| 1. |
- Álvarez-Muñiz, Jaime, et al.
(författare)
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The Giant Radio Array for Neutrino Detection (GRAND) : Science and design
- 2020
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Ingår i: Science China Physics, Mechanics & Astronomy. - : Springer Science and Business Media LLC. - 1674-7348 .- 1869-1927. ; 63:1
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Forskningsöversikt (refereegranskat)abstract
- The Giant Radio Array for Neutrino Detection (GRAND) is a planned large-scale observatory of ultra-high-energy (UHE) cosmic particles, with energies exceeding 108 GeV. Its goal is to solve the long-standing mystery of the origin of UHE cosmic rays. To do this, GRAND will detect an unprecedented number of UHE cosmic rays and search for the undiscovered UHE neutrinos and gamma rays associated to them with unmatched sensitivity. GRAND will use large arrays of antennas to detect the radio emission coming from extensive air showers initiated by UHE particles in the atmosphere. Its design is modular: 20 separate, independent sub-arrays, each of 10000 radio antennas deployed over 10000 km(2). A staged construction plan will validate key detection techniques while achieving important science goals early. Here we present the science goals, detection strategy, preliminary design, performance goals, and construction plans for GRAND.
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| 2. |
- Gougoulakis, Petros, 1958-, et al.
(författare)
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Teaching in Tertiary Education - A reflective and experiential approach to University Pedagogy
- 2020
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Ingår i: Academia. - 2241-1402. ; 20-21, s. 101-137
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents the round-table discussions on the theme of “University Pedagogy: Thoughts, Proposals, Reflections,” at the 2nd International Experiential Conference on Applied Teaching: “Teaching Trends and Challenges in Contemporary Learning Environments”. In order to achieve the active and experiential engagement of all participants, a process inspired by the Science Café movement has been applied. Participants were invited to send in short comments and questions regarding the issue of University Pedagogy/Teaching and learning in Higher Education. These comments were collected, categorized and discussed immediately after the predetermined speeches, which are presented extensively herein with the following titles: “University Pedagogy: Trends and perspectives in Greece and internationally”, “University Pedagogy in Practice: An Epistemological and Didactical Approach” and “University Pedagogy in Greece: findings of empirical research”. The participants then participated in an open discussion based on the questions they had asked before andalso after the preparedlectures. The review of all the contributions during the discussion, and of the proposals submitted, concludes that University Pedagogy can be a powerful means of enhancing the quality of Greek Higher Education, provided that: a) university institutions invest in the continuous improvement of the teaching skills of their teaching staff, and b) universityprofessors have incentives and the readiness to engage in teaching and learning based on scientific and well-tried methods.
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| 3. |
- Gougoulakis, Petros, 1958-, et al.
(författare)
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Η διδασκαλία στην τριτοβάθμια εκπαίδευση: αναστοχαστική και βιωματική προσέγγιση της Πανεπιστημιακής Παιδαγωγικής : [Teaching in tertiary education: reflective and experiential approach of University Pedagogy]
- 2018
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Ingår i: Πρακτικά Εργασιών. - : Scientific & Cultural Association "Educational Circle". - 9786188365292 ; , s. 665-685
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Konferensbidrag (refereegranskat)abstract
- This paper presents the round table speeches and discussions on the theme "University Pedagogy: Thoughts, Proposals, Reflections", at the 2nd International Workshop on Applied Didactics: "Teaching Trends and Challenges in Contemporary Learning Environments". In order to achieve the active and experiential engagement of all participants, a process inspired by The Science Café movement has been applied. Participants were invited to send short comments and questions regarding the issue of University Pedagogy/Teaching and learning in Higher Education. These comments were collected, categorized and discussed immediately after the predetermined speeches, which are presented extensively herein with the following titles: "University Pedagogy: Tracing Teaching in Higher Education", "University Pedagogy in Practice: An Epistemological and Didactical Approach" and "University Pedagogy in Greece: findings of empirical research". The participants then participated in an open discussion based on the questions they had asked before, but also after the prepared lectures. The review of all the contributions during the conversation and the submitted proposals conclude that University Pedagogy can be a powerful means of enhancing the quality of Greek Higher Education, provided that: a) university institutions invest in the continuous improvement of the teaching skills of their staff, and (b) university professors have incentives and the readiness to engage in teaching and learning based on a scientific ground and well-tried methods.
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