• 2013-2022close
• Open Access close
• Greek, Modern (1453-) close

Matrimonial contracts (proikosymphona) are a form of document of particular interest to the scholar because of their direct link with the institutions of marriage and of the dowry. They are notarial deeds which provide formal recognition of dowries and uphold their validity in any legal dispute. The present study, based on the contracts preserved in the Benaki Museum's Historical Archives, aims to investigate the relevant customs and to shed light on certain aspects of Greek society. The oldest document in the archives is a matrimonial contract from Skopelos dated 7 July 1766. The dowry system had created a significant social problem for the island as parents were obliged to provide their first-born daughter with a house as dowry. Later agreements derive from other parts of the country and take the form either of a notarial deed or of a private contract. The total value of the dowry was calculated after assessing the moveable and immoveable property recorded in the matrimonial contract or the dowry list (proikolavi). The priokosymphono was followed by the proikolavi, which in fact constituted the detailed inventory of the moveable items of the dowry. This has a special interest for the student of folklore, as it describes the garments which constituted traditional costume, the domestic linen and the household furnishings. We know from folklore and archival records of another institution linked with the dowry, that of the premarital gift (progamiaia dorea) — the so-called 'counterdowr' (antiproiki) or 'basket' (kaniski). The pre-marital gift is attributed to Byzantine legislation and takes the form of a gift from the bridegroom to the bride and not to her family. The year 1919 marked a turning-point in the development of the dowry system, as it was then that the law relating to the taxation of dowries was enacted. The reform of family law in 1983 abolished the legislation relating to dowry arrangements and the institution ceased to have legal effect, but it still continues to this day on an informal basis. Δεν διατίθεται περίληψη.

The church of St Nicholas at Maritsa (1434/5) preserves one of the most characteristic painted ensembles of Hospitaller rule on Rhodes. The abbreviated iconographic program, with the representation of popular regional saints, as well as hierarchs, and reference to the painter Alexios in the dedicatory inscription, whose paintbrush can be recognized in part of the decoration of St Anastasia in the village of Monolithos on Rhodes, provide additional information regarding artistic production on Rhodes in the 15th century. Ο ναός του Αγίου Νικολάου στα Μαριτσά (1434/5) σώζει ένα από τα πλέον ενδεικτικά τοιχογραφικά σύνολα της Ιπποτοκρατίας στη Ρόδο. Το συνεπτυγμένο εικονογραφικό πρόγραμμα, με την απεικόνιση δημοφιλών αγίων της περιοχής και ιεραρχών και η μνεία στην κτητορική επιγραφή του ζωγράφου Αλεξίου, ο χρωστήρας του οποίου μπορεί να αναγνωρισθεί σε μέρος του διακόσμου της Αγίας Αναστασίας στο χωριό Μονόλιθος της Ρόδου, προσθέτουν νέα στοιχεία σχετικά με την καλλιτεχνική δημιουργία στη Ρόδο του 15ου αιώνα.

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A major source of difficulty in the transition from natural to rational numbers is the interference of natural number knowledge in rational number learning. The framework theory approach to conceptual change assumes that students use their initial theories of numbers as natural numbers to make sense of rational numbers; and that the background assumptions of these theories are not easily revised, an example being the idea that numbers are discrete. Natural numbers are indeed discrete (i.e., given any natural number, it is always possible to define its successor in the natural numbers set). On the contrary, rational numbers are densely ordered (i.e., given any rational number, it is never possible to define its successor). The idea of discreteness stands in the way of students’ understanding of the density of rational numbers. We present a teaching experiment that investigated 15 11th graders’ understanding of two different aspects of density, namely the fact that there are infinitely many numbers in any rational number interval (“infinity of intermediates”); and that no rational number has a successor (“no successor principle”). We hypothesized that these aspects of density, although mathematically equivalent, are not equally challenging for students. First, students’ initial understandings of density were pre-tested in individual interviews; then each student was exposed to the idea of the arithmetic mean of two numbers that, in principle, could support understanding of both aspects of density; and, finally, each student revisited the tasks of the pretest and was prompted, when necessary, to use the idea of the arithmetic mean. Most students grasped the “infinity of intermediates” but all continued to assume the successor principle. From the perspective of the framework theory approach to conceptual change, this is a synthetic conception, since students accept the infinity of intermediates while retaining the successor principle. Η μετάβαση από τους φυσικούς στους ρητούς αριθμούς παρουσιάζει δυσκολίες για τους μαθητές, μέρος των οποίων οφείλεται στην καταχρηστική μεταφορά γνώσης για τους φυσικούς στους ρητούς. Μια ιδιότητα των φυσικών αριθμών που μεταφέρεται καταχρηστικά στους ρητούς είναι η διακριτότητα: Αντίθετα με το σύνολο των ρητών αριθμών, το σύνολο των φυσικών αριθμών είναι διακριτά διατεταγμένο, δηλαδή, για κάθε φυσικό αριθμό ορίζεται ο επόμενός του. Οι ρητοί αριθμοί είναι πυκνά διατεταγμένοι, δηλαδή, δεν ορίζεται ο επόμενος για κανέναν αριθμό στο σύνολο αυτό. Η προσέγγιση της θεωρίας πλαισίου στην εννοιολογική αλλαγή προβλέπει ότι οι θεμελιώδεις παραδοχές των μαθητών για τον αριθμό ως φυσικό δεν αίρονται δια μιάς, με την ιδέα της διακριτότητας να είναι ιδιαίτερα ανθεκτική. Στην εργασία παρουσιάζεται ένα διδακτικό πείραμα με 15 μαθητές Λυκείου. Εξετάσαμε την υπόθεση ότι διαφορετικές πτυχές της πυκνότητας των ρητών αριθμών (συγκεκριμένα, η απειρία των ρητών σε οποιοδήποτε διάστημα και η μη ύπαρξη του επόμενου), παρότι μαθηματικά ισοδύναμες, παρουσιάζουν διαφορετικές δυσκολίες για τους μαθητές. Η αρχική κατανόηση των μαθητών για την πυκνότητα ελέγχθηκε ατομικά. Κάθε μαθητής ξεχωριστά συμμετείχε σε μικρής διάρκειας παρέμβαση, στην οποία εισήχθη η ιδέα του αριθμητικού μέσου ενός διαστήματος ως εργαλείο που δυνητικά μπορεί να οδηγήσει στην κατανόηση και των δύο πτυχών της πυκνής διάταξης. Τέλος, κάθε μαθητής επανεξέτασε τις απαντήσεις του στα έργα του προελέγχου και παρακινήθηκε να αξιοποιήσει την ιδέα του αριθμητικού μέσου. Τα αποτελέσματα δείχνουν ότι οι μαθητές συνέχισαν να θεωρούν ότι υπάρχει ο επόμενος στους ρητούς, ακόμα και όταν συμπέραναν την απειρία των ενδιάμεσων. Υπό το πρίσμα της θεωρίας που υιοθετήσαμε, η αντίληψη αυτή είναι συνθετική, καθώς οι μαθητές αλλάζουν μερικώς την αντίληψή τους για τη διάταξη των ρητών, χωρίς να αίρεται η αρχή του επόμενου αριθμού.

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The paper aims at reconstructing the concept of epistemic communities as such. Thus, in the process of explicating the methodological profile as well as the validity claims posed by this concept, our study does not take into account its specific context; namely, its various uses within the field of international relations. Instead, our attention is focused upon the particular notion of policy- making process implied by the adoption of the concept of epistemic communities. A closer examination of this notion suggests that the concept of epistemic communities, if taken seriously, must be understood primarily as an empirically-oriented one, accompanied by a set of methodological rules. No abstract

After a few general considerations on literary translations and the difficulties that the translator could find in the poetic texts, we draw the image of Nikos Kazantzakis as a unique figure of testimony of the time.Facing the linguistic problems of Dante's text, the Canti in the translation of Kazantzakis overcome the dimension of time through senses, passions, allegories, symbols, landscapes, love, desire.Every linguistic aspect has a double rule: syntactic frequencies that fuse between the text and the context, the presence of the sense in the space-time and the interior theatrical aspect of meaning.A very important element for Kazantzakis is his focus on the text in the greek language and culture. Abolishing the hierarchy between the original and it's translation, he moves on to textual autonomy, to a recognition of his creation without elaborating further on his general literary value. His historical and social relations with the language and the culture constitute a "political" choice and these are incorporated in the critical construction of the different identity of the text.Sometimes, under the practice of the hyper-translation or the hypo-translation, he arrives at reducing the complexity of the text according to his stylistic availability. This procedure of such a provocative and creative interpretation is not only a "service" but a reconstruction of the original. This is not a translation-introduction moved to read Dante, but a transformation of the original; in other words it is a translation-text.The ideological-poetic writing that leads Kazantzakis to Dante is a very complex one and, of course, he doesn't aim at a comparison of the original and the translation. Perhaps Kazantzakis chose Dante out of pride because the Florentine was the biggest of the poets. [Δε διατίθεται περίληψη]