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A Comparative Analysis of Cognitive and Psychosocial Functioning in Children with Writing Disabilities  [PDF]
Anastasia Alevriadou, Stergiani Giaouri
Psychology (PSYCH) , 2016, DOI: 10.4236/psych.2016.72018
Abstract: The purpose of the study was to investigate the relationship between the Test of Detection and Investigation of Attention and Concentration, the Test of Executive Function (Simos et al., 2007a,b) and the Test of Psychosocial Adjustment and Self-Report Scale (Hatzichristou et al., 2007), in a sample of 44 Greek 5th grade students with writing disabilities. The results in our study indicated that there were significant Pearson correlations ranged from 0.39 to 0.43 between cognitive, academic and social factors. Additionally, regression analysis indicated that certain scales of the Test of Attention and Concentration have predictive power to emotional sufficiency (t = 2.001, p < 0.05) and academic self-concept (t = 2.072, p < 0.05). Further implications of these findings for a school-based neuropsychological evaluation and planning of individualized educational interventions are discussed.
Second-order Mental State Attribution in Children with Intellectual Disability: Cognitive Functioning and Some Educational Planning Challenges
Anastasia Alevriadou,Stergiani Giaouri
Journal of Educational and Developmental Psychology , 2011, DOI: 10.5539/jedp.v1n1p146
Abstract: Second-order mental state attribution in two groups of children with non-specific intellectual disability and Down syndrome was investigated. The children were compared to overall mental age-matched group of typically developing children. The aim of the present study was to determine the specificity of the theory of mind deficit to different groups of children with intellectual disability. The results clearly showed that children with Down syndrome performed more poorly than the children with non-specific intellectual disability, and that typically developing children perform significantly better than do other groups. The findings are discussed in terms of the specificity of the etiology-related profiles of intellectually disabled groups. Several critical issues related to intervention strategies in the field of intellectual disability are also discussed, considering the educational practices.
Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues
Eleni Griva,Anastasia Alevriadou,Klio Semoglou
International Education Studies , 2012, DOI: 10.5539/ies.v5n2p24
Abstract: The purpose of the present study was to identify the correlation between gender and reading preferences and reading strategies employed by 5th and 6th Grade students of primary school in Greece. The main objectives of the present study were (1) to identify possible differences between male and female students in employing cognitive and metacognitive strategies, (2) to record the difficulties encountered by males and females when reading and (3) to highlight possible differences between male and female students in reading preferences. 405 Greek students (206 boys and 199 girls, M=11.21 years old, SD.=0.47) participated in the study and were asked to fill in a questionnaire including questions related to reading preferences and attitudes. In addition, 32 students from the total sample were asked to choose their favourite text to read and think aloud about the processes they followed and the strategies they used. The questionnaire results indicated significant differences between male and female students in reading preferences, since the female students showed a greater preference for ‘human-interest’ stories and male ones preferred to read comics and action-stories. The verbal data revealed the female students’ flexibility in strategy use and their higher metacognitive awareness compared to male students. Reading, gender and social factors are discussed in the light of citizenship education.
Representations of Disability in Greek School Newspapers: A Quantitative and Qualitative Analysis
Lina P. Valsamidou,Ifigenia Vamvakidou,Anastasia Alevriadou
Review of European Studies , 2011, DOI: 10.5539/res.v3n2p10
Abstract: In a school newspaper children act as reporters, as editors and designers simultaneously. Their texts – linguistic and visual – highlight and manifest what they think is important to be published. Apart from that, the images that have been chosen, they convey signifieds/symbols/signs. This study searches the representations of disability in Greek school newspapers in order to reveal the necessity of this information in a school medium of communication. The proposed mmethodology is content analysis and social semiotic. It seems that school newspapers deal with disability issues rather peripherally, as all pages and front pages do not provide relevant issues. This research records aspects, trends and attitudes of school journalism regarding disability issues which clarify the need for school provision and encouragement concerning the subject in question.
Letter to Editor  [PDF]
Anastasia Maggina
Open Journal of Accounting (OJAcct) , 2013, DOI: 10.4236/ojacct.2013.24013
Abstract: Letter to Editor
The Social Framework of Learning via Neurodidactics  [PDF]
Chournazidi Anastasia
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.715215
Abstract: Both from a pedagogical and a psychological point of view, but also from sociology, we are aware of the fact that learning is a permanently successful process, taking into consideration that learning in the school environment does not bear significant practical differences from learning in our normal, social lives. Since the 18th century already, educational theories have been developed, accepting teaching methods focusing on learning processes, in accordance with human’s brain functions and aiming not for an individual, but a social aspect of learning, enhancing the individual’s self- efficacy in society. Neurodidactics investigates these two parameters, in an effort to introduce brain research scientific results into courses, forging at the same time the frameworks and prerequisites used to establish knowledge that was correctly structured and integrated in a context of emotional motivation. The neurodidactics’ aim is to encourage and support the management and process of learning, in a stress-free, reliable, social learning context. The following analysis of these theories should assist teachers in understanding and explaining their students’ experiences and behaviors, which should always be related to the students’ brain functions and physical-mental functions, as part of a learning group.
The Body Mass Index (BMI) and TV Viewing in a Co-Integration Framework  [PDF]
Anastasia Victoria Lazaridi
Sociology Mind (SM) , 2012, DOI: 10.4236/sm.2012.23037
Abstract: Many techniques are met in the literature, trying to investigate the effect of TV watching hours on BMI. However, we haven’t traced any empirical study with co-integration analysis, as it is applied here. With this in mind, we present in this paper the proper methodology, based on the co-integration analysis for a detailed justification of the effect of TV viewing hours together with some minor changes in life style of participants on BMI. Apart from finding and testing an acceptable co-integration relation, we further formulated an error correction model to determine the coefficient of adjustment. All findings, which are fully justified, are presented in details in the relevant sections. It should be pointed out, that we haven’t met this type of analysis in the relevant literature.
Simulation of Olive Kernel Gasification in a Bubbling Fluidized Bed Pilot Scale Reactor  [PDF]
Stavros Michailos, Anastasia Zabaniotou
Journal of Sustainable Bioenergy Systems (JSBS) , 2012, DOI: 10.4236/jsbs.2012.24021

The main aim of this study is to develop a comprehensive process model for biomass gasification in a pilot scale bubbling fluidized bed gasifier using the ASPEN PLUS simulator. A drawback in using ASPEN PLUS is the lack of a library model to simulate fluidized bed unit operation. However, it is possible for users to input their own models, using FORTRAN codes nested within the ASPEN PLUS input file, to simulate operation of a fluidized bed. The products of homogeneous reactions are defined by Gibbs equilibrium and reaction rate kinetics are used to determine the products of char gasification. Governing hydrodynamic equations for a bubbling bed and kinetic expressions for the char combustion were adopted from the literature. Different sets of gasification results for the operation conditions (temperature and air equivalence ratio (ER)) obtained from the our pilot-scale gasifier having a capacity of 1 kg/hr of olive kernel as feeding biomass, were used to demonstrate the validation of the model. The simulation results received from the application of the model were compared with the above experimental results and showed good agreement.

A Class of Generalized Approximate Inverse Solvers for Unsymmetric Linear Systems of Irregular Structure Based on Adaptive Algorithmic Modelling for Solving Complex Computational Problems in Three Space Dimensions  [PDF]
Anastasia-Dimitra Lipitakis
Applied Mathematics (AM) , 2016, DOI: 10.4236/am.2016.711108
Abstract: A class of general inverse matrix techniques based on adaptive algorithmic modelling methodologies is derived yielding iterative methods for solving unsymmetric linear systems of irregular structure arising in complex computational problems in three space dimensions. The proposed class of approximate inverse is chosen as the basis to yield systems on which classic and preconditioned iterative methods are explicitly applied. Optimized versions of the proposed approximate inverse are presented using special storage (k-sweep) techniques leading to economical forms of the approximate inverses. Application of the adaptive algorithmic methodologies on a characteristic nonlinear boundary value problem is discussed and numerical results are given.
Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism  [PDF]
Georgia Stephanou, Anastasia Oikonomou
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.94053
Abstract: This study aimed to examine: 1) teachers’ self-reported emotions experienced at school, problem-solving appraisal, self-efficacy and school collective-efficacy; 2) the effects of self-efficacy on the formulation of collective-efficacy and problem-solving appraisal, and on the impact of problem-solving appraisal on collective-efficacy; 3) the influential role of efficacy beliefs, problem-solving appraisal and their inter-effects in the emotions; and 4) the effect of teaching level (primary/secondary school) in the examined concepts. The sample consists of 256 primary and secondary school teachers, 92 men and 164 women, who came from various Greek state schools. Data were collected at the middle of a school year, and they were analyzed between and within groups across all constructs. The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, particularly context-, task- and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal (except for personal control that was low); 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving. The findings are discussed with respect to their practical applications and future research.
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