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5 Research products

  • Digital Humanities and Cultural Heritage
  • 2013-2022
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Papadopoulos Dimitrios;

    Η σύγχρονη κοινωνία χαρακτηρίζεται από πρωτοφανή ανάπτυξη στο ρυθμό παραγωγής και διαμοιρασμού δεδομένων και πληροφοριών, ως απόρροια της ραγδαίας αύξησης της υπολογιστικής δύναμης, της διαθεσιμότητας και της δυνατότητας επεξεργασίας τεράστιου όγκου δεδομένων, προερχόμενων κυρίως από το Διαδίκτυο. Αυτός ο κατακλυσμός δεδομένων, ο οποίος συνήθως συναντάται με τη μορφή φυσικής γλώσσας, αναπόφευκτα μειώνει το συλλογικό εύρος προσοχής των παραληπτών, οδηγώντας περισσότερο στην αγχώδη και επιφανειακή κατανάλωσή τους, παρά στην ουσιαστική αφομοίωση και αξιολόγηση τους. Η διεθνής ερευνητική κοινότητα, μέσω εργαλείων και μεθοδολογιών επεξεργασίας φυσικής γλώσσας, προσπαθεί να απαντήσει στην ολοένα αυξανόμενη ζήτηση για αυτοματοποιημένη διαχείριση, αναπαράσταση και εξαγωγή πολύτιμης γνώσης από τις συνεχείς ροές δεδομένων που κατακλύζουν τον Παγκόσμιο Ιστό. Ωστόσο, το μεγαλύτερο μέρος της σημερινής έρευνας επικεντρώνεται σε μόλις 20 από τις περίπου 7000 γλώσσες του κόσμου, αφήνοντας τη συντριπτική πλειονότητα των γλωσσών υπό-μελετημένη. Οι γλώσσες αυτές χαρακτηρίζονται ως χαμηλών πόρων και συνήθως στερούνται αντίστοιχης προσοχής, ή/και δεδομένων για την ανάπτυξη αντίστοιχων μεθόδων. Μια από αυτές τις γλώσσες είναι και η ελληνική. Είναι πρόδηλη η ανάγκη ανάπτυξης μέσων για την ελληνική γλώσσα τα οποία θα εστιάζουν στη διύλιση δεδομένων που προκύπτουν από τη διάχυση της πληροφορίας στο ευρύ κοινό μέσω του Διαδικτύου. Η παρούσα διδακτορική εργασία αποτελεί προσπάθεια κάλυψης της παραπάνω ανάγκης, με το σχεδιασμό μιας σύγχρονης γνωσιακής μηχανής εξαγωγής πληροφοριών από ελεύθερο κείμενο, ανίχνευσης λανθανουσών συσχετίσεων και προτύπων, που θα αξιοποιεί τον πληροφοριακό πλούτο ελληνικών διαδικτυακών πηγών ώστε να αναγνωρίζει, να ακολουθεί και να συνδυάζει την αλληλουχία εμφάνισης προγενέστερα ασυσχέτιστων δεδομένων (γεγονότων, ειδήσεων, απόψεων κτλ.), επιτρέποντας αφενός την αποτύπωση της πληροφορίας σε δομημένη μορφή και αφετέρου την αξιοποίησή της για τον έλεγχο των ισχυρισμών ενός χρήστη. Συγκεκριμένα, η εργασία αξιοποιεί μηχανισμούς αυτοματοποιημένης άντλησης και προεπεξεργασίας δεδομένων από πηγές του Ιστού, μέσω κινητών πρακτόρων, με σκοπό την εξαγωγή πληροφοριών σε δομημένη μορφή και την εκμετάλλευσή τους για εργασίες διερευνητικής ανάλυσης και διαμόρφωσης αρχικών υποθέσεων. Ακόμη, μελετώνται και αναπτύσσονται εξελιγμένες γνωσιακές τεχνικές για την εξαγωγή σημασιολογικών συμπερασμάτων μέσω του εντοπισμού και συσχέτισης εννοιολογικών οντοτήτων, με απώτερο στόχο την ανακάλυψη συσχετίσεων μεταξύ φαινομενικά ασύνδετων γεγονότων, προσώπων και πράξεων. Το τελικό προϊόν της εργασίας περιλαμβάνει το σχεδιασμό και υλοποίηση μεθοδολογιών εξαγωγής πληροφορίας από αδόμητο κείμενο καθώς και δυναμικού ελέγχου των ισχυρισμών ενός χρήστη (σε ελεύθερο κείμενο) βάσει της συγκεντρωθείσας πληροφορίας. Τα παραπάνω συνοδεύονται από την ανάπτυξη αντίστοιχων μοντέλων μηχανικής μάθησης που υποστηρίζουν τις παραπάνω εργασίες για την ελληνική γλώσσα. Οι μηχανισμοί που προκύπτουν από την ανάπτυξη των προαναφερθεισών μεθοδολογιών επιτρέπουν την αποτύπωση κειμένου σε δομημένη μορφή (σχεσιακών ν-πλειάδων), για την καλύτερη διαχείριση της εξαχθείσας πληροφορίας μέσω βάσεων δεδομένων καθώς και για τον εμπλουτισμό της μέσω συσχετίσεων με εξωτερικές γνωσιακές βάσεις. Επιπλέον, καθίσταται δυνατή η δυνατότητα επικύρωσης ή απόρριψης ενός οποιουδήποτε ισχυρισμού, μέσω του συνδυασμού ετερογενών πληροφοριών από πολλαπλές πηγές σε πραγματικό χρόνο, αξιοποιώντας την προτεινόμενη μεθοδολογία κατασκευής σχετικών τεκμηρίων. Modern society is characterized by an unprecedented growth in the ways data and information are being produced and shared, as a result of the rapid increase in computing power, of the availability of resources and of the ability to process huge data volumes, mainly derived from Internet sources. The occurring data flood, commonly encountered in the form of natural language, inevitably reduces the recipients' collective attention span, leading more to the stressful and superficial consumption of information, rather than to its actual assimilation and evaluation. Many research groups worldwide are responding to the growing demand for automated management, representation and extraction of valuable knowledge from the continuous data streams that are overwhelming the Web, by exploiting natural language processing methodologies and tools. However, most of today’s research is disproportionally focused on around 20 of the world’s more than 7000 spoken languages, leaving the vast majority of them under-studied. These languages are characterized as low-resource, since they usually lack the corresponding attention and/or data for the development of meaningful applications. Greek belongs to this language group. There is a dire need for the development of methods that will distill information from natural language content produced in Greek. This doctoral dissertation represents an attempt to meet the above need, through the design of a modern cognitive engine that enables the detection of latent correlations and patterns between entities, through the exploitation of the information wealth derived from Greek online sources and the combination of previously unrelated data (events, news, opinions etc.). This allows both the capture of information in a structured form, as well as its use for claim validation in natural language. More specifically, the dissertation utilizes automated crawling and pre-processing techniques on online news sources, in order to extract structured information that can be used for exploratory data analysis purposes and for the formulation of initial claims or hypotheses. In addition, it pertains to the development of advanced cognitive machine learning methods to achieve semantic inference and draw conclusions from the identification and connections between conceptual entities, ultimately aiming at the discovery of correlations between seemingly unrelated events, persons or actions. The final product of this work includes the design and implementation of a set of methodologies for information extraction and dynamic claim validation based on the accumulated information. All the above are accompanied by the development of corresponding machine learning models to support this work for the Greek use case. The mechanisms that will result from the development of the aforementioned methodologies allow the transformation of free-text to a structured representation (relational n-tuples), enabling better database management and enrichment with the help of external knowledge bases. Moreover, they render possible the validation or rejection of any textual claim, by aggregating heterogeneous information from multiple sources in real time, via a proposed evidence construction methodology.

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    https://doi.org/10.26233/heall...
    Other literature type . 2022
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      https://doi.org/10.26233/heall...
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    Several times, it is difficult for elementary students to correctly understand the various concepts and terminology of a theoretical lesson, such as History. This becomes more pronounced when teaching is performed through a book which, although illustrated, does not give students the clearest explanation of the facts, giving them a misconception of the imaginary representation of historical events. The purpose of the present study was to investigate and compare the use of twodimensional graphics in the Grade 3 primary school book as an educational aid against the use of a three-dimensional Virtual Reality - based educational tool. In addition, the task was to examine the extent to which Virtual Reality technology contributed to its inclusion in 21st century education. Twenty studentsfrom the third (C '), fourth (D'), fifth (E ') and sixth (F') grade, participated in the experimental evaluation. The participants were divided into two equal groups: the “Book Group” and the “Virtual Reality Group”. The “Book Group” was evaluated for the knowledge they gained through the narrative of Historical events having the pages of the book in front of them, while the “Virtual Reality Group” was evaluated based on the knowledge gained through the use of a dedicated Virtual Reality application. The data were collected using questionnaires and the results revealed that the participants of the “Virtual Reality Group”, in addition to the increased pleasure and interest shown during their interaction with the teaching material, their performance in learning of historical events was at a very high level compared to the performance of the “Book Group”. At the end of this research, proposals are presented to improve the implementation of the Virtual Reality teaching tool, as well as suggestions for future investigations. Αρκετές φορές, είναι δύσκολο για τους μαθητές της Δημοτικής – και γενικότερα της ευρύτερης εκπαίδευσης να μπορέσουν αντιληφθούν ορθά τις διάφορες έννοιες και ορολογίες ενός θεωρητικού μαθήματος, όπως είναι αυτό της Ιστορίας. Το γεγονός αυτό γίνεται εντονότερο όταν η διδασκαλία εκτελείται μέσα από ένα βιβλίο το οποίο εάν και εικονογραφημένο, δεν προσδίδει στους μαθητές την ακριβέστερη και τη σαφέστερη επεξήγηση των γεγονότων, προσκομίζοντάς τους μία λάθος αντίληψη της νοητής αναπαράστασης των ιστορικών συμβάντων. Η παρούσα έρευνα είχε ως στόχο την διερεύνηση και τη σύγκριση της χρήσης δισδιάστατων γραφικών του βιβλίου της Ιστορίας Γ΄ τάξης του δημοτικού σαν εκπαιδευτικό βοήθημα έναντι της χρήσης εκπαιδευτικού βοηθήματος με τρισδιάστατες αναπαραστάσεις, με σύστημα Εικονικής Πραγματικότητας. Επιπλέον, η εργασία απέβλεπε στο να εξετάσει τον βαθμό συμβολής της τεχνολογίας της Εικονικής Πραγματικότητας κατά την ένταξή της στην εκπαίδευση του 21ου αιώνα. Στην υφιστάμενη έρευνα, συμμετείχαν είκοσι μαθητές, τρίτης (Γ'), τετάρτης (Δ'), πέμπτης (Ε') και έκτης (ΣΤ') του δημοτικού. Οι συμμετέχοντες χωρίστηκαν σε δύο ισάριθμες ομάδες: την ομάδα διδασκαλίας μέσω του βιβλίου και την ομάδα διδασκαλίας μέσω της εφαρμογής Εικονικής Πραγματικότητας. Η πρώτη ομάδα (ομάδα βιβλίου) αξιολογήθηκε για τις γνώσεις τις οποίες κέρδισε μέσω της αφήγησης των ιστορικών γεγονότων έχοντας μπροστά της τις σελίδες του βιβλίου, ενώ η δεύτερη ομάδα (ομάδα εφαρμογής Ε.Π.) αξιολογήθηκε με βάση τις γνώσεις τις οποίες κέρδισε μέσω εφαρμογής Ε.Π. η οποία υλοποιήθηκε στα πλαίσια της εργασίας αυτής. Τα δεδομένα συλλέχθηκαν με την χρήση ερωτηματολογίων και τα αποτελέσματα φανέρωσαν ότι οι συμμετέχοντες της δεύτερης ομάδας (Ομάδα Εφαρμογής Ε.Π.), εκτός από την αυξημένη ευχαρίστηση και ενδιαφέρον που παρουσίασαν κατά την αλληλεπίδρασή τους με την εφαρμογή, η επίδοσή τους στη μάθηση των ιστορικών γεγονότων ήταν σε πολύ ποιο ψηλά επίπεδα σε σύγκριση με την επίδοση της πρώτης ομάδας (ομάδα βιβλίου). Στο τέλος της παρούσας έρευνας αναφέρονται προτάσεις για την βελτίωση της εφαρμογής Ε.Π. καθώς επίσης και εισηγήσεις για μελλοντικές έρευνες. Completed

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Ktisisarrow_drop_down
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    2019
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    Authors: N.A. Tatlas; S. Potirakis; S. Mitilineos; M. Rangoussi;

    The STORM research project aims to provide critical decision-making tools to all European cultural heritage actors in charge of managing the effects of climate change and natural hazards. In this context and aiming to enhance the protection of monuments and archaeological sites, a wireless acoustic sensor network was designed and developed. The paper presents the sensor hardware and embedded software and provides preliminary results on the fidelity of the audio signals recorded by the network nodes.

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    Authors: Anastasia Tzigounaki, Evgenia Zouzoula;

    EFARETH participated in the information day for the International Day for Disaster Reduction that was organised by the Anogeia Centre for Environmental Education and the Psiloreitis Geopark, in cooperation with the Natural History Museum of Crete and the schools of Anogeia. The information day took place in the elementary school of Anogeia on 13/10/2017 and its title was: “Discussing Natural Risks with the students on the occasion of the International Day for Disaster Reduction”. The information day aimed to enlighten and heighten the awareness of both educators and students on matters relating to natural disasters. It also intended to inform them on ways of protection and good practices of mitigation. Dr.Evgenia Zouzoula (from the EFARETH STORM team) presented the topic “Προστατεύοντας τα μνημεία από φυσικές καταστροφές: το πρόγραμμα STORM” (“Protecting monuments from natural disasters: the STORM project”) to the educators and students of the Anogeia High school.The presentation was prepared by the Director of the Ephorate of Antiquities of Rethymno, Anastasia Tzigounaki and Dr. E. Zouzoula.

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  • �� ���������������������������� ���������������������� ���������������� ���� �������������� ���������� ������ ���������������� ������ �������������� ����������, ������ ���� ���������� ���������� ���������� �� ���������������������������� ��������������������������. ���� ������ ������������������ �������������� ���� ���� ���������� ����������, �������� ���������� ���������� �������� ������������������ (���� 1/6 ��������������) ������ ������ �������������������������� ���������� �������� �������������������� ����������������������������. ���������������������� ������������������������������ ������������ ������ �������������������������� �������������������������� �������� ���� ���������� ������ ���� ���������� ������ ������������������ ������ �������������� ���� ������ ������������, ���������������� ������ ������������ �������������������� �������������� ������������ �������� �� ������ ���������������� ���� ���������������� ���� �������������������� ������ ���������������������� ���������� ���� ���������� �������������������� ������������������ ���� ������ ��������. �� ���������������������� �������������������� (������ ������ �������� ������ ������������������������) ������ ���������� ������ �������������� ���������� ���� ������ ���� ���������� ������ �������������������� ����������������������������.���� ������������ (�������������������� ����������������������������) �������������� ������ ������������������ �������������� ������ �������������� ������ �������������� ���������� ������ ���������������� ������ ����������, ������������ �������� ����������. �� ���������� ������ ������������������������ ���������������� ������ ���������� ������������ ������ �������������� ���������� ������ �������������� ���������� ������ ������������������ ������ ������������������������������ ��������������������. ���������� ���� �������������������������� ������ �������������� ������������ ������ Kant ������ ���� �������������� �������������� ��������.�� ���������������������� ���������������������� ������ �������������� ��������:��. �� ������������������ ������ �������������� ���������� ��. �� ���������� ������ �������������� ���������� ��. �� �������������������������� ������ �������������� ���������� ��. �� �������������� ������ �������������� ����������.�� �������������� ���������������� ������ �������������� ���������������� ������ �������������������� ���������������������� ������������ �������� ���������� ������ ���������� ������ ������ ���������������������� �������������������� ������ ������������. �� ���������������������������� ������������������������������ �������� ��������������������, �� ���������������������� �������� �������������������������������� ������ �� ���������������������� �������� ����������������������. ������ ���������� �� �������������� ���������� ������ ���������� �������������������� ������ �������������������� ������ �������������� ������ �������� ������ ���������������������� ������ ��������������. �� ������������������-���������������� ������ �������������� ���������� �������������������� ���� ������ ������������������ ���������� ������ ���������� �������� �������������������� ��������������, ��������������������, ������������������ �������� ������ �������� ������������������������ ������ ���������������������� ������ ������������������ ����������������������������. ���������� ������ �������������� ������ �������� ������������ (����������������) ������������ �������� �������������������������� ������ �������������������������� ������ ����������. �� �������������������������� ������ �������������� ���������� ���������� ���� ������������������ ���������������� �������� ������ ������������������ ���� ������ ������������������������ ������ �������������� ������ ������������������������ ������ ���������� ���� ������ ���������������������� ������ ������������������������ ��������. �� �������������� ������ ������������������ ������ ������������������ ���������� ���������� ������ �������� ������ �������������� ����������. ���������� �� �������������� ������ �������������� ���������� ���������������������� ���� ������������ ������������������ ������ ���������� ���� ������������������ �������� ������ ����������������. ������ �� ������������������������ ������ �������������� ���������� ������������ ���� ���������������������� ������������ ��������; ���� �������� ���������� ���� ���������������� ������������ ���� �������������� �������� ������ ���������������������� ������������������ ������ ������ ���� �������������� ���������������������� �������� ������ ��������������������; �������� ���������� �� ���������������� �������������������� ���������� ������ ������������; �������� ������ ������������������ ������ �������������� ���������� �������� ������������������ ������ Kant, �� ���������� ���������������������� ������������ ���������� �� ���������� (�� ������������ ������������;). ���������������� ������ ���������� ���� ������������������������ ���� ���� ���������� ������: ���� ������ �� �������������� ���������� ������ ������������; Transcendental methodology constitutes the second part of the critique of pure reason, while the transcendental doctrine of elements constitutes the first one. Although the transcendental methodology is considered being theoretically equal to the first part, it is substantially shorter (about 1/6 of the doctrine of elements) and from the semantic point of view it could be considered of ���minor importance���. This could be happen because, since in the doctrine of elements all the principles and the ideas constituting the critique are analyzed as one united, strictly formed and complete philosophical system, whose total development could leave out the methodology and simultaneously the whole work would not lose its substantial understanding. The methodology adds the use of pure reason, namely its application to the total spectre of human activity. The important in the expression ���of minor importance��� implies the fundamental meaning of the pure reason turn to its practical use, namely the ethics. The canon of methodology attributes the first positive and absolute use of pure reason to the philosophy of transcendental idealism. It is the announcement of Kant���s ���moral works��� as well as their critical frame. Methodology consist of four parts:a.the discipline of pure reason b. the canon of pure reason c. the architecture of pure reason d. the history of pure reason.History constitutes a short course of principal philosophical views concerning the sources and the possibilities of the acquisition of knowledge. Sensualism is opposed to rationalism, empiricism is opposed to scientism and dogmatism is opposed to skepticism. Finally the critical use of reason surpasses the opponents and initiates the only way of approaching the truth. The discipline-(training) of the pure reason deals with the theoretical use of the reason to the possibility of definitions, evidences, assumptions and to its undue exploitations for alienate oppositions. It is a unity which leads through knowledge to self-discipline and to self-conscience of the reason. The architecture of pure reason provides the theoretical base of all sciences with necessity which unites the forms of the reason with the inherent and surrounding nature. The nucleus of a science���s development is always an idea of the pure reason. Finally the canon of pure reason converts the great questions of reason to practical questions of what is to be done. How does the universality of the pure reason lead the finite rational beings? In which way does the catholic lead the individual through the categorical dictate, and how does the individual respond through freedom? What is the cognitive substantiation of this relationship? Despite the pure reason���s supremacy due to Kant���s philosophy, Kant wonders ���can it be the nature���(the leading force?). We can also wonder with our turn: But the pure reason, where does it belong to?

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Papadopoulos Dimitrios;

    Η σύγχρονη κοινωνία χαρακτηρίζεται από πρωτοφανή ανάπτυξη στο ρυθμό παραγωγής και διαμοιρασμού δεδομένων και πληροφοριών, ως απόρροια της ραγδαίας αύξησης της υπολογιστικής δύναμης, της διαθεσιμότητας και της δυνατότητας επεξεργασίας τεράστιου όγκου δεδομένων, προερχόμενων κυρίως από το Διαδίκτυο. Αυτός ο κατακλυσμός δεδομένων, ο οποίος συνήθως συναντάται με τη μορφή φυσικής γλώσσας, αναπόφευκτα μειώνει το συλλογικό εύρος προσοχής των παραληπτών, οδηγώντας περισσότερο στην αγχώδη και επιφανειακή κατανάλωσή τους, παρά στην ουσιαστική αφομοίωση και αξιολόγηση τους. Η διεθνής ερευνητική κοινότητα, μέσω εργαλείων και μεθοδολογιών επεξεργασίας φυσικής γλώσσας, προσπαθεί να απαντήσει στην ολοένα αυξανόμενη ζήτηση για αυτοματοποιημένη διαχείριση, αναπαράσταση και εξαγωγή πολύτιμης γνώσης από τις συνεχείς ροές δεδομένων που κατακλύζουν τον Παγκόσμιο Ιστό. Ωστόσο, το μεγαλύτερο μέρος της σημερινής έρευνας επικεντρώνεται σε μόλις 20 από τις περίπου 7000 γλώσσες του κόσμου, αφήνοντας τη συντριπτική πλειονότητα των γλωσσών υπό-μελετημένη. Οι γλώσσες αυτές χαρακτηρίζονται ως χαμηλών πόρων και συνήθως στερούνται αντίστοιχης προσοχής, ή/και δεδομένων για την ανάπτυξη αντίστοιχων μεθόδων. Μια από αυτές τις γλώσσες είναι και η ελληνική. Είναι πρόδηλη η ανάγκη ανάπτυξης μέσων για την ελληνική γλώσσα τα οποία θα εστιάζουν στη διύλιση δεδομένων που προκύπτουν από τη διάχυση της πληροφορίας στο ευρύ κοινό μέσω του Διαδικτύου. Η παρούσα διδακτορική εργασία αποτελεί προσπάθεια κάλυψης της παραπάνω ανάγκης, με το σχεδιασμό μιας σύγχρονης γνωσιακής μηχανής εξαγωγής πληροφοριών από ελεύθερο κείμενο, ανίχνευσης λανθανουσών συσχετίσεων και προτύπων, που θα αξιοποιεί τον πληροφοριακό πλούτο ελληνικών διαδικτυακών πηγών ώστε να αναγνωρίζει, να ακολουθεί και να συνδυάζει την αλληλουχία εμφάνισης προγενέστερα ασυσχέτιστων δεδομένων (γεγονότων, ειδήσεων, απόψεων κτλ.), επιτρέποντας αφενός την αποτύπωση της πληροφορίας σε δομημένη μορφή και αφετέρου την αξιοποίησή της για τον έλεγχο των ισχυρισμών ενός χρήστη. Συγκεκριμένα, η εργασία αξιοποιεί μηχανισμούς αυτοματοποιημένης άντλησης και προεπεξεργασίας δεδομένων από πηγές του Ιστού, μέσω κινητών πρακτόρων, με σκοπό την εξαγωγή πληροφοριών σε δομημένη μορφή και την εκμετάλλευσή τους για εργασίες διερευνητικής ανάλυσης και διαμόρφωσης αρχικών υποθέσεων. Ακόμη, μελετώνται και αναπτύσσονται εξελιγμένες γνωσιακές τεχνικές για την εξαγωγή σημασιολογικών συμπερασμάτων μέσω του εντοπισμού και συσχέτισης εννοιολογικών οντοτήτων, με απώτερο στόχο την ανακάλυψη συσχετίσεων μεταξύ φαινομενικά ασύνδετων γεγονότων, προσώπων και πράξεων. Το τελικό προϊόν της εργασίας περιλαμβάνει το σχεδιασμό και υλοποίηση μεθοδολογιών εξαγωγής πληροφορίας από αδόμητο κείμενο καθώς και δυναμικού ελέγχου των ισχυρισμών ενός χρήστη (σε ελεύθερο κείμενο) βάσει της συγκεντρωθείσας πληροφορίας. Τα παραπάνω συνοδεύονται από την ανάπτυξη αντίστοιχων μοντέλων μηχανικής μάθησης που υποστηρίζουν τις παραπάνω εργασίες για την ελληνική γλώσσα. Οι μηχανισμοί που προκύπτουν από την ανάπτυξη των προαναφερθεισών μεθοδολογιών επιτρέπουν την αποτύπωση κειμένου σε δομημένη μορφή (σχεσιακών ν-πλειάδων), για την καλύτερη διαχείριση της εξαχθείσας πληροφορίας μέσω βάσεων δεδομένων καθώς και για τον εμπλουτισμό της μέσω συσχετίσεων με εξωτερικές γνωσιακές βάσεις. Επιπλέον, καθίσταται δυνατή η δυνατότητα επικύρωσης ή απόρριψης ενός οποιουδήποτε ισχυρισμού, μέσω του συνδυασμού ετερογενών πληροφοριών από πολλαπλές πηγές σε πραγματικό χρόνο, αξιοποιώντας την προτεινόμενη μεθοδολογία κατασκευής σχετικών τεκμηρίων. Modern society is characterized by an unprecedented growth in the ways data and information are being produced and shared, as a result of the rapid increase in computing power, of the availability of resources and of the ability to process huge data volumes, mainly derived from Internet sources. The occurring data flood, commonly encountered in the form of natural language, inevitably reduces the recipients' collective attention span, leading more to the stressful and superficial consumption of information, rather than to its actual assimilation and evaluation. Many research groups worldwide are responding to the growing demand for automated management, representation and extraction of valuable knowledge from the continuous data streams that are overwhelming the Web, by exploiting natural language processing methodologies and tools. However, most of today’s research is disproportionally focused on around 20 of the world’s more than 7000 spoken languages, leaving the vast majority of them under-studied. These languages are characterized as low-resource, since they usually lack the corresponding attention and/or data for the development of meaningful applications. Greek belongs to this language group. There is a dire need for the development of methods that will distill information from natural language content produced in Greek. This doctoral dissertation represents an attempt to meet the above need, through the design of a modern cognitive engine that enables the detection of latent correlations and patterns between entities, through the exploitation of the information wealth derived from Greek online sources and the combination of previously unrelated data (events, news, opinions etc.). This allows both the capture of information in a structured form, as well as its use for claim validation in natural language. More specifically, the dissertation utilizes automated crawling and pre-processing techniques on online news sources, in order to extract structured information that can be used for exploratory data analysis purposes and for the formulation of initial claims or hypotheses. In addition, it pertains to the development of advanced cognitive machine learning methods to achieve semantic inference and draw conclusions from the identification and connections between conceptual entities, ultimately aiming at the discovery of correlations between seemingly unrelated events, persons or actions. The final product of this work includes the design and implementation of a set of methodologies for information extraction and dynamic claim validation based on the accumulated information. All the above are accompanied by the development of corresponding machine learning models to support this work for the Greek use case. The mechanisms that will result from the development of the aforementioned methodologies allow the transformation of free-text to a structured representation (relational n-tuples), enabling better database management and enrichment with the help of external knowledge bases. Moreover, they render possible the validation or rejection of any textual claim, by aggregating heterogeneous information from multiple sources in real time, via a proposed evidence construction methodology.

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    https://doi.org/10.26233/heall...
    Other literature type . 2022
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      https://doi.org/10.26233/heall...
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    Several times, it is difficult for elementary students to correctly understand the various concepts and terminology of a theoretical lesson, such as History. This becomes more pronounced when teaching is performed through a book which, although illustrated, does not give students the clearest explanation of the facts, giving them a misconception of the imaginary representation of historical events. The purpose of the present study was to investigate and compare the use of twodimensional graphics in the Grade 3 primary school book as an educational aid against the use of a three-dimensional Virtual Reality - based educational tool. In addition, the task was to examine the extent to which Virtual Reality technology contributed to its inclusion in 21st century education. Twenty studentsfrom the third (C '), fourth (D'), fifth (E ') and sixth (F') grade, participated in the experimental evaluation. The participants were divided into two equal groups: the “Book Group” and the “Virtual Reality Group”. The “Book Group” was evaluated for the knowledge they gained through the narrative of Historical events having the pages of the book in front of them, while the “Virtual Reality Group” was evaluated based on the knowledge gained through the use of a dedicated Virtual Reality application. The data were collected using questionnaires and the results revealed that the participants of the “Virtual Reality Group”, in addition to the increased pleasure and interest shown during their interaction with the teaching material, their performance in learning of historical events was at a very high level compared to the performance of the “Book Group”. At the end of this research, proposals are presented to improve the implementation of the Virtual Reality teaching tool, as well as suggestions for future investigations. Αρκετές φορές, είναι δύσκολο για τους μαθητές της Δημοτικής – και γενικότερα της ευρύτερης εκπαίδευσης να μπορέσουν αντιληφθούν ορθά τις διάφορες έννοιες και ορολογίες ενός θεωρητικού μαθήματος, όπως είναι αυτό της Ιστορίας. Το γεγονός αυτό γίνεται εντονότερο όταν η διδασκαλία εκτελείται μέσα από ένα βιβλίο το οποίο εάν και εικονογραφημένο, δεν προσδίδει στους μαθητές την ακριβέστερη και τη σαφέστερη επεξήγηση των γεγονότων, προσκομίζοντάς τους μία λάθος αντίληψη της νοητής αναπαράστασης των ιστορικών συμβάντων. Η παρούσα έρευνα είχε ως στόχο την διερεύνηση και τη σύγκριση της χρήσης δισδιάστατων γραφικών του βιβλίου της Ιστορίας Γ΄ τάξης του δημοτικού σαν εκπαιδευτικό βοήθημα έναντι της χρήσης εκπαιδευτικού βοηθήματος με τρισδιάστατες αναπαραστάσεις, με σύστημα Εικονικής Πραγματικότητας. Επιπλέον, η εργασία απέβλεπε στο να εξετάσει τον βαθμό συμβολής της τεχνολογίας της Εικονικής Πραγματικότητας κατά την ένταξή της στην εκπαίδευση του 21ου αιώνα. Στην υφιστάμενη έρευνα, συμμετείχαν είκοσι μαθητές, τρίτης (Γ'), τετάρτης (Δ'), πέμπτης (Ε') και έκτης (ΣΤ') του δημοτικού. Οι συμμετέχοντες χωρίστηκαν σε δύο ισάριθμες ομάδες: την ομάδα διδασκαλίας μέσω του βιβλίου και την ομάδα διδασκαλίας μέσω της εφαρμογής Εικονικής Πραγματικότητας. Η πρώτη ομάδα (ομάδα βιβλίου) αξιολογήθηκε για τις γνώσεις τις οποίες κέρδισε μέσω της αφήγησης των ιστορικών γεγονότων έχοντας μπροστά της τις σελίδες του βιβλίου, ενώ η δεύτερη ομάδα (ομάδα εφαρμογής Ε.Π.) αξιολογήθηκε με βάση τις γνώσεις τις οποίες κέρδισε μέσω εφαρμογής Ε.Π. η οποία υλοποιήθηκε στα πλαίσια της εργασίας αυτής. Τα δεδομένα συλλέχθηκαν με την χρήση ερωτηματολογίων και τα αποτελέσματα φανέρωσαν ότι οι συμμετέχοντες της δεύτερης ομάδας (Ομάδα Εφαρμογής Ε.Π.), εκτός από την αυξημένη ευχαρίστηση και ενδιαφέρον που παρουσίασαν κατά την αλληλεπίδρασή τους με την εφαρμογή, η επίδοσή τους στη μάθηση των ιστορικών γεγονότων ήταν σε πολύ ποιο ψηλά επίπεδα σε σύγκριση με την επίδοση της πρώτης ομάδας (ομάδα βιβλίου). Στο τέλος της παρούσας έρευνας αναφέρονται προτάσεις για την βελτίωση της εφαρμογής Ε.Π. καθώς επίσης και εισηγήσεις για μελλοντικές έρευνες. Completed

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    Ktisis
    2019
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    Authors: N.A. Tatlas; S. Potirakis; S. Mitilineos; M. Rangoussi;

    The STORM research project aims to provide critical decision-making tools to all European cultural heritage actors in charge of managing the effects of climate change and natural hazards. In this context and aiming to enhance the protection of monuments and archaeological sites, a wireless acoustic sensor network was designed and developed. The paper presents the sensor hardware and embedded software and provides preliminary results on the fidelity of the audio signals recorded by the network nodes.

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    Authors: Anastasia Tzigounaki, Evgenia Zouzoula;

    EFARETH participated in the information day for the International Day for Disaster Reduction that was organised by the Anogeia Centre for Environmental Education and the Psiloreitis Geopark, in cooperation with the Natural History Museum of Crete and the schools of Anogeia. The information day took place in the elementary school of Anogeia on 13/10/2017 and its title was: “Discussing Natural Risks with the students on the occasion of the International Day for Disaster Reduction”. The information day aimed to enlighten and heighten the awareness of both educators and students on matters relating to natural disasters. It also intended to inform them on ways of protection and good practices of mitigation. Dr.Evgenia Zouzoula (from the EFARETH STORM team) presented the topic “Προστατεύοντας τα μνημεία από φυσικές καταστροφές: το πρόγραμμα STORM” (“Protecting monuments from natural disasters: the STORM project”) to the educators and students of the Anogeia High school.The presentation was prepared by the Director of the Ephorate of Antiquities of Rethymno, Anastasia Tzigounaki and Dr. E. Zouzoula.

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  • �� ���������������������������� ���������������������� ���������������� ���� �������������� ���������� ������ ���������������� ������ �������������� ����������, ������ ���� ���������� ���������� ���������� �� ���������������������������� ��������������������������. ���� ������ ������������������ �������������� ���� ���� ���������� ����������, �������� ���������� ���������� �������� ������������������ (���� 1/6 ��������������) ������ ������ �������������������������� ���������� �������� �������������������� ����������������������������. ���������������������� ������������������������������ ������������ ������ �������������������������� �������������������������� �������� ���� ���������� ������ ���� ���������� ������ ������������������ ������ �������������� ���� ������ ������������, ���������������� ������ ������������ �������������������� �������������� ������������ �������� �� ������ ���������������� ���� ���������������� ���� �������������������� ������ ���������������������� ���������� ���� ���������� �������������������� ������������������ ���� ������ ��������. �� ���������������������� �������������������� (������ ������ �������� ������ ������������������������) ������ ���������� ������ �������������� ���������� ���� ������ ���� ���������� ������ �������������������� ����������������������������.���� ������������ (�������������������� ����������������������������) �������������� ������ ������������������ �������������� ������ �������������� ������ �������������� ���������� ������ ���������������� ������ ����������, ������������ �������� ����������. �� ���������� ������ ������������������������ ���������������� ������ ���������� ������������ ������ �������������� ���������� ������ �������������� ���������� ������ ������������������ ������ ������������������������������ ��������������������. ���������� ���� �������������������������� ������ �������������� ������������ ������ Kant ������ ���� �������������� �������������� ��������.�� ���������������������� ���������������������� ������ �������������� ��������:��. �� ������������������ ������ �������������� ���������� ��. �� ���������� ������ �������������� ���������� ��. �� �������������������������� ������ �������������� ���������� ��. �� �������������� ������ �������������� ����������.�� �������������� ���������������� ������ �������������� ���������������� ������ �������������������� ���������������������� ������������ �������� ���������� ������ ���������� ������ ������ ���������������������� �������������������� ������ ������������. �� ���������������������������� ������������������������������ �������� ��������������������, �� ���������������������� �������� �������������������������������� ������ �� ���������������������� �������� ����������������������. ������ ���������� �� �������������� ���������� ������ ���������� �������������������� ������ �������������������� ������ �������������� ������ �������� ������ ���������������������� ������ ��������������. �� ������������������-���������������� ������ �������������� ���������� �������������������� ���� ������ ������������������ ���������� ������ ���������� �������� �������������������� ��������������, ��������������������, ������������������ �������� ������ �������� ������������������������ ������ ���������������������� ������ ������������������ ����������������������������. ���������� ������ �������������� ������ �������� ������������ (����������������) ������������ �������� �������������������������� ������ �������������������������� ������ ����������. �� �������������������������� ������ �������������� ���������� ���������� ���� ������������������ ���������������� �������� ������ ������������������ ���� ������ ������������������������ ������ �������������� ������ ������������������������ ������ ���������� ���� ������ ���������������������� ������ ������������������������ ��������. �� �������������� ������ ������������������ ������ ������������������ ���������� ���������� ������ �������� ������ �������������� ����������. ���������� �� �������������� ������ �������������� ���������� ���������������������� ���� ������������ ������������������ ������ ���������� ���� ������������������ �������� ������ ����������������. ������ �� ������������������������ ������ �������������� ���������� ������������ ���� ���������������������� ������������ ��������; ���� �������� ���������� ���� ���������������� ������������ ���� �������������� �������� ������ ���������������������� ������������������ ������ ������ ���� �������������� ���������������������� �������� ������ ��������������������; �������� ���������� �� ���������������� �������������������� ���������� ������ ������������; �������� ������ ������������������ ������ �������������� ���������� �������� ������������������ ������ Kant, �� ���������� ���������������������� ������������ ���������� �� ���������� (�� ������������ ������������;). ���������������� ������ ���������� ���� ������������������������ ���� ���� ���������� ������: ���� ������ �� �������������� ���������� ������ ������������; Transcendental methodology constitutes the second part of the critique of pure reason, while the transcendental doctrine of elements constitutes the first one. Although the transcendental methodology is considered being theoretically equal to the first part, it is substantially shorter (about 1/6 of the doctrine of elements) and from the semantic point of view it could be considered of ���minor importance���. This could be happen because, since in the doctrine of elements all the principles and the ideas constituting the critique are analyzed as one united, strictly formed and complete philosophical system, whose total development could leave out the methodology and simultaneously the whole work would not lose its substantial understanding. The methodology adds the use of pure reason, namely its application to the total spectre of human activity. The important in the expression ���of minor importance��� implies the fundamental meaning of the pure reason turn to its practical use, namely the ethics. The canon of methodology attributes the first positive and absolute use of pure reason to the philosophy of transcendental idealism. It is the announcement of Kant���s ���moral works��� as well as their critical frame. Methodology consist of four parts:a.the discipline of pure reason b. the canon of pure reason c. the architecture of pure reason d. the history of pure reason.History constitutes a short course of principal philosophical views concerning the sources and the possibilities of the acquisition of knowledge. Sensualism is opposed to rationalism, empiricism is opposed to scientism and dogmatism is opposed to skepticism. Finally the critical use of reason surpasses the opponents and initiates the only way of approaching the truth. The discipline-(training) of the pure reason deals with the theoretical use of the reason to the possibility of definitions, evidences, assumptions and to its undue exploitations for alienate oppositions. It is a unity which leads through knowledge to self-discipline and to self-conscience of the reason. The architecture of pure reason provides the theoretical base of all sciences with necessity which unites the forms of the reason with the inherent and surrounding nature. The nucleus of a science���s development is always an idea of the pure reason. Finally the canon of pure reason converts the great questions of reason to practical questions of what is to be done. How does the universality of the pure reason lead the finite rational beings? In which way does the catholic lead the individual through the categorical dictate, and how does the individual respond through freedom? What is the cognitive substantiation of this relationship? Despite the pure reason���s supremacy due to Kant���s philosophy, Kant wonders ���can it be the nature���(the leading force?). We can also wonder with our turn: But the pure reason, where does it belong to?

    https://doi.org/10.2...arrow_drop_down
    https://doi.org/10.26262/heal....
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      https://doi.org/10.2...arrow_drop_down
      https://doi.org/10.26262/heal....
      Other literature type . 2016
      License: CC BY SA
      Data sources: Datacite
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