''Διερευνώντας το φαινόμενο της μετανάστευσης των νέων του νότου : οι επιλογές κατοίκησης"

Εθνικό Μετσόβιο Πολυτεχνείο. Μεταπτυχιακή εργασία. Διεπιστημονικό - Διατμηματικό Πρόγραμμα Μεταπτυχιακών Σπουδών (Δ.Π.Μ.Σ.) "Αρχιτεκτονική - Σχεδιασμός του Χώρου : Πολεοδομία - Χωροταξία (Κατ. Β')

Shelley and Berkeley: The Platonic Connection

[Δεν διατίθεται περίληψη / no abstract available

Long non‐coding RNAs in development and disease: Conservation to mechanisms

Our genomes contain the blueprint of what makes us human and many indications as to why we develop disease. Until the last 10 years, most studies had focussed on protein‐coding genes, more specifically DNA sequences coding for proteins. However, this represents less than 5% of our genomes. The other 95% is referred to as the ‘dark matter’ of our genomes, our understanding of which is extremely limited. Part of this ‘dark matter’ includes regions that give rise to RNAs that do not code for proteins. A subset of these non‐coding RNAs are long non‐coding RNAs (lncRNAs), which in particular are beginning to be dissected and their importance to human health revealed. To improve our understanding and treatment of disease it is vital that we understand the molecular and cellular function of lncRNAs, and how their misregulation can contribute to disease. It is not yet clear what proportion of lncRNAs is actually functional; conservation during evolution is being used to understand the biological importance of lncRNA. Here, we present key themes within the field of lncRNAs, emphasising the importance of their roles in both the nucleus and the cytoplasm of cells, as well as patterns in their modes of action. We discuss their potential functions in development and disease using examples where we have the greatest understanding. Finally, we emphasise why lncRNAs can serve as biomarkers and discuss their emerging potential for therapy

Web literacy practices of teacher education students and in-service teachers in Greece : a comparative study

In the expanding context of new literacies and multiliteracies, the abilities to know how to locate, to evaluate and to exploit Web information resources in order to construct knowledge, are acknowledged as extremely important worldwide. Current literacy curricula should encourage the development of such abilities, and  their successful implementation requires teachers themselves to be properly prepared. The present study reports the web searching and evaluating practices for educational purposes employed by both pre-service and in-service teachers. Data was collected via an anonymous online questionnaire. The comparative study  exhibis teachers' web practices with the purpose of identifying aspects of web literacy that require attention when designing and implementing relevant educational initiatives. According to the research findings, both pre-service and in-service teachers are based almost exclusively on popular search engines to locate web information resources, and they choose such resources without examining their wider context. In order to evaluate web information resources, they consider mainly morphological and design elements, rather than content features such as their origin and credibility. The findings raise the potential of applying critical literacy principles on the Web so that teachers can approach it critiquely.[1] when using its resources in educational settings. [1] learn to think “critiquely” (a word coined by James Paul Gee), that is, not merely consume information but also “understand and critique systems of power and injustice in a world that [people] will see as simply economically inevitable" (Gee, 2000: 62).: In the expanding context of new literacies and multiliteracies, the abilities to know how to locate, to evaluate and to exploit Web information resources in order to construct knowledge, are acknowledged as extremely important worldwide. Current literacy curricula should encourage the development of such abilities, and  their successful implementation requires teachers themselves to be properly prepared. The present study reports the web searching and evaluating practices for educational purposes employed by both pre-service and in-service teachers. Data was collected via an anonymous online questionnaire. The comparative study  exhibis teachers' web practices with the purpose of identifying aspects of web literacy that require attention when designing and implementing relevant educational initiatives. According to the research findings, both pre-service and in-service teachers are based almost exclusively on popular search engines to locate web information resources, and they choose such resources without examining their wider context. In order to evaluate web information resources, they consider mainly morphological and design elements, rather than content features such as their origin and credibility. The findings raise the potential of applying critical literacy principles on the Web so that teachers can approach it critiquely.[1] when using its resources in educational settings. [1] learn to think “critiquely” (a word coined by James Paul Gee), that is, not merely consume information but also “understand and critique systems of power and injustice in a world that [people] will see as simply economically inevitable" (Gee, 2000: 62)