Pub Date : 2020-12-23DOI: 10.24018/ejers.2020.5.12.2290
F. Tehrani
This paper presents an experimental study to measure mechanical properties of bonded concrete specimens. The bond between freshly mixed and hardened concrete has been a concern in repair and retrofit projects as well as staged construction of concrete members. This concern has roots in the time-dependent behavior of concrete, beginning with early-age concrete and continuing with long-term performance and durability of concrete. Moreover, environmental conditions generally complicate the behavior of concrete and resulted deformations such as shrinkage and creep. Application of chemical adhesives and epoxies is a common technique to enhance the bond at the interface of old and new concrete elements. The presented methodology includes preparation of bonded specimens with application of grout and adhesive agents. Mechanical strengths of specimens have been reported based on compressive, tensile, flexural, and shear testing. Results indicate that bonding agents are more effective in tensile and shear behavior of bonded samples.
{"title":"An Experimental Investigation of Mechanical Properties of Bonded Concrete","authors":"F. Tehrani","doi":"10.24018/ejers.2020.5.12.2290","DOIUrl":"https://doi.org/10.24018/ejers.2020.5.12.2290","url":null,"abstract":"This paper presents an experimental study to measure mechanical properties of bonded concrete specimens. The bond between freshly mixed and hardened concrete has been a concern in repair and retrofit projects as well as staged construction of concrete members. This concern has roots in the time-dependent behavior of concrete, beginning with early-age concrete and continuing with long-term performance and durability of concrete. Moreover, environmental conditions generally complicate the behavior of concrete and resulted deformations such as shrinkage and creep. Application of chemical adhesives and epoxies is a common technique to enhance the bond at the interface of old and new concrete elements. The presented methodology includes preparation of bonded specimens with application of grout and adhesive agents. Mechanical strengths of specimens have been reported based on compressive, tensile, flexural, and shear testing. Results indicate that bonding agents are more effective in tensile and shear behavior of bonded samples.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89623214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.24018/ejers.2020.5.12.1729
J. M. Nwaedozie, F. Awe, Ifeanyi Charles Aghanwa
The speciation of toxic metals of Co, Cr, Cu, Mn, Pb, Zn, Ni and As in Kwanar – Doya Shooting site of the Nigerian Army, Military Training, Base Camp, Kachia, Kaduna State, Nigeria was investigated. The soil physico-chemical parameters, total metal content and sequential extraction methods were determined in duplicates using standard methods. The pH ranged from 3.93–4.51, showing the high acidity of the soil and electro -conductivity gave a mean value of 0.11 ms / cm showing the poor nutrient value of the soil). While the mean total metals values were Zinc: 28.94 mg/kg, Nickel: 13.45mg/kg, Manganese: 78: 12 mg/kg, Lead: 40.6 mg/kg, Arsenic: 305 mg/kg, Chromium: 49.32 mg/kg, Cobalt: 162:50 mg/kg and copper: 7.3 mg/kg. All the metals were above the W.H.O permissible limit for toxic metals in soils except Zinc and Nickel. The sequential partitioning and distribution and variation of toxic metals in the various fractions of the Nigerian Defence Academy Shooting Range soil were in the following order: Cobalt: Residual > Bound to carbonate > Exchangeable > Organic > Fe – Mn Oxide Arsenic: Fe – Mn Oxide > Bound to carbonate > Residual > Organic > Chromium: Bound to carbonate > Exchangeable > Fe – Mn Oxide > Organic > Residual. Nickel: Fe – Mn Oxide > Exchangeable > Bound to carbonate > Residual > Organic. Manganese: Residual > Fe – Mn Oxide > Bound to carbonate > Organic > Exchangeable. Lead: Residual > Organic > Bound to carbonate > Exchangeable > Fe – Mn Oxide. Zinc: Fe – Mn Oxide > Residual > Organic > Bound to carbonate > Exchangeable. Copper: Residual > Fe – Mn Oxide > Exchangeable > Bound to carbonate > Organic. The Toxic metals speciation of the soil samples indicate that the toxic metals were predominately in the non-residual fractions suggestive of input by anthropogenic sources and human activities due to military exercise and are readily available for plant uptake. This could pose serious health risk to the military personnel using the training period. Thus phyto-remediation technique which is cheap and non-destructive is recommended to be applied to remedy the affected toxic metals in the soil for its continual use as a military training ground and also preserve the soil fertility for continued agricultural use of the area when there is no military operation.
调查了尼日利亚卡杜纳州Kachia大本营军事训练的尼日利亚军队Kwanar - Doya射击场地Co、Cr、Cu、Mn、Pb、Zn、Ni和As等有毒金属的形态。采用标准方法对土壤理化参数、总金属含量和顺序提取方法进行了重复测定。pH值为3.93 ~ 4.51，表明土壤酸度较高;电导率平均值为0.11 ms / cm，表明土壤营养价值较差。而平均金属总量为锌:28.94毫克/公斤，镍:13.45毫克/公斤，锰:78:12毫克/公斤，铅:40.6毫克/公斤，砷:305毫克/公斤，铬:49.32毫克/公斤，钴:162:50毫克/公斤，铜:7.3毫克/公斤。除锌和镍外，所有金属都超过了世界卫生组织对土壤中有毒金属的允许限量。尼日利亚国防学院射击场土壤各组分中有毒金属的分配、分布和变化顺序为:钴:残余>与碳酸盐结合>可交换性>有机>氧化铁锰>与碳酸盐结合>残余>有机>铬:与碳酸盐结合>可交换性>氧化铁锰>有机>残余。镍:铁锰氧化物>可交换>与碳酸盐结合>残余>有机。锰:残余锰>铁锰氧化物>结合碳酸盐>有机锰>可交换锰。铅:残余>有机>与碳酸盐结合>可交换>铁锰氧化物。锌:铁锰氧化物>残余>有机>结合碳酸盐>可交换性。铜:残余>铁锰氧化物>可交换>结合碳酸盐>有机。土壤样品的有毒金属形态表明，有毒金属主要存在于非残留部分，表明人为来源的输入和军事演习引起的人类活动，并且很容易被植物吸收。这可能对利用训练期的军事人员构成严重的健康风险。因此，建议采用廉价、非破坏性的植物修复技术来修复土壤中受影响的有毒金属，使其继续作为军事训练场使用，并在没有军事行动时保持土壤肥力，供该地区继续农业利用。
{"title":"Nigerian Defence Academy Shooting Zone: Soil Speciation of the Kwanar-Doya Military Shooting Range, Kachia, Kaduna State, Nigeria","authors":"J. M. Nwaedozie, F. Awe, Ifeanyi Charles Aghanwa","doi":"10.24018/ejers.2020.5.12.1729","DOIUrl":"https://doi.org/10.24018/ejers.2020.5.12.1729","url":null,"abstract":"The speciation of toxic metals of Co, Cr, Cu, Mn, Pb, Zn, Ni and As in Kwanar – Doya Shooting site of the Nigerian Army, Military Training, Base Camp, Kachia, Kaduna State, Nigeria was investigated. The soil physico-chemical parameters, total metal content and sequential extraction methods were determined in duplicates using standard methods. The pH ranged from 3.93–4.51, showing the high acidity of the soil and electro -conductivity gave a mean value of 0.11 ms / cm showing the poor nutrient value of the soil). While the mean total metals values were Zinc: 28.94 mg/kg, Nickel: 13.45mg/kg, Manganese: 78: 12 mg/kg, Lead: 40.6 mg/kg, Arsenic: 305 mg/kg, Chromium: 49.32 mg/kg, Cobalt: 162:50 mg/kg and copper: 7.3 mg/kg. All the metals were above the W.H.O permissible limit for toxic metals in soils except Zinc and Nickel. The sequential partitioning and distribution and variation of toxic metals in the various fractions of the Nigerian Defence Academy Shooting Range soil were in the following order: Cobalt: Residual > Bound to carbonate > Exchangeable > Organic > Fe – Mn Oxide Arsenic: Fe – Mn Oxide > Bound to carbonate > Residual > Organic > Chromium: Bound to carbonate > Exchangeable > Fe – Mn Oxide > Organic > Residual. Nickel: Fe – Mn Oxide > Exchangeable > Bound to carbonate > Residual > Organic. Manganese: Residual > Fe – Mn Oxide > Bound to carbonate > Organic > Exchangeable. Lead: Residual > Organic > Bound to carbonate > Exchangeable > Fe – Mn Oxide. Zinc: Fe – Mn Oxide > Residual > Organic > Bound to carbonate > Exchangeable. Copper: Residual > Fe – Mn Oxide > Exchangeable > Bound to carbonate > Organic. The Toxic metals speciation of the soil samples indicate that the toxic metals were predominately in the non-residual fractions suggestive of input by anthropogenic sources and human activities due to military exercise and are readily available for plant uptake. This could pose serious health risk to the military personnel using the training period. Thus phyto-remediation technique which is cheap and non-destructive is recommended to be applied to remedy the affected toxic metals in the soil for its continual use as a military training ground and also preserve the soil fertility for continued agricultural use of the area when there is no military operation.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84882316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-19DOI: 10.24018/ejers.2020.0.cie.2309
C. Spyropoulou, Manolis Wallace, C. Vassilakis, V. Poulopoulos
STEAM (Science, Technology, Engineering, Arts and Mathematics) initiatives are of current interest for both in-school and out-of-school contexts in North America. This is a new concept which is shifting educational paradigms towards art integration in STEM subjects. This article focuses on the need for STEAM education at the early childhood level and investigates the teaching and educational models of STEAM education in the kindergarten and in the first grades of primary school and how pre-school and primary school teachers see these models in the Greek context but also what students eventually learn from these models. The purpose of this chapter is to better understand the educational programs of STEAM education, which are offered by non-profit organizations and both public and private schools. Preschool children have a natural disposition toward science with their sense of curiosity and creativity. More research needs to be done in the area of STEAM implementation in the K-8 classrooms to incorporate engineering education.
{"title":"Examining the use of STEAM Education in Preschool Education","authors":"C. Spyropoulou, Manolis Wallace, C. Vassilakis, V. Poulopoulos","doi":"10.24018/ejers.2020.0.cie.2309","DOIUrl":"https://doi.org/10.24018/ejers.2020.0.cie.2309","url":null,"abstract":"STEAM (Science, Technology, Engineering, Arts and Mathematics) initiatives are of current interest for both in-school and out-of-school contexts in North America. This is a new concept which is shifting educational paradigms towards art integration in STEM subjects. This article focuses on the need for STEAM education at the early childhood level and investigates the teaching and educational models of STEAM education in the kindergarten and in the first grades of primary school and how pre-school and primary school teachers see these models in the Greek context but also what students eventually learn from these models. The purpose of this chapter is to better understand the educational programs of STEAM education, which are offered by non-profit organizations and both public and private schools. Preschool children have a natural disposition toward science with their sense of curiosity and creativity. More research needs to be done in the area of STEAM implementation in the K-8 classrooms to incorporate engineering education.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74661401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-19DOI: 10.24018/ejers.2020.0.cie.2304
Panagiotis S. Makrygiannis
During the pandemic outbreak of COVID-19, coinciding with school year 2019-2020, house confinement measures were taken throughout Greece. Conventional face-to-face schooling presented a threat to public health. As a result the Greek Ministry of Education proceeded to suspend school operations for a while and sponsor online lessons of various shapes and forms as a temporary measure soon after. The lessons, hastily designed to address extraordinary conditions and delivered in an ad hoc manner utilizing teachers’ personal experiences and preferences to fill a gap created by house confinement, created pressures on existing infrastructures on one hand, and a corpus of diverse experiences, contradicting evidence and on occasion reports on the other. A discussion on that corpus was inevitable and took part originally among teachers of the same school either unofficially or during sessions of the teachers associations of each school. The discussion should and will expand beyond that especially in reference to cases that constitute good practices or where data were collected. To this purpose, this paper presents the case of two theoretical lessons taught at senior high-school students of the Information Applications’ Technician specialty in a Vocational Lyceum. The lessons operated surprisingly well, in comparison to similar lessons, concerning student attendance, student engagement level and continuance. Some data were collected with a questionnaire and their processing later informed discussions during reflection plenary sessions of the online class. An attempt is made to explain the divergence from the general case and reflection on results is used to draw conclusions that may benefit further attempts.
{"title":"Reflections on Online Delivered Lessons, During COVID-19 Induced Restrictions, for Students of Informatics in a Vocational Lyceum of Greece","authors":"Panagiotis S. Makrygiannis","doi":"10.24018/ejers.2020.0.cie.2304","DOIUrl":"https://doi.org/10.24018/ejers.2020.0.cie.2304","url":null,"abstract":"During the pandemic outbreak of COVID-19, coinciding with school year 2019-2020, house confinement measures were taken throughout Greece. Conventional face-to-face schooling presented a threat to public health. As a result the Greek Ministry of Education proceeded to suspend school operations for a while and sponsor online lessons of various shapes and forms as a temporary measure soon after. The lessons, hastily designed to address extraordinary conditions and delivered in an ad hoc manner utilizing teachers’ personal experiences and preferences to fill a gap created by house confinement, created pressures on existing infrastructures on one hand, and a corpus of diverse experiences, contradicting evidence and on occasion reports on the other. A discussion on that corpus was inevitable and took part originally among teachers of the same school either unofficially or during sessions of the teachers associations of each school. The discussion should and will expand beyond that especially in reference to cases that constitute good practices or where data were collected. To this purpose, this paper presents the case of two theoretical lessons taught at senior high-school students of the Information Applications’ Technician specialty in a Vocational Lyceum. The lessons operated surprisingly well, in comparison to similar lessons, concerning student attendance, student engagement level and continuance. Some data were collected with a questionnaire and their processing later informed discussions during reflection plenary sessions of the online class. An attempt is made to explain the divergence from the general case and reflection on results is used to draw conclusions that may benefit further attempts.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91554962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-19DOI: 10.24018/ejers.2020.5.12.2273
Hyunchul Joh
Popularity and marketshare are very important index for software users and vendors since more popular systems tend to engage better user experience and environments. periodical fluctuations in the popularity and marketshare could be vital factors when we estimate the potential risk analysis in target systems. Meanwhile, software vulnerabilities, in major relational database management systems, are detected every now and then. Today, all most every organizations depend on those database systems for store and retrieve their any kinds of informations for the reasons of security, effectiveness, etc. They have to manage and evaluate the level of risks created by the software vulnerabilities so that they could avoid potential losses before the security defects damage their reputations. Here, we examine the seasonal fluctuations with respect to the view of software security risks in the four major database systems, namely MySQL, MariaDB, Oracle Database and Microsoft SQL Server.
{"title":"Seasonality and Software Vulnerabilities in Major Database Management Systems","authors":"Hyunchul Joh","doi":"10.24018/ejers.2020.5.12.2273","DOIUrl":"https://doi.org/10.24018/ejers.2020.5.12.2273","url":null,"abstract":"Popularity and marketshare are very important index for software users and vendors since more popular systems tend to engage better user experience and environments. periodical fluctuations in the popularity and marketshare could be vital factors when we estimate the potential risk analysis in target systems. Meanwhile, software vulnerabilities, in major relational database management systems, are detected every now and then. Today, all most every organizations depend on those database systems for store and retrieve their any kinds of informations for the reasons of security, effectiveness, etc. They have to manage and evaluate the level of risks created by the software vulnerabilities so that they could avoid potential losses before the security defects damage their reputations. Here, we examine the seasonal fluctuations with respect to the view of software security risks in the four major database systems, namely MySQL, MariaDB, Oracle Database and Microsoft SQL Server.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75393494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-19DOI: 10.24018/ejers.2020.0.cie.2312
Emmanouil A. Demetroulis, N. Platis, Manolis Wallace, Angeliki Antoniou, V. Poulopoulos
There is a constantly growing research interest for Educational Robotics and its effects to the development of student skills. Many researchers conclude and state that E.R develops and increases the collaboration skills of students, without presenting a specific strategy or a methodology that supports the whole process. In addition, the reports are not supported by measurable results or observations of elements that comprise the collaboration skills. This research focuses at the creation of the appropriate conditions, strategy and methodology in order for collaboration skills to find solid foundations for development. It is important to be stated that collaboration is not seen as the means to produce learning outcomes, but collaboration and collaboration skills are perceived to be the outcome of this approach. The aim of this article is to provide a visual depiction of our proposed approach.
{"title":"A Visual Depiction of an Educational Robotics Framework Aimed to Foster the Development of Collaboration Skills","authors":"Emmanouil A. Demetroulis, N. Platis, Manolis Wallace, Angeliki Antoniou, V. Poulopoulos","doi":"10.24018/ejers.2020.0.cie.2312","DOIUrl":"https://doi.org/10.24018/ejers.2020.0.cie.2312","url":null,"abstract":"There is a constantly growing research interest for Educational Robotics and its effects to the development of student skills. Many researchers conclude and state that E.R develops and increases the collaboration skills of students, without presenting a specific strategy or a methodology that supports the whole process. In addition, the reports are not supported by measurable results or observations of elements that comprise the collaboration skills. This research focuses at the creation of the appropriate conditions, strategy and methodology in order for collaboration skills to find solid foundations for development. It is important to be stated that collaboration is not seen as the means to produce learning outcomes, but collaboration and collaboration skills are perceived to be the outcome of this approach. The aim of this article is to provide a visual depiction of our proposed approach.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87841715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-19DOI: 10.24018/ejers.2020.0.cie.2311
I. Velentzas, Spyros Doukakis
This article presents the results of research on the effectiveness of distance education in Mathematics for higher education students. A digital course in Differential Calculus was created, which was evaluated by the students who participated in it. The aim of the quantitative research carried out was to identify the conditions needed for the implementation of a digital distance education model. The design includes the integration of activities based on learning theories at targeted points of the distance learning. From the results, it appears that the students achieved the learning outcomes that were identified. Moreover, the integration of the relevant activities had a positive impact on the students, who a) positively evaluated the program they attended and b) stated that their knowledge was enhanced at the issues negotiated on the course.
{"title":"Using Learning Theories for the Creation of a Distance Digital Course in Mathematics for Higher Education","authors":"I. Velentzas, Spyros Doukakis","doi":"10.24018/ejers.2020.0.cie.2311","DOIUrl":"https://doi.org/10.24018/ejers.2020.0.cie.2311","url":null,"abstract":"This article presents the results of research on the effectiveness of distance education in Mathematics for higher education students. A digital course in Differential Calculus was created, which was evaluated by the students who participated in it. The aim of the quantitative research carried out was to identify the conditions needed for the implementation of a digital distance education model. The design includes the integration of activities based on learning theories at targeted points of the distance learning. From the results, it appears that the students achieved the learning outcomes that were identified. Moreover, the integration of the relevant activities had a positive impact on the students, who a) positively evaluated the program they attended and b) stated that their knowledge was enhanced at the issues negotiated on the course.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88728926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Distance education had already appeared since 1970. During the first implementation period it mainly concerned adults and education at university level. In the recent years, through the internet development, distance education has acquired a new hypostasis, as innovative applications have facilitated its implementation in multiple contexts. Despite this, education remained mainly on a physical level (face to face interaction), while distance education was rather complementary (hybrid or blended learning). However, during the COVID-19 pandemic, the first pandemic in the digital era, an urgent need that led to a universal and “violent” transition to distance education arose, often without assuring the necessary preconditions. This research aims to capture the experience of teachers in Greece during this transition.
{"title":"Post-pandemic Pedagogy: Distance Education in Greece During COVID-19 Pandemic Through the Eyes of the Teachers","authors":"Stefanos Nikiforos, Spyros Tzanavaris, Katia Lida Kermanidis","doi":"10.24018/ejers.2020.0.cie.2305","DOIUrl":"https://doi.org/10.24018/ejers.2020.0.cie.2305","url":null,"abstract":"Distance education had already appeared since 1970. During the first implementation period it mainly concerned adults and education at university level. In the recent years, through the internet development, distance education has acquired a new hypostasis, as innovative applications have facilitated its implementation in multiple contexts. Despite this, education remained mainly on a physical level (face to face interaction), while distance education was rather complementary (hybrid or blended learning). However, during the COVID-19 pandemic, the first pandemic in the digital era, an urgent need that led to a universal and “violent” transition to distance education arose, often without assuring the necessary preconditions. This research aims to capture the experience of teachers in Greece during this transition.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83487586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-19DOI: 10.24018/ejers.2020.0.cie.2307
Dimitrios Ziouzios, Michalis Ioannou, Tsolopani Ioanna, T. Bratitsis, M. Dasygenis
In recent years, ICT has become a fundamental element of almost all aspects of formal and non-formal education. Educational Robotics (ER) as an ICT subfield has triggered many studies of ER educational utilization. Furthermore, there is also a growing interest in studies in Special Education with ER and ICT in general, usually focusing on emotional intelligence, especially in social skills’ development and empathy training. This paper presents the development of a Robotic Platform, the EI-EDUROBOT, which aims to cultivate empathy and social skills of typically developed children, aged 4 to 9 years, but also children with Autism Spectrum Disorders (ASD), among these two social groups.
{"title":"Emotional Intelligence and Educational Robotics: The Development of the EI-EDUROBOT","authors":"Dimitrios Ziouzios, Michalis Ioannou, Tsolopani Ioanna, T. Bratitsis, M. Dasygenis","doi":"10.24018/ejers.2020.0.cie.2307","DOIUrl":"https://doi.org/10.24018/ejers.2020.0.cie.2307","url":null,"abstract":"In recent years, ICT has become a fundamental element of almost all aspects of formal and non-formal education. Educational Robotics (ER) as an ICT subfield has triggered many studies of ER educational utilization. Furthermore, there is also a growing interest in studies in Special Education with ER and ICT in general, usually focusing on emotional intelligence, especially in social skills’ development and empathy training. This paper presents the development of a Robotic Platform, the EI-EDUROBOT, which aims to cultivate empathy and social skills of typically developed children, aged 4 to 9 years, but also children with Autism Spectrum Disorders (ASD), among these two social groups.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79669345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-19DOI: 10.24018/ejers.2020.0.cie.2308
Georgios Kolyvas, D. Kotsifakos, C. Douligeris
In this paper, we present the modeling, design, and a segment of the implementation of an Open Personalized Learning Environment (OPLE) for the Electrical Engineering course that is taught at Vocational Schools. We describe in detail how the chapters of the course are used in the online environment. As methodological principles of this construction we emphasize on the students’ learning behavior, and on the individualized promotion of knowledge, considering the simplicity and the dynamics of the open personalized environment.
{"title":"Modeling, Designing and Implementing an Open Personalized Learning Environment for the Electrical Engineering Training Course in Vocational Education","authors":"Georgios Kolyvas, D. Kotsifakos, C. Douligeris","doi":"10.24018/ejers.2020.0.cie.2308","DOIUrl":"https://doi.org/10.24018/ejers.2020.0.cie.2308","url":null,"abstract":"In this paper, we present the modeling, design, and a segment of the implementation of an Open Personalized Learning Environment (OPLE) for the Electrical Engineering course that is taught at Vocational Schools. We describe in detail how the chapters of the course are used in the online environment. As methodological principles of this construction we emphasize on the students’ learning behavior, and on the individualized promotion of knowledge, considering the simplicity and the dynamics of the open personalized environment.","PeriodicalId":12029,"journal":{"name":"European Journal of Engineering Research and Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89285489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：