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Search Results: 1 - 10 of 32227 matches for " Peter KIRIAKIDIS "
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Mandatory Use of TurnItIn: The Effect of a Policy on Reducing Unoriginal Writing in Online Classes
Peter KIRIAKIDIS
Postmodern Openings , 2012,
Abstract: An accredited online university in the United States of America implemented TurnItIn similarity index rates in online classes in order to reduce unoriginal writing of online graduate and postgraduate students. The research problem was the lack of empirical research-based findings on the implementation of TurnItIn on reducing unoriginal academic work in online classes. The purpose of this research was to examine the similarity index rates, found in each TurnItIn report of each student’s assignment submitted to www.TurnItIn.com in order to minimize unoriginal student writing. This study was grounded in the social learning theory of Vygotsky. The research question that guided this study was “What is the impact of the implementation of TurnItIn on reducing unoriginal writing in online classes of graduate and postgraduate students?” Archived data containing the similarity index rates of TurnItIn reports were collected for two cohorts of 111 graduate and 107 postgraduate students before and after the implementation of TurnItIn reports in online classes. The findings revealed that the implementation of TurnItIn reduced unoriginal writing in graduate and postgraduate online classes. A significant difference between the means of the two cohorts of similarity index rates of TurnItIn was found. The empirical evidence was that the implementation of TurnItIn has helped the online institution at the research site to reduce unoriginal writing. Education stakeholders may use these findings to improve academic integrity.
The Effects of an Online Seminars Policy on Communication between Faculty and Students in the Online Learning Environment
Peter KIRIAKIDIS
Postmodern Openings , 2011,
Abstract: A graduate online university in northern United States of America implemented a policy on online seminars for each online course to help students increase their proficiency levels in course content via mandatory communication with faculty and peers. No research had been conducted at the research site to examine the effects of the online seminars policy on communication between faculty and students. The research problem at the study site was the lack of empirical evidence that the online seminars policy on communication between faculty and students was effective as measured by the frequency of postings posted by faculty members and their students during the online seminars. This study was grounded in the social learning theory of Vygotsky. The research question that guided this study was “What are the effects of the online seminars policy on communication between faculty and students as measured by the frequency of their postings.” Archived data were collected for two cohorts of 175 graduate students and 12 faculty members from before and after the implementation of the online seminars policy. Content analysis procedures were used on the computermediated transcripts of the discussions between faculty and students within several graduate courses in education offered entirely online. An independent sample t test was utilized to analyze the data and the researcher found a significant difference between the means of the two cohorts of faculty and student postings. The empirical evidence was that the online seminars policy on communication between faculty and students was effective.
Why do ECE Teachers Need To Be Mentored by ECE Administrators?
Peter KIRIAKIDIS
Revista Romaneasca pentru Educatie Multidimensionala , 2011,
Abstract: Why do ECE teachers need to be mentored by ECE administrators? At the data site, the research problem was that students are not meeting the required standards of proficiency in state testing and schools are failing to make adequate yearly progress (AYP) as mandated by the No Child Left Behind of 2001. In an effort to comply with the NCLB Act (2001) mandates, the local school district supported ECE teachers through a mentoring program to address student achievement. School leaders at the data site needed research-based findings on the evaluation of the ECE mentoring program. A sample of n = 66 participants was purposefully selected and interviewed. The findings revealed that mentoring helps ECE teachers. Institutes of higher education, professional development providers, administrators’ associations, school districts, and school leaders may benefit from having an awareness of how mentoring helps ECE teachers to improve their instructional practices. Effectiveness of teachers can be increased through opportunities for ongoing, systemic, and systematic mentoring; however, mentoring needs to be intentional, ongoing, and both systemic and systematic.
The Perceptions of High School Honor Students on the Academic Skills Needed to Succeed in College Science Classes
Peter KIRIAKIDIS,Paul BARBER
Revista Romaneasca pentru Educatie Multidimensionala , 2011,
Abstract: High school honor graduates at a rural high school in the Southeastern United States of America have not been as prepared for college science classes. At the research site, which is located in one rural high school, honor graduates have been experiencing difficulties with their freshman college science classes although these students were honors students in their high school science classes. The purpose of this study was to understand the perceptions of high school honor students on the academic skills needed to succeed in college science classes. This qualitative case study was grounded in the brain-based theory of Caine and Caine. Twenty high school honor students participated in semi-structured face-to-face interviews and one theme emerged from the interview transcripts. The findings revealed that the most important academic skills for success in college science classes were problem solving, critical thinking, and how to study effectively skills. The implications of these findings for high school honor students are that the focus of the high school curricula should on the development of critical thinking, problem solving, and study skills.
Mandatory Online Discussions: The Effect of a Postgraduate Policy on Communication Between Faculty Members and Graduate Learners
Peter KIRIAKIDIS,Kelley Jo WALTERS
Postmodern Openings , 2012,
Abstract: A graduate-level online university located in the northwest area of the United States of America implemented a policy to help graduate learners increase their interactions with faculty and peers. No research had been conducted at the research site to examine the effects of the policy on the communication between faculty and graduate learners. In order to gain some empirical evidence that the policy was effective, the researchers measured the frequency of postings posted by faculty and graduate learners during the duration of randomly selected online classes before and after the implementation of the policy. Grounded in the social learning theory of Vygotsky, the goal of this research was to determine the relationship of the frequency of communication between faculty and graduate learners. Archived data were collected for two cohorts of 235 graduate learners and 16 faculty members from before and after the implementation of the policy. Content analysis procedures were used on the computer-mediated transcripts of the online discussions between faculty and graduate learners within several graduate courses in education offered entirely online. An independent sample t test was utilized to analyze the data and a significant difference between the means of faculty and student postings was found in the two cohorts. The empirical evidence was that the communication policy increased the frequency of posting between faculty and graduate learners. The results of this study can be used by online faculty and university leadership to support the continued advocacy for professional development for faculty.
The Effects of Non-traditional Teaching Styles on College Mathematics between Face-to-face and Online Students
Peter KIRIAKIDIS,Natalie THORNTON JOHNSON
Revista Romaneasca pentru Educatie Multidimensionala , 2011,
Abstract: Limited research exists on the effects of teaching styles on college mathematics between face-to-face and online students. The purpose of this experimental quantitative research was to examine the effects of teaching styles on college mathematics between face-to-face and online students. The research question was “What are the effects of teaching styles on college mathematics between face-to-face and online students?” The participants were college students who took math classes either face-to-face or online. The participants were taught by the same professors the same math curricula. The findings of this research may shed further light on the effects of teaching styles on college mathematics between face-to-face and online students.
What is the effect of grade point average (GPA) on courses taken either face-to-face or online by undergraduate working adult students?
Peter KIRIAKIDIS,James William DECOSTA,Antonio SANDU
Revista de Cercetare ?i Interven?ie Social? , 2011,
Abstract: The study site is a unique institution of adult students in the United States of America offering course modality choice to its students which is either face-to-face (FTF) or online. Online instruction is offered completely online using Moodle as the online learning environment. The stakeholders at the study site needed research-based findings on the effect of grade point average (GPA) on courses taken either face-to-face or online by undergraduate working adult students in order for institutional reforms to take place on course modalities. The research question that guided this study was: What is the effect of GPA on courses taken either face-to-face or online by undergraduate working adult students? The purpose of this study was to examine the effect of GPA on courses taken either face-to-face or online by undergraduate working adult students. This study was grounded in the self determination theory (SDT) with its sub-set cognitive evaluation theory (CET). A comparative design of independent groups was used in the investigation of the research question. Archived data were collected on GPA, course modality, and course modality choice. Descriptive statistics and regressions analyses were performed within course modality choice. A significant effect of student choice of learning modality in student achievement either across or within course modalities was found.
Highly Sensitive InOx Ozone Sensing Films on Flexible Substrates
G. Kiriakidis,K. Moschovis,I. Kortidis,R. Skarvelakis
Journal of Sensors , 2009, DOI: 10.1155/2009/727893
Abstract: InOx thin films with a thickness of the order of 100 nm were grown by dc magnetron sputtering on glass, Si and flexible (PET) substrates. The electrical conductivity of InOx thin films exhibited a change of two orders of magnitude during photoreduction with ultraviolet light and subsequent oxidation in ozone concentrations from 2370 to 15 ppb, at room temperature. Optical transparency of over 85% for all substrates was maintained. Film structural and ozone sensing properties were analyzed. Surface morphology investigations carried out by SEM for films on PET substrates showed extended surface cracking for bending angles beyond 40°. Optimization of growth conditions has led to films with extremely low detection levels for ozone down to 15 ppb at room temperature, demonstrating the wide prospective of utilizing these metal oxides as gas sensors on flexible substrates for a variety of automotive and air-conditioning applications.
Hypoxia. The role of hypoxia and HIF-dependent signalling events in rheumatoid arthritis
Barbara Muz, Moddasar N Khan, Serafim Kiriakidis, Ewa M Paleolog
Arthritis Research & Therapy , 2009, DOI: 10.1186/ar2568
Abstract: Alterations in oxygen tension have been postulated to contribute to a number of pathologies, including rheumatoid arthritis (RA). Hypoxia refers to subnormal levels of oxygen in air, blood and tissue. Tissue hypoxia leads to cellular dysfunction and ultimately can lead to cell death, and the ability of cells to adapt to periods of hypoxia is therefore important for their survival. An important and well characterized 'master regulator' of the adaptive response to alterations in oxygen tension is hypoxia-inducible factor (HIF). Activation of the HIF signalling cascade leads to extensive changes in gene expression, which allow cells, tissues and organisms to adapt to reduced oxygenation. These changes include enhanced glucose uptake, increased expression of glycolytic enzymes and increased expression of angiogenic factors [1].RA is a chronic systemic inflammatory disease, which affects approximately 1% of the population worldwide. The aetiology of RA is still not fully understood, but data suggest an interplay between environmental and genetic factors. The financial impact of RA is considerable because of the high level of functional impairment it causes; up to 30% of people with RA become permanently work disabled within 3 years of diagnosis if they do not receive medical treatment [2]. There is now considerable evidence that hypoxia is a feature of RA. Recent studies have also identified many parallels between hypoxia and acute infection and/or inflammation, such as that which is seen in RA. For example, HIF-1 is essential for myeloid cell-mediated inflammation and bactericidal capacity of phagocytes, suggesting crosstalk between angiogenesis and inflammation.This review series examines the evidence for hypoxia in inflammatory and destructive joint disease, and discusses the interplay between alterations in oxygen tension, vascularity and inflammatory signalling pathways. In the present review we focus on current knowledge of the regulation of the HIF pathway, and th
Natural Rights, Morality, and the Law  [PDF]
Drum Peter
Beijing Law Review (BLR) , 2011, DOI: 10.4236/blr.2011.21004
Abstract: It is argued that despite attempts to discount the importance of natural rights for morality, they are fundamental to it; therefore, so too are natural rights to the legitimacy of the law.
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