Sounion Revisited: The Sanctuaries of Poseidon and Athena at Sounion in Attica

This book is the first to be published from a wider research project, still in progress, about the sanctuaries of Poseidon and Athena on the promontory of Sounion

Microstructural evaluation of suspension thermally sprayed WC-Co nanocomposite coatings.

Microstructural and sliding wear evaluations of nanostructured coatings deposited by Suspension High Velocity Oxy-Fuel (S-HVOF) spraying were conducted in as-sprayed and HIPed (Hot Isostatically Pressed) conditions. S-HVOF coatings were nanostructured via ball milling of the WC-12Co start powder, and deposited via an aqueous based suspension using modified HVOF (TopGun) spraying. Microstructural evaluations of these hardmetal coatings included TEM (Transmission Electron Microscopy), X-ray Diffraction (XRD) and Scanning Electron Microscopy (SEM). Sliding wear tests were conducted using a ball-on-flat test rig. Results indicated that nanostructured features inherited from the start powder in S-HVOF spraying were retained in the resulting coatings. The decarburisation of WC due to a higher surface area to volume ratio was also observed in the S-HVOF coatings. Nanostructured and amorphous phases caused by the high cooling rates during thermal spraying crystallized into complex eta-phases after the HIPing treatment. Sliding wear performance indicated that the coating wear was lower for the HIPed coatings

Influence of post-treatment on the microstructural and tribomechanical properties of suspension thermally sprayed WC-12 wt%Co nanocomposite coatings.

The potential to improve the tribomechanical performance of HVOF-sprayed WC-12Co coatings was studied by using aqueous WC-12Co suspensions as feed-stock. Both as-sprayed and hot-isostatic-pressed (HIPed) coatings were studied. Mathematical models of wear rate based on the structure property relationships, even for the conventionally sprayed WC-Co hardmetal coatings, are at best based on the semiempirical approach. This paper aims to develop these semiempirical mathematical models for suspension sprayed nanocomposite coatings in as-sprayed and heat-treated (HIPed) conditions. Microstructural evaluations included transmission electron microscopy, X-ray diffraction and scanning electron microscopy equipped with energy-dispersive X-ray spectroscopy. The nanohardness and modulus of the coated specimens were investigated using a diamond Berkovich nanoindenter. Sliding wear tests were conducted using a ball-on-flat test rig. Results indicated that the HIPing post-treatment resulted in crystallization of amorphous coating phases and increase in elastic modulus and hardness. Influence of these changes in the wear mechanisms and wear rate is discussed. Results are also compared with conventionally sprayed high-velocity oxy-fuel hardmetal WC-Co coatings

Structure property relationship of suspension thermally sprayed WC-Co nanocomposite coatings.

Tribomechanical properties of nanostructured coatings deposited by suspension high velocity oxy-fuel (S-HVOF) and conventional HVOF (Jet Kote) spraying were evaluated. Nanostructured S-HVOF coatings were obtained via ball milling of the agglomerated and sintered WC-12Co feedstock powder, which were deposited via an aqueous-based suspension using modified HVOF (TopGun) process. Microstructural evaluations of these hardmetal coatings included transmission electron microscopy, x-ray diffraction, and scanning electron microscopy equipped with energy dispersive x-ray spectroscopy. The nanohardness and modulus of the coated specimens were investigated using a diamond Berkovich nanoindenter. Sliding wear tests were conducted using a ball-on-flat test rig. Results indicated that low porosity coatings with nanostructured features were obtained. High carbon loss was observed, but coatings showed a high hardness up to 1000 HV2.9N. S-HVOF coatings also showed improved sliding wear and friction behavior, which were attributed to nanosized particles reducing ball wear in three-body abrasion and support of metal matrix due to uniform distribution of nanoparticles in the coating microstructure

Inventory of current EU paediatric vision and hearing screening programmes

Background: We examined the diversity in paediatric vision and hearing screening programmes in Europe. Methods: Themes relevant for comparison of screening programmes were derived from literature and used to compile three questionnaires on vision, hearing and public-health screening. Tests used, professions involved, age and frequency of testing seem to influence sensitivity, specificity and costs most. Questionnaires were sent to ophthalmologists, orthoptists, otolaryngologists and audiologists involved in paediatric screening in all EU fullmember, candidate and associate states. Answers were cross-checked. Results: Thirty-nine countries participated; 35 have a vision screening programme, 33 a nation-wide neonatal hearing screening programme. Visual acuity (VA) is measured in 35 countries, in 71% more than once. First measurement of VA varies from three to seven years of age, but is usually before the age of five. At age three and four picture charts, including Lea Hyvarinen are used most, in children over four Tumbling-E and Snellen. As first hearing screening test otoacoustic emission (OAE) is used most in healthy neonates, and auditory brainstem response (ABR) in premature newborns. The majority of hearing testing programmes are staged; children are referred after one to four abnormal tests. Vision screening is performed mostly by paediatricians, ophthalmologists or nurses. Funding is mostly by health insurance or state. Coverage was reported as >95% in half of countries, but reporting was often not first-hand. Conclusion: Largest differences were found in VA charts used (12), professions involved in vision screening (10), number of hearing screening tests before referral (1-4) and funding sources (8)

Terracotta Offerings from the Sanctuaries of Poseidon and of Athena at Sounion

The material presented here is part of a wider research project over several years, still in progress, on the sanctuaries of Poseidon and Athena at Sounion, Attica, Greece, which deals, among other issues, with the study of the numerous unpublished finds of diverse material, such as clay, marble, metal and faience objects. The project evolved from my PhD research at King’s College, London, and is shortly to be published in a monograph. For the purposes of this article and within the wider con..

Education in Greece 1949 - 1963: reforms in educational policy: social and ideological reactions

Title: Education in Greece 1949 - 1963. Reforms in educational policy - Social and ideological reactions. In this thesis we have attempted to record, present and analyze, as accurately as possible, all aspects of the policy that has formed the educational structure in Greece during the post WWII era, as well as the factors and ideology that has constituted the Greek people’s education options since. The main goal of the Greek educational policies that were undertaken during the period between 1949 and 1963 - namely, after the decade of war and destruction of 1940-1950 – was to promote a contemporary educational system of a free and public nature, thus contributing to the nation’s efforts for economic and social reconstruction. This goal proved to be imperative, especially due to the left’s defeat after the country’s bloody conflict during the civil war and the conservative tendency that arose contextually, as well as due to the various educational shortcomings and deficiencies that developed in all levels of education as a result of successive reforms and counter-reforms that were introduced during the inter-war period. As a result of the above, education policies in Greece failed to begin any process of civil innovation before 1964, the year in which the Greek government implemented the educational reform under law 4379/1964.Every social, financial and political development was reflected in the country’s official state educational policy between 1949 and 1963. The education plan that was submitted in 1944 by the country’s left revolution government (Ε.Α.Μ. – Ε.Π.Ο.Ν. – Π.Ε.Ε.Α.) was particularly noteworthy as a unique effort to resolve the outstanding issue of the country’s civil innovation in education within a progressive outline, following the 1930 educational reform. Political arguments and enmity, however, especially under the dire circumstances of the civil war, will thereafter intensify educational issues and obstacles. In particular, all regulations that were implemented regarding the operation and scope of educational institutions will operate in accordance with the state’s official political ideology of ethno – nationalism. The purpose of implementing these practices was twofold: to ascertain that any left-wing ideology traces of the country’s revolution government were extinguished from the public’s awareness, and to ensure that, through education policy and operation control, government authority was firmly and austerely promoted. Social resistance against these educational policies, in addition to the ideological conflict that consequently arose, illuminate the cause that lead to the development of a mass movement that claimed the right to a system of public education, accessible and free for everyone, and eventually led to the 1694 educational reform. Pseudo-ideological arguments that claim that middle and higher education ensures social mobility for all, regardless of any financial and social background, promote the demand for political and social development between 1949 and 1963. This demand manifested within a time period that capitalism was beginning to evolve and amidst working class integration, U.S.A. and U.S.S.R. conflict and under the circumstances of the cold war that was dominant during this time period.Στην παρούσα διατριβή προσπαθήσαμε να καταγράψουμε, να παρουσιάσουμε και να αναλύσουμε, όσο ήταν δυνατό, όλες τις πτυχές της εκπαιδευτικής πολιτικής που συνθέτουν τη διαμόρφωση και οικοδόμηση του μεταπολεμικού εκπαιδευτικού συστήματος της χώρας καθώς και της ιδεολογίας που διαμορφώνει τις εκπαιδευτικές επιλογές των νεοελλήνων. Σε όλη τη διάρκεια της περιόδου 1949 – 1963 η ελληνική εκπαίδευση χαρακτηρίζεται από την προσπάθεια μεγάλου μέρους των εμπλεκόμενων με αυτήν να οικοδομήσουν ένα σύγχρονο εκπαιδευτικό σύστημα, με δημόσιο και δωρεάν χαρακτήρα που θα ανταποκρίνεται στις βασικές ανάγκες της οικονομικής και κοινωνικής ανασυγκρότησης της χώρας και του λαού μετά το τέλος της δεκαετίας των πολέμων και των καταστροφών, δηλ. της δεκαετίας του 1940 – 1950. Με δεδομένο ότι μετά τον αιματηρό εμφύλιο πόλεμο και την ήττα της αριστεράς, δεν επιτρέπονται περιθώρια για δημοκρατικά ανοίγματα, η διάθεση αυτή του μεγαλύτερου κομματιού των εμπλεκόμενων με την εκπαίδευση θα μετατραπεί και θα προβληθεί ως επιτακτική ανάγκη για τον εκπαιδευτικό οργανισμό της χώρας, από το Νηπιαγωγείο ως το Πανεπιστήμιο, στη βάση των χρόνιων ελλείψεων και αγκυλώσεων που παρατηρούνται στην ελληνική εκπαίδευση, ως συνέπεια των συνεχών μεταρρυθμίσεων και αντιμεταρρυθμίσεων της περιόδου του μεσοπολέμου, οι οποίες δε θα οδηγήσουν την ελληνική εκπαίδευση στον αστικό εκσυγχρονισμό της πριν από το 1964, χρονιά που η Ε. Κ. θα εφαρμόσει την εκπαιδευτική μεταρρύθμιση του Ν.Δ. 4379/1964. Οι κοινωνικές, οικονομικές και πολιτικές εξελίξεις αντικατοπτρίζονται στην επίσημη κρατική πολιτική για την εκπαίδευση της περιόδου 1949 – 1963. Τομή αποτελεί το Σχέδιο για μια Λαϊκή Παιδεία των ΕΑΜ – ΕΠΟΝ – Π.Ε.Ε.Α. που κατατίθεται στα 1944 και με το οποίο επιχειρείται από το Ε.Α.Μ. να λυθεί ολοκληρωτικά το πρόβλημα του αστικού εκσυγχρονισμού του ελληνικού εκπαιδευτικού συστήματος σε προοδευτική βάση, ύστερα από την εκπαιδευτική μεταρρύθμιση του 1930. Οι πολιτικές αντιπαραθέσεις και ανταγωνισμοί, κάτω από το βάρος των εξελίξεων της εμφύλιας σύρραξης, θα επιτείνουν τα προβλήματα και τις αγκυλώσεις και στο χώρο της εκπαίδευσης. Ειδικότερα θα σηματοδοτηθούν από την εγκαθίδρυση σύστοιχων ιδεολογικού και πολιτικού χαρακτήρα ρυθμίσεων που αφορούν το περιεχόμενο και τη λειτουργία του σχολείου, ώστε αυτός να ταυτίζεται και να επιτελεί τον αναπαραγωγικό του ρόλο στο πλαίσιο της επίσημης κρατικής – πολιτικής ιδεολογίας της εθνικοφροσύνης. Με αυτές τις πρακτικές οι αστικές πολιτικές δυνάμεις επεδίωξαν από κοινού να εξασφαλίσουν αφενός τη συντριβή των κοινωνικοπολιτικών δυνάμεων και της ιδεολογίας της ΕΑΜικής Αριστεράς και αφετέρου τη διευρυμένη αναπαραγωγή της εξουσίας τους μέσω της ιδεολογικής και επιμεριστικής λειτουργίας του σχολικού μηχανισμού τον οποίο ήλεγχαν απόλυτα. Οι κοινωνικές αντιδράσεις στις εκπαιδευτικές πολιτικές που εφαρμόζονται και οι ιδεολογικές συγκρούσεις που αναδύονται από αυτές εξηγούν τα πολιτικά αποτελέσματα που θα οδηγήσουν στην ανάπτυξη ενός μαζικού λαϊκού διεκδικητικού κινήματος το οποίο θα διεκδικήσει και θα επιβάλλει την οικοδόμηση ενός δημόσιου & δωρεάν παρεχόμενου σε όλους εκπαιδευτικού συστήματος με την μεταρρύθμιση του 1964. Στην ανάδειξη των κοινωνικών και πολιτικών διεκδικήσεων των πολιτικών υποκειμένων της περιόδου 1949 – 1963 θα συμβάλλουν σε μεγάλο βαθμό τα ιδεολογήματα περί κοινωνικής κινητικότητας μέσω της απόκτησης μέσης και ανώτερης – ανώτατης εκπαίδευσης, τα οποία είναι κυρίαρχα την περίοδο αυτή στις συνειδήσεις των νεοελλήνων, μέσα σε ένα περιβάλλον καπιταλιστικής ανάπτυξης και ενσωμάτωσης των λαϊκών τάξεων, στο πλαίσιο των διεθνών πολιτικών ανταγωνισμών μεταξύ Η. Π. Α. – Ε. Σ. Σ. Δ. και του ψυχρού πολέμου που κυριαρχεί την περίοδο αυτή