No description available.

Context: The aim of the proposed research is to investigate the impact of the pilot ‘all-day’ school scheme in Greece on teachers’, students’ and parents’ lives. The ‘all-day’ school is considered to be an innovative pedagogical reform in the Greek primary education. It was legislated and initiated in the period 1997-2002 in response to the apparent need for an increased work force. In addition, the growing number of working mothers meant that children needed to be looked after in a safe environment beyond mainstream school hours. Since then the ‘all-day’ school remains a project in progress facing a lot of obstacles with the most recent being the economic crisis in Greece which has badly affected all the sectors, private and public, of the country, and consequently the public schools of all levels. Despite its importance for educational reform, only a few studies attempted to examine some of the aspects of the ‘all-day’ school. It is this study’s contribution to provide, for first time, the key stakeholders of the ‘all-day’ school, namely teachers, parents and students, with the opportunity to raise their voices and express their experience and opinions about the effect of the ‘all-day’ school on their lives. Objective: The aim of this thesis is to provide insights on the perceptions and feelings of teachers, parents and students involved in the operation and expansion of the institutionalization of the ‘all-day’ school. These key stakeholders are called to express their voices about the effect of the ‘all-day’ school on their lives. Methodology: This study follows the interpretivist perspective. It does not examine pre-existing theories; instead it relies on qualitative findings collected from policy documents, questionnaires and semi-structured interviews with the ‘actors’ of the ‘all-day’ school, teachers, students and parents. Findings: This study revealed the huge gap between policy and practice in the operation of the ‘all-day’ school. The ‘all-day’ school aimed to fulfill certain pedagogical and social aims, as described in the official policy documents of the Greek Ministry of Education. Empirical evidence from this study indicated that in practice only few of these aims, mainly related to the social dimension of the ‘all-day’ school have been achieved. The ‘all-day’ school failed to achieve significant pedagogical aims such as the homework completion at school. A number of contradictions and dilemmas.

No description available.

No description available.

This thesis presents a mainly empirical analysis of the phenomenon of recent immigration to the Athens conurbation and of the relationship of foreign workers to the Athenian lahour market. The research focuses on three of the main groups of foreign migrant workers from Third World and Eastern European countries: Albanians, Egyptians and Filipinos. After an analysis of the nature and characteristics of the Greek economy and labour market the research is built around three major topics: the differentiation of migrant groups within the context of Greek labour market segmentation; the relation between immigration and the informal, underground economy; and the impact of immigration on the spatial and social division of labour in Athens. Methodologically, the main effort of the study was a field survey of recent immigrants in Athens, undertaken over a period of seven months hetween August 1995 and February 1996. The first three chapters of the thesis contain the theoretical hackground to the empirical research. Chapter 4 contains a detailed presentation of methodological tools and approaches adopted during the field research in Athens. Chapter 5 presents the general background and profile data of 141 immigrants interviewed, including such variables as age, sex, time and means of arrival, education and training, reasons for migrating to Greece, family circumstances, remittance behaviour, and plans for the future. Chapter 6 is an extended discussion of the interactions between immigrants and the Athens labour market, based partly on a detailed analysis of the city's economy and social formation, and pattly on interview results. Chapter 7 looks more closely at the day-to-day lives of the immigrants in Athens, focusing in particular on their housing arrangements and their impact on the social geography of the city. Finally Chapter 8 concludes the thesis. It shows how the empirical findings to the different research questions are related to each other and how these findings are related to past and contemporary theories of migration. The strengths and weaknesses of the research are evaluated and suggestions for further research made.

No description available.

No description available.

No description available.

No description available.

In this dissertation Athenian inscriptions, granted during the fifth and fourth centuries down to the death of Alexander the Great, are analyzed. The evidence includes grants of citizenship, proxenia, epimeleia, enktesis, ateleia, and isoteleia to deserving foreigners. During the fifth century, Athens used these grants, particularly the proxenia, as one means to keep her predominant position in Greece. Other honors were also used for this purpose, such as the offer of protection, and to some degree citizenship honors. In their domestic affairs, Athenians used enktesis, ateleia, and isoteleia as rewards, especially for resident aliens. According to epigraphic evidence, the ateleia and isoteleia decrees show no increase during the fourth century, while the greatest number of proxeny decrees were passed from 353 to 323 B.C. Although honorary decrees were awarded liberally during this time, there was no steady increase from the fifth century down to 323 B.C. During the period from 399 to 354, the number of extant honorary decrees is rather small. Particular attention is paid to an analysis of the development of each honor, the identification of the individuals involved, and their relation to the Athenian people.