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Search Results: 1 - 10 of 4371 matches for " Anastasia Victoria Lazaridi "
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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.
Are Compression Stockings an Effective Treatment for Orthostatic Presyncope?
Clare Louise Protheroe, Anastasia Dikareva, Carlo Menon, Victoria Elizabeth Claydon
PLOS ONE , 2011, DOI: 10.1371/journal.pone.0028193
Abstract: Background Syncope, or fainting, affects approximately 6.2% of the population, and is associated with significant comorbidity. Many syncopal events occur secondary to excessive venous pooling and capillary filtration in the lower limbs when upright. As such, a common approach to the management of syncope is the use of compression stockings. However, research confirming their efficacy is lacking. We aimed to investigate the effect of graded calf compression stockings on orthostatic tolerance. Methodology/Principal Findings We evaluated orthostatic tolerance (OT) and haemodynamic control in 15 healthy volunteers wearing graded calf compression stockings compared to two placebo stockings in a randomized, cross-over, double-blind fashion. OT (time to presyncope, min) was determined using combined head-upright tilting and lower body negative pressure applied until presyncope. Throughout testing we continuously monitored beat-to-beat blood pressures, heart rate, stroke volume and cardiac output (finger plethysmography), cerebral and forearm blood flow velocities (Doppler ultrasound) and breath-by-breath end tidal gases. There were no significant differences in OT between compression stocking (26.0±2.3 min) and calf (29.3±2.4 min) or ankle (27.6±3.1 min) placebo conditions. Cardiovascular, cerebral and respiratory responses were similar in all conditions. The efficacy of compression stockings was related to anthropometric parameters, and could be predicted by a model based on the subject's calf circumference and shoe size (r = 0.780, p = 0.004). Conclusions/Significance These data question the use of calf compression stockings for orthostatic intolerance and highlight the need for individualised therapy accounting for anthropometric variables when considering treatment with compression stockings.
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.
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
Abstract:

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 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.
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.
Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten  [PDF]
Anastasia Mavidou, Domna Kakana
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.103039
Abstract: The present study aims to investigate the effectiveness of Differentiated Instruction (DI) on kindergarten children’s achievement. More specifically, the paper discusses the effect of different types of adjustments on an Integrated Curriculum following the DI approach. DI is a teaching and learning approach that provides a context to adjust sufficiently several aspects of the curriculum in order to address effectively the needs of all learners. However, the impact of DI is often related to several learning subjects, e.g. reading, mathematics etc., while scarce empirical evidence exists regarding its effectiveness in the context of an Integrated Curriculum. The majority of related research excludes the preschool education; hence,?more research about the appropriate implementation of DI in kindergarten settings is needed. The study was quasi-experimental, including pre- and post-tests to examine the effectiveness of DI in reaching the learning goals of three interventions. The participants were 80 kindergarteners for the experimental group and 74 children comprised the control group. The statistical analysis highlighted the positive impact of DI on their achievement. In addition, a tendency was found implying that differentiation by interests was the most effective type of adjustment. The results proved the applicability and positive impacts?of DI in kindergarten classrooms, while further research is needed to define and optimize the differentiation strategies and techniques.
Teachers’ Experiences of a Professional Development Program for Differentiated Instruction  [PDF]
Anastasia Mavidou, Domna Kakana
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.103040
Abstract: Differentiated Instruction (DI) is considered as the teaching approach that builds upon children’s differences in order to address them and consequently lead each and every child to academic success. Although DI seems to be an effective teaching approach, teachers’ perceptions and/or misconceptions, as well as unsuccessful attempts of implementation, constrain its inclusion in everyday practice. Therefore, the need for appropriate and effective Professional Development programs (PDp) is emerging in order to clearly define the concept of DI and facilitate the application of related practices. The aim of the current study is to shed light onto teachers’ experiences with DI, through a PDp, which was developed to provide effective support to teachers to change their perceptions and teaching practices and apply successfully DI. The participants were 7 in-service kindergarten teachers. The program lasted 8 months and included deepening on theoretical and practical levels. Multiple?tools were used for data collection, such as open-ended questionnaires,?personal diary of the researcher and individual semi-structured interviews. Content Analysis showed that teachers initially had misconceptions about the concept of DI and doubts regarding its applicability, while during the program they realized its positive impact on children, which encouraged them to continue their differentiating practice. According to teachers, the successful elements of the program, which contributed to the revision of their personal theories and generally their professional development, were the cooperation with colleagues in a warm and welcoming climate during the meetings, the?long-lasting duration and the constant feedback and reflection. To conclude, the PDps provide the necessary context for the teacher to experiment with DI, though the prediction of future application is not yet sufficiently studied.
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