Globalization and neo-liberal practices have influenced education and schooling in various ways, particularly through curricula. As a result, interest in elementary school, particularly kindergarten, education has been generated by supranational organizations; specifically the Organization for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), as well as international organizations such as the European Union and numerous federal and provincial governments, including the Canadian, Ontario and Hellenic governments. This research explores how democratic citizenship education is reflected in kindergarten curricula in Ontario, Canada and Hellas, Greece. Because of growing concerns with democratic citizenship education, in this study, I have analyzed and compared the kindergarten education curricula of Ontario and Hellas in terms of democratic citizenship education and how it is reflected in their respective curricula. I analyzed supplementary and supportive reports, guides and other educational documents about democratic citizenship education published by supranational and international organizations. In order to accomplish this, I utilized a critical pedagogic perspective through Critical Discourse Analysis. In addition, important concerns about citizenship education in kindergarten are discussed and recommendations for curriculum studies are provided. This study is significant in its exploration of the ways that democratic citizenship education is being reflected in kindergarten curricula in Ontario and Hellas and in the revelation of similarities and differences between them, as well as within a global context.

In both Prometheus Unbound and Hellas Shelley used the drama of Aeschylus as the model for composition. Accordingly, the plays' subtitle "Lyrical Drama" refers to the two major components of Aeschylean drama: the lyrics recited by the chorus and the drama of character dialogue. In taking up this specific literary genre, the poet also inherited a complex model of the socio-political system of ancient Greece, with which the dramatists had been able to explore contemporary issues. Through various means, Shelley adapted Aeschylean drama to his own language and style, using the genre's inherent capacity for social critique to examine the concerns of his time.

Globalization and neo-liberal practices have influenced education and schooling in various ways, particularly through curricula. As a result, interest in elementary school, particularly kindergarten, education has been generated by supranational organizations; specifically the Organization for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), as well as international organizations such as the European Union and numerous federal and provincial governments, including the Canadian, Ontario and Hellenic governments. This research explores how democratic citizenship education is reflected in kindergarten curricula in Ontario, Canada and Hellas, Greece. Because of growing concerns with democratic citizenship education, in this study, I have analyzed and compared the kindergarten education curricula of Ontario and Hellas in terms of democratic citizenship education and how it is reflected in their respective curricula. I analyzed supplementary and supportive reports, guides and other educational documents about democratic citizenship education published by supranational and international organizations. In order to accomplish this, I utilized a critical pedagogic perspective through Critical Discourse Analysis. In addition, important concerns about citizenship education in kindergarten are discussed and recommendations for curriculum studies are provided. This study is significant in its exploration of the ways that democratic citizenship education is being reflected in kindergarten curricula in Ontario and Hellas and in the revelation of similarities and differences between them, as well as within a global context.

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Για να ικανοποιηθούν οι ερευνητικοί στόχοι, οδηγηθήκαμε στη διαμόρφωση του ερευνητικού και θεωρητικού πλαισίου της μελέτης, έχοντας ως οδηγό τη διεθνή και ελληνική βιβλιογραφία που αναφέρεται στην Διαδικασία Επιλογής Ανθρωπίνων Πόρων - Ανάπτυξη και Εκπαίδευση Ανθρώπινου Δυναμικού. Στο πλαίσιο αυτό εντάσσονται και ερευνώνται οι αιτίες που μπορούν να οδηγήσουν την επιχείρηση στη διαδικασία της αξιολόγησης της εκπαίδευσης. Δηλαδή εξετάζονται οι εξωγενείς παράγοντες, όπως είναι για παράδειγμα η είσοδος νέων ανταγωνιστών στο επιχειρηματικό πεδίο της επιχείρησης, αλλά και ενδογενείς παράγοντες, όπως ο αποτελεσματικότερος έλεγχος του κόστους και των αποτελεσμάτων της εκπαίδευσης. Παράγοντες δηλαδή που μπορεί να αποτελέσουν αίτια ώστε η επιχείρηση να εξετάσει το ενδεχόμενο να αξιολογήσει τις εκπαιδευτικές της δραστηριότητες. Παράλληλα μελετώνται οι τρόποι με τους οποίους η επιχείρηση εκπαιδεύει τους Ανθρώπινους Πόρους της, δηλαδή οι μέθοδοι εκπαίδευσης, το περιεχόμενο των εκπαιδευτικών προγραμμάτων και οι εκπαιδευτικοί φορείς με τους οποίους συνεργάζεται. Ακόμη μελετώνται οι στρατηγικές αξιολόγησης που μπορεί να επιλέξει μια επιχείρηση εφόσον έχει αποφασίσει την υλοποίηση του προγράμματος της αξιολόγησης. Μελετώνται τα κριτήρια εκείνα, που λαμβάνονται υπόψη ώστε, η Διοίκηση να επιλέξει τη μέθοδο εκείνη που θα διευκολύνει την πραγματοποίηση της αξιολόγησης με το ελάχιστο δυνατό κόστος. / To meet the research objectives, we were led to the formation of research and theoretical study, using the guidance of international and Greek literature refers to the Selection Process - Training and Development of Human Resources. Examples of this, are investigated and the causes that can lead the company in the process of education’s evaluation. External factors, such as for example the entry of new competitors in the field of business enterprise, but also internal factors such as effective control of costs and outcomes of education are taken under consideration. At the same time the thesis is studying the ways in which the company educates its human resources, i.e. training methods, content of courses, training providers. Assessment strategies are also studied that can be chosen in case a company decides to implement the program evaluation. Finally the appropriate criteria are studied, that the Administration of the company has to choose in order to decide about the proper method that should facilitate the evaluation at minimum cost.

Malea Planum is a volcanic plain on the southern rim of Hellas Planitia, the largest impact basin on Mars. Four large circular structures on Malea Planum have traditionally been identified as paterae, or low relief, central vent volcanoes (Plescia and Saunders, 1979). A geologic map was constructed and new crater counts made to explore the ages and origins of the paterae. Amphitrites and Peneus Paterae have radial patterns of wrinkle ridges on their flanks and distinct summit calderas (95 km and 130 km across) with arcuate bounding scarps. In contrast, Malea and Pityusa Paterae are broad depressions with diameters greater than 400 km. In some ways Pityusa and Malea Paterae resemble old, filled impact craters (Plescia, 2003) but they also have characteristics of volcanic subsidence features (Roche et al., 2000). A very strong positive gravity anomaly is centered over Amphitrites and smaller positive anomalies are associated with Peneus and Malea Paterae. A slight annular positive anomaly is associated with Pityusa. The geology of the Malea Planum Region has been influenced by impact cratering, volcanic, tectonic, fluvial, and most recently, eolian processes. The Noachian was dominated by impact cratering, the formation of Hellas Basin, and the eruption of flood lavas. Malea Planum formed during the mid- to late-Noachian, likely the result of sills liquefying the volatile-rich crust. Malea and Pityusa Paterae formed during the late Noachian. The Hesperian was marked by the formation of Peneus and Amphitrites and complex valley networks. During the mid-Hesperian, southern Malea Planum may have been covered by a very thick polar mantle deposit that melted and sublimated during the late Hesperian. Smaller episodes of polar mantle deposition continued through the Amazonian to the present. The Amazonian is also characterized by eolian activity creating dune fields, etched surfaces, and dust devil tracks. Based on the topographic and geophysical evidence, Amphitrites and Peneus are typical highland paterae. We conclude that a mid-crustal sill complex similar to that thought to exist beneath the eastern Snake River Plain in Idaho may be the best explanation for the formation of Malea and Pityusa Paterae. A lack of associated flow features on the surface suggests that the loads are the result of an accumulation of dense intrusions. A surficial load (e.g., lava flows) is insufficient to cause the amount of subsidence observed. A mid-crustal mafic or ultra-mafic sill or a dense network of sills and dikes may have contributed to the subsidence.

Στην παρούσα διδακτορική διατριβή εκθέτονται η χλωρίδα των Βαρδουσίων ορέων καθώς και τα δεδομένα που προκύπτουν από την διερεύνηση – ανάλυσή της. Στο πεδίο της βλάστησης (φυτοκοινωνιολογία), έχει επιβεβαιωθεί σχεδόν το σύνολο των προηγούμενων αναφορών και έχει συμπληρωθεί με νέα δεδομένα όσο αφορά τις φυτοκοινωνιολογικές ομαδοποιήσεις. Συγχρόνως δικαιολογήθηκε και εξηγήθηκε η ύπαρξη των φυτοκοινωνιολογικών μονάδων σε σχέση με το σύνολο των οικολογικών παραγόντων που ήταν δυνατό να ληφθούν υπόψη (μικροκλίμα, εδαφικοί παράγοντες, γεωλογικό - πετρολογικό υπόστρωμα), συμβάλλοντας έτσι στην συνοικολογική προσέγγιση του θέματος. Επίσης όπου ήταν δυνατό έγινε προσπάθεια να διερευνηθεί η δυναμική εξέλιξης των περισσότερων φυτοκοινωνιολογικών ομάδων, όπως αυτή διαμορφώνεται κάτω από την επίδραση των περιβαλλοντικών μεταβλητών. Πιο κάτω ακολουθεί μια συνοπτική περιγραφή των σημαντικότερων σημείων της διδακτορικής διατριβής, καθώς και τα συμπεράσματα που μπορούν να διατυπωθούν από τα αποτελέσματα της ερευνητικής αυτής προσπάθειας. / In the present doctoral thesis the flora of Mt. Vardousia, as well as the data that have resulted from its analysis are presented. From a vegetation (plant sociology) point of view, almost all the previous reports on the mountain have been confirmed and have been enriched with new data as far as phytosociological groups are concerned. Additionally, the existence of certain phytosociological units was justified and explained based on the ecological factors that were possible to be measured (microclimate, soil, geology, geological substrate), contributing in this way to the synecological approach of the subject. Also, where feasible, an effort was done to study the dynamics of succession of most of the phytosociological groups, as they depend on various environmental variables. A concise description of the most important points of the doctoral thesis, as well as the conclusions that can be extracted from the results of this research follow.