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href="https://www.academia.edu/52193481/%CE%95%CE%A0%CE%99%CE%94%CE%A1%CE%91%CE%A3%CE%97_%CE%A4%CE%9F%CE%A5_%CE%9D%CE%99%CE%A4%CE%A1%CE%A9%CE%94%CE%9F%CE%A5%CE%A3_%CE%9F%CE%9E%CE%95%CE%9F%CE%A3_%CE%A3%CE%95_%CE%94%CE%95%CE%A5%CE%A4%CE%95%CE%A1%CE%9F%CE%A4%CE%91%CE%93%CE%95%CE%99%CE%A3_%CE%91_%CE%93_%CE%91%CE%9C%CE%99%CE%9D%CE%9F_%CE%A0%CE%A5%CE%A1%CE%99%CE%94%CE%99%CE%9D%CE%95%CE%A3_%CE%9A%CE%91%CE%99_%CE%A3%CE%95_%CE%A0%CE%A1%CE%A9%CE%A4%CE%9F%CE%A4%CE%91%CE%93%CE%95%CE%99%CE%A3_%CE%9A%CE%91%CE%99_%CE%94%CE%95%CE%A5%CE%A4%CE%95%CE%A1%CE%9F%CE%A4%CE%91%CE%93%CE%95%CE%99%CE%A3_%CE%92_%CE%91%CE%9C%CE%99%CE%9D%CE%9F_%CE%A0%CE%A5%CE%A1%CE%99%CE%94%CE%99%CE%9D%CE%95%CE%A3">ΕΠΙΔΡΑΣΗ ΤΟΥ ΝΙΤΡΩΔΟΥΣ ΟΞΕΟΣ ΣΕ ΔΕΥΤΕΡΟΤΑΓΕΙΣ Α-, Γ-ΑΜΙΝΟ-ΠΥΡΙΔΙΝΕΣ ΚΑΙ ΣΕ ΠΡΩΤΟΤΑΓΕΙΣ ΚΑΙ ΔΕΥΤΕΡΟΤΑΓΕΙΣ Β-ΑΜΙΝΟ-ΠΥΡΙΔΙΝΕΣ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39296587" href="https://independent.academia.edu/%CE%A0%CE%A0%CE%91%CE%A0%CE%91%CE%94%CE%9F%CE%A0%CE%9F%CE%A5%CE%9B%CE%9F%CE%A3">ΠΑΝΑΓΙΩΤΗΣ ΠΑΠΑΔΟΠΟΥΛΟΣ</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1979</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ΕΠΙΔΡΑΣΗ ΤΟΥ ΝΙΤΡΩΔΟΥΣ ΟΞΕΟΣ ΣΕ ΔΕΥΤΕΡΟΤΑΓΕΙΣ Α-, Γ-ΑΜΙΝΟ-ΠΥΡΙΔΙΝΕΣ ΚΑΙ ΣΕ ΠΡΩΤΟΤΑΓΕΙΣ ΚΑΙ ΔΕΥΤΕΡΟΤΑΓΕΙΣ 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data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/93666762/%CE%A7%CF%89%CF%81%CE%B9%CE%BA%CF%8C%CF%84%CE%B7%CF%84%CE%B5%CF%82_%CF%84%CE%BF%CF%85_%CE%B1%CE%BD%CE%BF%CE%AF%CE%BA%CE%B5%CE%B9%CE%BF%CF%85_%CE%97_%CE%BA%CE%B9%CE%BD%CE%B7%CE%BC%CE%B1%CF%84%CE%BF%CE%B3%CF%81%CE%B1%CF%86%CE%B9%CE%BA%CE%AE_%CF%80%CE%BF%CE%B9%CE%B7%CF%84%CE%B9%CE%BA%CE%AE_%CF%84%CE%BF%CF%85_Andrei_Tarkovsky">Χωρικότητες του ανοίκειου: Η κινηματογραφική ποιητική του Andrei Tarkovsky</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="47645935" href="https://independent.academia.edu/AngelosAletras">Angelos Aletras</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><p class="ds-related-work--abstract ds2-5-body-sm">Στόχος της διατριβής είναι η ανάδειξη της έννοιας του ανοίκειου ως επίκεντρου της κινηματογραφικής ποιητικής του Andrei Tarkovsky. Μέσα από τη λεπτομερή ανάλυση παραδειγματικών σκηνών από το έργο του σκηνοθέτη διερευνώνται οι τρόποι με τους οποίους η χρήση συγκεκριμένων κινηματογραφικών μηχανισμών δίνει τη δυνατότητα σε ορισμένα τυπικά χαρακτηριστικά του ανοίκειου να λάβουν χωρική έκφραση. Εξετάζοντας τη φροϋδική έννοια του ανοίκειου μέσα από το πρίσμα της ανοικείωσης των Ρώσων φορμαλιστών και της μεταγενέστερης νεοφορμαλιστικής κινηματογραφικής θεωρίας, η μέθοδος που ακολουθεί η προκειμένη έρευνα για την ανάλυση των ταινιών του Tarkovsky εστιάζει στη συστηματική εξέταση των ενδοκινηματογραφικών/μορφολογικών στοιχείων που τις συγκροτούν. Μέσω της ανάλυσης συγκεκριμένων κινηματογραφικών τεχνικών που αφορούν στην αφήγηση και στο στιλ των προς ανάλυση ταινιών, εντοπίζονται οι μηχανισμοί εκείνοι που λειτουργούν ως φορείς ανοικείωσης. Σύμφωνα με τους μηχανισμούς αυτούς περιγράφονται οκτώ διαφορετικές χωρικότητες που παράγουν την αίσθηση του ανοίκειου και βάσει αυτών εξετάζονται οι πέντε τελευταίες ταινίες του Andrei Tarkovsky: Solaris (1972), Καθρέπτης (1975) , Stalker (1979), Νοσταλγία (1983) και Θυσία (1986). Συνδυάζοντας στοιχεία από τη ρεαλιστική κινηματογραφική θεωρία με θέσεις από τον πρώιμο ρώσικο φορμαλισμό και τους σοβιετικούς θεωρητικούς του μοντάζ (κυρίως το έργο του Sergei Eisenstein), υποστηρίζεται ότι ο Tarkovsky υιοθετεί μια ανοίκεια φιλμική γραφή, η οποία από τη μια μεριά φέρει σημαντικές δομικές ομοιότητες με τους φροϋδικούς μηχανισμούς του ονείρου και από την άλλη μεριά στοχεύει στην ακριβή κινηματογραφική απόδοση της πραγματικότητας. Μιας κινηματογραφικής απόδοσης που δεν θεωρεί όμως την πραγματικότητα ως κάτι δεδομένο, αλλά ως κάτι που είναι οικείο και ταυτόχρονα ξένο. Το έργο του Tarkovsky διανοίγει νέες πιθανότητες για τον κινηματογραφικό ρεαλισμό και κατ' επέκταση προτείνει καινούργιους τρόπους αναπαράστασης της πραγματικότητας. Έτσι, μέσα από την ανοικείωση των παγιωμένων τρόπων αντίληψης της υλικής πραγματικότητας, αναδιαμορφώνεται τελικά και η σχέση του θεατή με το πραγματικό.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Χωρικότητες του ανοίκειου: Η κινηματογραφική ποιητική του Andrei Tarkovsky","attachmentId":96341481,"attachmentType":"pdf","work_url":"https://www.academia.edu/93666762/%CE%A7%CF%89%CF%81%CE%B9%CE%BA%CF%8C%CF%84%CE%B7%CF%84%CE%B5%CF%82_%CF%84%CE%BF%CF%85_%CE%B1%CE%BD%CE%BF%CE%AF%CE%BA%CE%B5%CE%B9%CE%BF%CF%85_%CE%97_%CE%BA%CE%B9%CE%BD%CE%B7%CE%BC%CE%B1%CF%84%CE%BF%CE%B3%CF%81%CE%B1%CF%86%CE%B9%CE%BA%CE%AE_%CF%80%CE%BF%CE%B9%CE%B7%CF%84%CE%B9%CE%BA%CE%AE_%CF%84%CE%BF%CF%85_Andrei_Tarkovsky","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/93666762/%CE%A7%CF%89%CF%81%CE%B9%CE%BA%CF%8C%CF%84%CE%B7%CF%84%CE%B5%CF%82_%CF%84%CE%BF%CF%85_%CE%B1%CE%BD%CE%BF%CE%AF%CE%BA%CE%B5%CE%B9%CE%BF%CF%85_%CE%97_%CE%BA%CE%B9%CE%BD%CE%B7%CE%BC%CE%B1%CF%84%CE%BF%CE%B3%CF%81%CE%B1%CF%86%CE%B9%CE%BA%CE%AE_%CF%80%CE%BF%CE%B9%CE%B7%CF%84%CE%B9%CE%BA%CE%AE_%CF%84%CE%BF%CF%85_Andrei_Tarkovsky"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="99946985" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/99946985/%CE%9F%CE%99_%CE%A3%CE%95%CE%99%CE%A3%CE%9C%CE%9F%CE%99_%CE%A4%CE%9F%CE%A5_%CE%91%CE%A1%CE%9A%CE%91%CE%9B%CE%9F%CE%A7%CE%A9%CE%A1%CE%99%CE%9F%CE%A5_%CE%9C6_0_27_%CE%A3%CE%B5%CF%80%CF%84%CE%B5%CE%BC%CE%B2%CF%81%CE%AF%CE%BF%CF%85_2021_%CE%BA%CE%B1%CE%B9_%CE%9C5_3_28_%CE%A3%CE%B5%CF%80%CF%84%CE%B5%CE%BC%CE%B2%CF%81%CE%AF%CE%BF%CF%85_2021_%CE%A0%CF%81%CE%BF%CE%BA%CE%B1%CF%84%CE%B1%CF%81%CE%BA%CF%84%CE%B9%CE%BA%CE%AE_%CE%AD%CE%BA%CE%B8%CE%B5%CF%83%CE%B7">ΟΙ ΣΕΙΣΜΟΙ ΤΟΥ ΑΡΚΑΛΟΧΩΡΙΟΥ - Μ6.0, 27 Σεπτεμβρίου 2021 και Μ5.3, 28 Σεπτεμβρίου 2021. Προκαταρκτική έκθεση</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="41411599" href="https://independent.academia.edu/ThomasSalonikios">Thomas Salonikios</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Την &lt;strong&gt;27η Σεπτεμβρίου 2021&lt;/strong&gt; και ώρα Ελλάδας &lt;strong&gt;09:17&lt;/strong&gt; σημειώθηκε στην περιοχή της &lt;strong&gt;Κεντρικής Κρήτης&lt;/strong&gt; σφοδρή σεισμική δόνηση &lt;strong&gt;μεγέθους Μ6.0 &lt;/strong&gt;(USGS, GFZ). Σύμφωνα με την ανακοίνωση του Εθνικού Σεισμογραφικού Δικτύου (HUSN) επρόκειτο για &lt;strong&gt;επιφανειακό (h~10 km) σεισμό&lt;/strong&gt; με το επίκεντρο του να εντοπίζεται στο Κεντρικό τμήμα της Κρήτης στη περιοχή του Αρκαλοχωρίου. Οι γεωγραφικές συντεταγμένες του επικέντρου όπως δίνονται από το HUSN, είναι &lt;strong&gt;35.1242°Β 25.2621°A&lt;/strong&gt;</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ΟΙ ΣΕΙΣΜΟΙ ΤΟΥ ΑΡΚΑΛΟΧΩΡΙΟΥ - Μ6.0, 27 Σεπτεμβρίου 2021 και Μ5.3, 28 Σεπτεμβρίου 2021. 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Συγκεκριμένα, γίνεται μια βασική αναφορά στην έννοια και την τυπολογία του στοχασμού και την χρησιμότητά του για τον εκπαιδευτικό και εν συνεχεία δίνεται έμφαση στη στοχαστική σκέψη του ανερχόμενου εκπαιδευτικού (φοιτητή/τρια) και τους τρόπους με τους οποίους δυνητικά μπορεί να ενισχυθεί αυτή η διαδικασία, στο πλαίσιο ενός προπτυχιακού προγράμματος σπουδών.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ο Στοχασμός στην Εκπαιδευτική Πράξη και την Αρχική Παιδαγωγική 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