρίζει μέσω του ρόλου της, προγράμματα και δράσεις για την ανάπτυξη νέων τεχνολογιών σε επιστημονικά πεδία όπως ηλεκτρονικές εφαρμογές, τις νέες ηλεκτρονικές υπηρεσίες Internet of Things και Machine to Machine, etc.) στα ευρυζωνικά δίκτυα ανεξάρτητα των τεχνολογιών μετάδοσης (ενσύρματα ή ασύρματα). Η εργασία αυτή σαν στόχο έχει να αναδείξει τη διαρκή αναβάθμιση των επικοινωνιών στην Ελλάδα, ώστε η χώρα μας και οι κάτοικοι της να συμμετέχουν στη Κοινωνία της Γνώσης και να απολαμβάνουν τα αγαθά που αυτή προσφέρει καθώς και τον τρόπο που το Διαδίκτυο των Πραγμάτων (IoT) μπορεί να εκσυγχρονίσει την εκπαίδευση.Internet of Things refers to connecting people, data and objects-things to each other via the internet. Its nature is such, that it can provide an interactive learning process where students, even students with learning disabilities, learn to seek and acquire knowledge in a pleasant way that raises their imagination and mobility. All of the above, of course, must be done under the supervision and coordination of the teacher in an appropriate and safe environment. The Hellenic Telecommunications and Post Commission (EETT) is an Independent Administrative Authority. It acts as the National Regulator that monitors, regulates and supervises: (a) the electronic communications market, within which fixed and mobile telephony, wireless communications and Internet access providers operate and (b) the postal services market, within which postal and courier service providers operate. In addition, EETT supports, through its role, programs and actions for the development of new technologies in scientific fields such as electronic applications, new e- services like Internet of things, Machine to Machine, etc.) in broadband networks regardless of transmission technologies (wired or wireless). This project aims at highlighting the continuous upgrading of communications in Greece so that our country and its citizens participate in the Knowledge Society and enjoy the goods it offers and the way the Internet of Things (IoT) can modernize education

IOT in education in Greece and state support through EETT

Internet of Things refers to connecting people, data and objects/things to each other via the Internet. Its nature is such, that it can provide an interactive learning process where students, and even those with learning disabilities, learn to seek and acquire knowledge in a pleasant way that raises their imagination and mobility. All of the above, of course, must be done under the supervision and coordination of the teacher in an appropriate and safe environment. The Hellenic Telecommunications and Post Commission (EETT) is an Independent Administrative Authority. It acts as the National Regulator that monitors, regulates and supervises: (a) the electronic communications market, within which fixed and mobile telephony, wireless communications and Internet access providers operate and (b) the postal services market, within which postal and courier service providers operate.In addition to that, EETT’s role is to support those programs and actions that focus on the development of new technologies in scientific fields such, as electronic applications, new e-services like the Internet of Things, Machine to Machine, etc., in broadband networks regardless of transmission technologies (wired or wireless). This project aims to highlight the continuous procedure of upgrading communications in Greece, so that our country and its citizens are able to participate in the Knowledge Society of the future and enjoy the benefits of modernized education