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Natural and human activities endanger the current state of monuments and sites, whereas many of them have already been destroyed especially during the last years. Preventive actions... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31933866" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cultural Heritage all over the world is at high risk. Natural and human activities endanger the current state of monuments and sites, whereas many of them have already been destroyed especially during the last years. Preventive actions are of utmost importance for the protection of human memory and the prevention of irreplaceable. These actions may be carried out either in situ or virtually. Very often in situ preventive, or protective or restoration actions are difficult or even impossible, as e.g. in cases of earthquakes, fires or war activity. Digital preservation of cultural heritage is a challenging task within photogrammetry and computer vision communities, as efforts are taken to collect digital data, especially of the monuments that are at high risk. Visit to the field and data acquisition is not always feasible. To overcome the missing data problem, crowdsourced imagery is used to create a visual representation of lost cultural heritage objects. Such digital representations may be 2D or 3D and definitely help preserve the memory and history of the lost heritage. Sometimes they also assist studies for their reconstruction. An initiative to collect imagery data from the public and create a visual 3D representation of a recently destroyed stone bridge almost 150 years old is being discussed in this study. To this end, a crowdsourcing platform has been designed and the first images collected have been processed with the use of SfM algorithms.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31933866" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0827861c2877e402664244c43bd234cd" rel="nofollow" data-download="{"attachment_id":52212356,"asset_id":31933866,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52212356/download_file?st=MTczMjQzNTg3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29434673" href="https://fbk.academia.edu/EllieStathopoulou">Elisavet (Ellie) K . Stathopoulou</a><script data-card-contents-for-user="29434673" type="text/json">{"id":29434673,"first_name":"Elisavet (Ellie)","last_name":"Stathopoulou","domain_name":"fbk","page_name":"EllieStathopoulou","display_name":"Elisavet (Ellie) K . Stathopoulou","profile_url":"https://fbk.academia.edu/EllieStathopoulou","photo":"https://0.academia-photos.com/29434673/13394791/20339617/s65_ellie.stathopoulou.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-31933866">+2</span><div class="hidden js-additional-users-31933866"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ntua.academia.edu/GPanagiotopoulos">G. Panagiotopoulos</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/DKaliampakos">D. 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js-work-card work_88359966" data-work_id="88359966" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/88359966/Improving_Energy_Poverty_Measurement_in_Southern_European_Regions_through_Equivalization_of_Modeled_Energy_Costs">Improving Energy Poverty Measurement in Southern European Regions through Equivalization of Modeled Energy Costs</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In many European countries, energy poverty is measured on the basis of real energy bills, as theoretical energy costs are hard to calculate. The UK is an exception—the data inputs for the Low Income-High Cost (LIHC) indicator are based on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_88359966" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In many European countries, energy poverty is measured on the basis of real energy bills, as theoretical energy costs are hard to calculate. The UK is an exception—the data inputs for the Low Income-High Cost (LIHC) indicator are based on reasonable energy costs, these data are collected through specially designed surveys, often an intensive and costly procedure. Approaches which calculate energy needs are valid when energy bill data are unreliable or where households restrict consumption. In this analysis, energy poverty levels are evaluated for Greece, the municipality of Évora (Portugal), and the Basque Country (Spain): energy bills are modeled based on building energy performance data and other energy uses, and adjusted according to socio-demographic variables. To this end, equivalization weights are calculated using socio-economic data from the aforementioned southern European countries/regions. Data are analyzed to compare measurements with actual versus modeled bills using th...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/88359966" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ef46bbfd798ea54ef5d47669a6266a06" rel="nofollow" data-download="{"attachment_id":92347161,"asset_id":88359966,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/92347161/download_file?st=MTczMjQzNTg3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23124652" href="https://ntua.academia.edu/NikolasKatsoulakos">Nikolas Katsoulakos</a><script data-card-contents-for-user="23124652" type="text/json">{"id":23124652,"first_name":"Nikolas","last_name":"Katsoulakos","domain_name":"ntua","page_name":"NikolasKatsoulakos","display_name":"Nikolas Katsoulakos","profile_url":"https://ntua.academia.edu/NikolasKatsoulakos","photo":"https://0.academia-photos.com/23124652/6279881/7109964/s65_nikolas.katsoulakos.jpg_oh_aeff04f6dfb5c55004dba608d1c06dcc_oe_5512cbdf"}</script></span></span></li><li class="js-paper-rank-work_88359966 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="88359966"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 88359966, container: ".js-paper-rank-work_88359966", }); 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The UK is an exception—the data inputs for the Low Income-High Cost (LIHC) indicator are based on reasonable energy costs, these data are collected through specially designed surveys, often an intensive and costly procedure. Approaches which calculate energy needs are valid when energy bill data are unreliable or where households restrict consumption. In this analysis, energy poverty levels are evaluated for Greece, the municipality of Évora (Portugal), and the Basque Country (Spain): energy bills are modeled based on building energy performance data and other energy uses, and adjusted according to socio-demographic variables. To this end, equivalization weights are calculated using socio-economic data from the aforementioned southern European countries/regions. Data are analyzed to compare measurements with actual versus modeled bills using th...","publication":"Sustainability","publication_with_fallback":"Sustainability","downloadable_attachments":[{"id":92347161,"asset_id":88359966,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/92347161/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/92347161/pdf-libre.pdf?1665602445=\u0026response-content-disposition=attachment%3B+filename%3DImproving_Energy_Poverty_Measurement_in.pdf\u0026Expires=1730627167\u0026Signature=f~1CkNtwz7fQByRvBf36n0IeqbbZNhYrjROIyuUMGXZeYSRuzuXOLfz-CiHgJObgpnkGFm9hNpRf22QsF~2saHhvaJJm4O2Dn20lb9qXnNVVD7rRTLCoP-1fLqJGObB73Mnqc2bqH4X81zHLgdJfiot4j~1dCclY2pnXVnwJiXHA8B4ewrjH1xDW3DhfUBAzp3KbzuBJtbNL~2qxVhu0q1HIWDsw6End~P04Brmnjp2B-y17RV0xe6PK2c9yMFFeGPFHHpL86tLXUj28~o1~O2a1IK1ZNFEWIc12UXL-~G8wLsvUOlvNMIAHUIr1Ot6~dBLjyjOx8UZ4hkVxpG4rMw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/92347161/download_file?st=MTczMjQzNTg3MSw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/92347161/mini_magick20221012-1-1j10wea.png?1665604233"}],"downloadable_attachments_with_full_thumbnails":[{"id":92347161,"asset_id":88359966,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/92347161/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/92347161/pdf-libre.pdf?1665602445=\u0026response-content-disposition=attachment%3B+filename%3DImproving_Energy_Poverty_Measurement_in.pdf\u0026Expires=1730627167\u0026Signature=f~1CkNtwz7fQByRvBf36n0IeqbbZNhYrjROIyuUMGXZeYSRuzuXOLfz-CiHgJObgpnkGFm9hNpRf22QsF~2saHhvaJJm4O2Dn20lb9qXnNVVD7rRTLCoP-1fLqJGObB73Mnqc2bqH4X81zHLgdJfiot4j~1dCclY2pnXVnwJiXHA8B4ewrjH1xDW3DhfUBAzp3KbzuBJtbNL~2qxVhu0q1HIWDsw6End~P04Brmnjp2B-y17RV0xe6PK2c9yMFFeGPFHHpL86tLXUj28~o1~O2a1IK1ZNFEWIc12UXL-~G8wLsvUOlvNMIAHUIr1Ot6~dBLjyjOx8UZ4hkVxpG4rMw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/92347161/download_file?st=MTczMjQzNTg3MSw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/92347161/mini_magick20221012-1-1j10wea.png?1665604233"}],"has_pdf":true,"has_fulltext":true,"page_count":21,"ordered_authors":[{"id":23124652,"first_name":"Nikolas","last_name":"Katsoulakos","domain_name":"ntua","page_name":"NikolasKatsoulakos","display_name":"Nikolas Katsoulakos","profile_url":"https://ntua.academia.edu/NikolasKatsoulakos","photo":"https://0.academia-photos.com/23124652/6279881/7109964/s65_nikolas.katsoulakos.jpg_oh_aeff04f6dfb5c55004dba608d1c06dcc_oe_5512cbdf"}],"research_interests":[{"id":724,"name":"Economics","url":"https://www.academia.edu/Documents/in/Economics","nofollow":false},{"id":40516,"name":"Spain","url":"https://www.academia.edu/Documents/in/Spain","nofollow":false},{"id":43159,"name":"Energy Poverty","url":"https://www.academia.edu/Documents/in/Energy_Poverty","nofollow":false},{"id":44510,"name":"Portugal","url":"https://www.academia.edu/Documents/in/Portugal","nofollow":false},{"id":48044,"name":"Greece","url":"https://www.academia.edu/Documents/in/Greece"},{"id":1199329,"name":"HEP","url":"https://www.academia.edu/Documents/in/HEP"},{"id":1208617,"name":"Sustainability","url":"https://www.academia.edu/Documents/in/Sustainability"},{"id":1446193,"name":"Tpr","url":"https://www.academia.edu/Documents/in/Tpr"}],"publication_year":2020,"publication_year_with_fallback":2020,"paper_rank":null,"all_time_views":8,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_88359967" data-work_id="88359967" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/88359967/Fighting_Energy_Poverty_Using_User_Driven_Approaches_in_Mountainous_Greece_Lessons_Learnt_from_a_Living_Lab">Fighting Energy Poverty Using User-Driven Approaches in Mountainous Greece: Lessons Learnt from a Living Lab</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The experience of operating an energy-related Living Lab (LL) in mountainous Greece is presented in this paper in an attempt to explore the dynamics of such initiatives to address energy vulnerability. The LL is situated in Metsovo, which... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_88359967" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The experience of operating an energy-related Living Lab (LL) in mountainous Greece is presented in this paper in an attempt to explore the dynamics of such initiatives to address energy vulnerability. The LL is situated in Metsovo, which is a typical mountainous town of Greece with increased vulnerability issues identified in previous studies. Since Greek mountainous societies have proved to be particularly exposed to energy poverty, the LL aimed to function as an exemplary case on how to tackle energy poverty issues in mountainous regions, mainly through reducing energy consumption and improving energy efficiency. The methodological context was based on a holistic LL approach consisting of various activities, such as conduction of energy cafés, questionnaire surveys, home visits from Energy Advisors, installation of monitoring equipment, ICT tools and processing, etc. In particular, the LL consisted of three independent rounds, each of which involved 50 households, with 30 of them...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/88359967" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="389d3daf83683c54f4a2774e0c56cc1c" rel="nofollow" data-download="{"attachment_id":92347162,"asset_id":88359967,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/92347162/download_file?st=MTczMjQzNTg3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23124652" href="https://ntua.academia.edu/NikolasKatsoulakos">Nikolas Katsoulakos</a><script data-card-contents-for-user="23124652" type="text/json">{"id":23124652,"first_name":"Nikolas","last_name":"Katsoulakos","domain_name":"ntua","page_name":"NikolasKatsoulakos","display_name":"Nikolas Katsoulakos","profile_url":"https://ntua.academia.edu/NikolasKatsoulakos","photo":"https://0.academia-photos.com/23124652/6279881/7109964/s65_nikolas.katsoulakos.jpg_oh_aeff04f6dfb5c55004dba608d1c06dcc_oe_5512cbdf"}</script></span></span></li><li class="js-paper-rank-work_88359967 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="88359967"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 88359967, container: ".js-paper-rank-work_88359967", }); 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The LL is situated in Metsovo, which is a typical mountainous town of Greece with increased vulnerability issues identified in previous studies. Since Greek mountainous societies have proved to be particularly exposed to energy poverty, the LL aimed to function as an exemplary case on how to tackle energy poverty issues in mountainous regions, mainly through reducing energy consumption and improving energy efficiency. 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These... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_88359969" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study investigates the possibilities of creating a biogas unit in Metsovo, which is a small mountainous town in Greece retaining important activity in the sectors of livestock breeding, cheese and wine production. These activities produce great quantities of residues, which currently are not being treated properly and cause organic pollution. The biogas unit contribute to the treatment of organic residues through anaerobic digestion and, at the same time, will produce heat and electricity. The special characteristic of the unit is that it will not operate with commercial criteria. The energy produced will cover the needs of municipal facilities. Firstly, the biogas potential was estimated, based on primary data, statistical data, as well as laboratory analyses. It is calculated that the organic residues in the area of Metsovo can support the operation of a biogas system producing up to 325 kW of electricity. By taking into account the biogas potential and the energy need...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/88359969" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c2300829694a52b2f75fe0c982de765f" rel="nofollow" data-download="{"attachment_id":92347164,"asset_id":88359969,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9c67cbc230f0d0daae54dfd4622e4da3" rel="nofollow" data-download="{"attachment_id":92347229,"asset_id":88360016,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/92347229/download_file?st=MTczMjQzNTg3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" 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data-has-card-for-ri="73" href="https://www.academia.edu/Documents/in/Civil_Engineering">Civil Engineering</a><script data-card-contents-for-ri="73" type="text/json">{"id":73,"name":"Civil Engineering","url":"https://www.academia.edu/Documents/in/Civil_Engineering","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=88360016]'), work: {"id":88360016,"title":"Modern earth sheltered constructions: A paradigm of green engineering","created_at":"2022-10-12T12:17:38.279-07:00","owner_id":23124652,"url":"https://www.academia.edu/88360016/Modern_earth_sheltered_constructions_A_paradigm_of_green_engineering","slug":"Modern_earth_sheltered_constructions_A_paradigm_of_green_engineering","dom_id":"work_88360016","summary":null,"publication":"Tunnelling and Underground Space Technology","publication_with_fallback":"Tunnelling and Underground Space 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href="https://www.academia.edu/29410226/%CE%A0%CE%95%CE%A1%CE%99%CE%92%CE%91%CE%9B%CE%9B%CE%9F%CE%9D%CE%A4%CE%99%CE%9A%CE%97_%CE%95%CE%9A%CE%A0%CE%91%CE%99%CE%94%CE%95%CE%A5%CE%A3%CE%97_%CE%9A%CE%91%CE%99_%CE%9F%CE%9B%CE%9F%CE%9A%CE%9B%CE%97%CE%A1%CE%A9%CE%9C%CE%95%CE%9D%CE%97_%CE%91%CE%9D%CE%91%CE%A0%CE%A4%CE%A5%CE%9E%CE%97_%CE%A3%CE%A5%CE%A3%CE%A7%CE%95%CE%A4%CE%99%CE%A3%CE%9C%CE%9F%CE%99_%CE%9A%CE%91%CE%99_%CE%9A%CE%A1%CE%99%CE%A4%CE%99%CE%9A%CE%95%CE%A3_%CE%A0%CE%A1%CE%9F%CE%A3%CE%95%CE%93%CE%93%CE%99%CE%A3%CE%95%CE%99%CE%A3_%CF%83%CF%84%CE%BF_%CE%98%CE%AD%CE%BC%CE%B1%CF%84%CE%B1_%CE%94%CE%B1%CF%83%CE%BF%CE%BB%CE%BF%CE%B3%CE%AF%CE%B1%CF%82_%CE%BA%CE%B1%CE%B9_%CE%94%CE%B9%CE%B1%CF%87%CE%B5%CE%AF%CF%81%CE%B9%CF%83%CE%B7%CF%82_%CE%A0%CE%B5%CF%81%CE%B9%CE%B2%CE%AC%CE%BB%CE%BB%CE%BF%CE%BD%CF%84%CE%BF%CF%82_%CE%BA%CE%B1%CE%B9_%CE%A6%CF%85%CF%83%CE%B9%CE%BA%CF%8E%CE%BD_%CE%A0%CF%8C%CF%81%CF%89%CE%BD_8%CE%BF%CF%82_%CE%A4%CF%8C%CE%BC%CE%BF%CF%82_%CE%A0%CE%B5%CF%81%CE%B9%CE%B2%CE%B1%CE%BB%CE%BB%CE%BF%CE%BD%CF%84%CE%B9%CE%BA%CE%AE_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7_%CE%BA%CE%B1%CE%B9_%CE%95%CF%80%CE%B9%CE%BA%CE%BF%CE%B9%CE%BD%CF%89%CE%BD%CE%AF%CE%B1_%CF%83%CE%B5%CE%BB_1_19">ΠΕΡΙΒΑΛΛΟΝΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΚΑΙ ΟΛΟΚΛΗΡΩΜΕΝΗ ΑΝΑΠΤΥΞΗ: ΣΥΣΧΕΤΙΣΜΟΙ ΚΑΙ ΚΡΙΤΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ στο Θέματα Δασολογίας και Διαχείρισης Περιβάλλοντος και Φυσικών Πόρων 8ος Τόμος: Περιβαλλοντική Εκπαίδευση και Επικοινωνία, σελ. 1 - 19</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ΠΕΡΙΒΑΛΛΟΝΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΚΑΙ ΟΛΟΚΛΗΡΩΜΕΝΗ ΑΝΑΠΤΥΞΗ: ΣΥΣΧΕΤΙΣΜΟΙ ΚΑΙ ΚΡΙΤΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ Αγγελική Γεροντέλη Περιβαλλοντολόγος, Μ.Δ.Ε. «Περιβάλλον και Ανάπτυξη», Ε.Μ.Π. Μετσόβιο Κέντρο Διεπιστημονικής Έρευνας (ΜΕ.Κ.Δ.Ε.) του Ε.Μ.Π.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29410226" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ΠΕΡΙΒΑΛΛΟΝΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΚΑΙ ΟΛΟΚΛΗΡΩΜΕΝΗ ΑΝΑΠΤΥΞΗ:<br />ΣΥΣΧΕΤΙΣΜΟΙ ΚΑΙ ΚΡΙΤΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ<br /><br />Αγγελική Γεροντέλη <br />Περιβαλλοντολόγος, Μ.Δ.Ε. «Περιβάλλον και Ανάπτυξη», Ε.Μ.Π.<br />Μετσόβιο Κέντρο Διεπιστημονικής Έρευνας (ΜΕ.Κ.Δ.Ε.) του Ε.Μ.Π.<br /><a href="mailto:ageron@central.ntua.gr" rel="nofollow">ageron@central.ntua.gr</a><br /><br /><br />ΠΕΡΙΛΗΨΗ<br /><br />Στην εργασία αυτή επιχειρείται η σύνδεση της έννοιας της «Ολοκληρωμένης Ανάπτυξης», όπως τεκμηριώνεται και αναλύεται από τον καθηγητή Δ. Ρόκο από το 1992 ως σήμερα, στο πλαίσιο κυρίως του Διατμηματικού Προγράμματος Μεταπτυχιακών Σπουδών (Δ.Π.Μ.Σ.) «Περιβάλλον και Ανάπτυξη» του Εθνικού Μετσόβιου Πολυτεχνείου (Ε.Μ.Π.), με τον προσανατολισμό και τα περιεχόμενα της Περιβαλλοντικής Εκπαίδευσης, καθώς και του (εξωτερικά επιβεβλημένου) μετασχηματισμού της σε «Εκπαίδευση για την αειφορία» ή «Εκπαίδευση για την αειφόρο ανάπτυξη», κατεύθυνση για την οποία έχει πλέον αρχίσει να εκφράζεται ισχυρή κριτική αμφισβήτηση. <br />Είναι πλέον αποδεκτό από ένα σημαντικό μέρος της επιστημονικής -και όχι μόνο- κοινότητας, 29 χρόνια μετά την έκθεση “Our Common Future”, ότι οι έννοιες «αειφόρος ανάπτυξη» και «αειφορία», εμπεριέχουν μια εγγενή ασυνέπεια, είναι δομικά ελλιπείς και αμφισβητήσιμες τόσο στη θεωρία όσο και στην πρακτική εφαρμογή τους.  <br />Είναι επίσης πρακτικά και επιστημονικά τεκμηριωμένο ότι η κατάσταση του περιβάλλοντος έχει επιδεινωθεί ραγδαία τα τελευταία χρόνια, ενώ η σχέση ανθρώπου-φύσης έχει εμφανώς και σοβαρά διαταραχθεί.  <br />Ανακύπτουν, εν προκειμένω, αξιολογικά και επιστημολογικά ερωτήματα ως προς τις κατευθύνσεις μιας εκπαίδευσης που να ανταποκρίνεται στα δεδομένα της εποχής και ως προς τον κριτικό, διεπιστημονικό και ολιστικό τρόπο προσέγγισης των ζητημάτων ανάπτυξης-περιβάλλοντος σε σχέση με τον «προαποφασισμένο» δρόμο προς την «αειφόρο ανάπτυξη».<br />Σε ένα τέτοιο πλαίσιο επιχειρείται ο εντοπισμός ορισμένων συσχετισμών των παραπάνω προσεγγίσεων, ενώ αναδεικνύονται προϋποθέσεις και περιορισμοί που εμπεριέχονται στο δρόμο προς μια πραγματικά «αξιοβίωτη» (και όχι απλά «βιώσιμη» ή «αειφόρο») ανάπτυξη, η οποία σχετίζεται άμεσα και με την παιδεία ως μόρφωση και πολιτισμό.<br /><br /><br />Λέξεις κλειδιά: Αξιοβίωτη ολοκληρωμένη ανάπτυξη, αειφόρος ανάπτυξη, περιβαλλοντική εκπαίδευση, εκπαίδευση για την αειφορία</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29410226" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f64840e79dfe7108b67ddd82e2de008d" rel="nofollow" data-download="{"attachment_id":49852638,"asset_id":29410226,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49852638/download_file?st=MTczMjQzNTg3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55382352" href="https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7">Angeliki Geronteli</a><script data-card-contents-for-user="55382352" type="text/json">{"id":55382352,"first_name":"Angeliki","last_name":"Geronteli","domain_name":"ntua","page_name":"ΑγγελικήΓεροντέλη","display_name":"Angeliki Geronteli","profile_url":"https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7","photo":"https://0.academia-photos.com/55382352/43960008/34763048/s65_angeliki.geronteli.jpg"}</script></span></span></li><li class="js-paper-rank-work_29410226 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29410226"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29410226, container: ".js-paper-rank-work_29410226", }); 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Ρόκο από το 1992 ως σήμερα, στο πλαίσιο κυρίως του Διατμηματικού Προγράμματος Μεταπτυχιακών Σπουδών (Δ.Π.Μ.Σ.) «Περιβάλλον και Ανάπτυξη» του Εθνικού Μετσόβιου Πολυτεχνείου (Ε.Μ.Π.), με τον προσανατολισμό και τα περιεχόμενα της Περιβαλλοντικής Εκπαίδευσης, καθώς και του (εξωτερικά επιβεβλημένου) μετασχηματισμού της σε «Εκπαίδευση για την αειφορία» ή «Εκπαίδευση για την αειφόρο ανάπτυξη», κατεύθυνση για την οποία έχει πλέον αρχίσει να εκφράζεται ισχυρή κριτική αμφισβήτηση. \nΕίναι πλέον αποδεκτό από ένα σημαντικό μέρος της επιστημονικής -και όχι μόνο- κοινότητας, 29 χρόνια μετά την έκθεση “Our Common Future”, ότι οι έννοιες «αειφόρος ανάπτυξη» και «αειφορία», εμπεριέχουν μια εγγενή ασυνέπεια, είναι δομικά ελλιπείς και αμφισβητήσιμες τόσο στη θεωρία όσο και στην πρακτική εφαρμογή τους. \nΕίναι επίσης πρακτικά και επιστημονικά τεκμηριωμένο ότι η κατάσταση του περιβάλλοντος έχει επιδεινωθεί ραγδαία τα τελευταία χρόνια, ενώ η σχέση ανθρώπου-φύσης έχει εμφανώς και σοβαρά διαταραχθεί. \nΑνακύπτουν, εν προκειμένω, αξιολογικά και επιστημολογικά ερωτήματα ως προς τις κατευθύνσεις μιας εκπαίδευσης που να ανταποκρίνεται στα δεδομένα της εποχής και ως προς τον κριτικό, διεπιστημονικό και ολιστικό τρόπο προσέγγισης των ζητημάτων ανάπτυξης-περιβάλλοντος σε σχέση με τον «προαποφασισμένο» δρόμο προς την «αειφόρο ανάπτυξη».\nΣε ένα τέτοιο πλαίσιο επιχειρείται ο εντοπισμός ορισμένων συσχετισμών των παραπάνω προσεγγίσεων, ενώ αναδεικνύονται προϋποθέσεις και περιορισμοί που εμπεριέχονται στο δρόμο προς μια πραγματικά «αξιοβίωτη» (και όχι απλά «βιώσιμη» ή «αειφόρο») ανάπτυξη, η οποία σχετίζεται άμεσα και με την παιδεία ως μόρφωση και πολιτισμό.\n\n\nΛέξεις κλειδιά: Αξιοβίωτη ολοκληρωμένη ανάπτυξη, αειφόρος ανάπτυξη, περιβαλλοντική εκπαίδευση, εκπαίδευση για την 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Geronteli","profile_url":"https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7","photo":"https://0.academia-photos.com/55382352/43960008/34763048/s65_angeliki.geronteli.jpg"}],"research_interests":[{"id":1063,"name":"Environmental Education","url":"https://www.academia.edu/Documents/in/Environmental_Education","nofollow":false},{"id":121766,"name":"Integrated Community Development","url":"https://www.academia.edu/Documents/in/Integrated_Community_Development","nofollow":false}],"publication_year":null,"publication_year_with_fallback":null,"paper_rank":null,"all_time_views":17,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29412050" data-work_id="29412050" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29412050/%CE%A0%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%BF%CF%85%CE%BB%CE%AF%CE%B5%CF%82_%CE%B1%CE%BB%CE%BB%CE%B7%CE%BB%CE%AD%CE%B3%CE%B3%CF%85%CE%B1%CF%82_%CF%83%CF%85%CE%BD%CE%B5%CF%81%CE%B3%CE%B1%CF%84%CE%B9%CE%BA%CE%AE%CF%82_%CE%B1%CE%BD%CF%84%CE%B1%CE%BB%CE%BB%CE%B1%CE%BA%CF%84%CE%B9%CE%BA%CE%AE%CF%82_%CE%BF%CE%B9%CE%BA%CE%BF%CE%BD%CE%BF%CE%BC%CE%AF%CE%B1%CF%82_%CE%9C%CE%B9%CE%B1_%CE%B5%CE%BD%CE%B1%CE%BB%CE%BB%CE%B1%CE%BA%CF%84%CE%B9%CE%BA%CE%AE_%CE%BB%CF%8D%CF%83%CE%B7_%CF%83%CF%84%CE%B7%CE%BD_%CF%80%CE%BF%CE%BB%CF%85%CE%B4%CE%B9%CE%AC%CF%83%CF%84%CE%B1%CF%84%CE%B7_%CE%BA%CF%81%CE%AF%CF%83%CE%B7_7%CE%BF_%CE%A3%CF%85%CE%BD%CE%B5%CE%B4%CF%81%CE%B9%CE%BF_%CE%9C%CE%95%CE%9A%CE%94%CE%95_%CF%84%CE%BF%CF%85_%CE%95%CE%9C%CE%A0">Πρωτοβουλίες αλληλέγγυας, συνεργατικής, ανταλλακτικής οικονομίας. Μια εναλλακτική λύση στην πολυδιάστατη κρίση.7ο Συνεδριο ΜΕΚΔΕ του ΕΜΠ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Πρωτοβουλίες αλληλέγγυας, συνεργατικής, ανταλλακτικής οικονομίας. Μια εναλλακτική λύση στην πολυδιάστατη κρίση. Αγγελική Γεροντέλη, Περιβαλλοντολόγος, Μ.Δ.Ε. «Περιβάλλον και Ανάπτυξη» Ε.Μ.Π., Μετσόβιο Κέντρο Διεπιστημονικής Έρευνας... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29412050" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Πρωτοβουλίες αλληλέγγυας, συνεργατικής, ανταλλακτικής οικονομίας. <br />Μια εναλλακτική λύση στην πολυδιάστατη κρίση.<br /><br />Αγγελική Γεροντέλη, Περιβαλλοντολόγος, Μ.Δ.Ε. «Περιβάλλον και Ανάπτυξη» Ε.Μ.Π., <br />Μετσόβιο Κέντρο Διεπιστημονικής Έρευνας (ΜΕ.Κ.Δ.Ε.) του Ε.Μ.Π.<br /><br /><br />Περίληψη<br />Στην εργασία αυτή επιχειρείται μια ιστορική αναδρομή της έννοιας, των δράσεων και πρωτοβουλιών αλληλέγγυας οικονομίας. Αναζητείται η εξελικτική τους πορεία με άξονες το χρόνο, τον τόπο και τις διαφορετικά διαμορφωμένες κοινωνικοοικονομικές συνθήκες. Διερευνώνται οι ανάγκες που ώθησαν τους ανθρώπους να συγκροτήσουν και να υποστηρίξουν τέτοια δίκτυα, οι δυσκολίες που αντιμετωπίζουν, τα ως τώρα αποτελέσματα και οι μελλοντικές προοπτικές, εν μέσω της παγκόσμιας, πολυδιάστατης και συνεχώς επιδεινούμενης κρίσης. Γίνεται αναφορά διαφόρων παραδειγμάτων εναλλακτικών μορφών οικονομίας από το ανταλλακτικό παζάρι της Αργεντινής (Τρουέκε) και τις πρωτοβουλίες περιφερειακής οικονομίας της Μεσοαμερικής, μέχρι την Εναλλακτική Κοινότητα Πελίτι, το Δίκτυο Ανταλλαγών και Αλληλεγγύης Μαγνησίας με την Τοπική Εναλλακτική Μονάδα (ΤΕΜ) του ή το δίκτυο των Οικοκοινοτήτων. Ιδιαίτερη έμφαση δίνεται στα εγχώρια αλληλέγγυα δίκτυα και στην απήχησή τους στην ελληνική κοινωνία. Γίνεται προσπάθεια κριτικής αποτίμησης της επενέργειας των εναλλακτικών συλλογικών εγχειρημάτων αλληλέγγυας οικονομίας ως απαραίτητο ενδιάμεσο στάδιο προς την κατεύθυνση μιας πραγματικά Αξιοβίωτης πορείας ανάπτυξης.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29412050" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="aa00172b6ee6ad137c5ffa23639fdd52" rel="nofollow" data-download="{"attachment_id":49855018,"asset_id":29412050,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49855018/download_file?st=MTczMjQzNTg3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55382352" href="https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7">Angeliki Geronteli</a><script data-card-contents-for-user="55382352" type="text/json">{"id":55382352,"first_name":"Angeliki","last_name":"Geronteli","domain_name":"ntua","page_name":"ΑγγελικήΓεροντέλη","display_name":"Angeliki Geronteli","profile_url":"https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7","photo":"https://0.academia-photos.com/55382352/43960008/34763048/s65_angeliki.geronteli.jpg"}</script></span></span></li><li class="js-paper-rank-work_29412050 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29412050"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29412050, container: ".js-paper-rank-work_29412050", }); 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Αναζητείται η εξελικτική τους πορεία με άξονες το χρόνο, τον τόπο και τις διαφορετικά διαμορφωμένες κοινωνικοοικονομικές συνθήκες. Διερευνώνται οι ανάγκες που ώθησαν τους ανθρώπους να συγκροτήσουν και να υποστηρίξουν τέτοια δίκτυα, οι δυσκολίες που αντιμετωπίζουν, τα ως τώρα αποτελέσματα και οι μελλοντικές προοπτικές, εν μέσω της παγκόσμιας, πολυδιάστατης και συνεχώς επιδεινούμενης κρίσης. Γίνεται αναφορά διαφόρων παραδειγμάτων εναλλακτικών μορφών οικονομίας από το ανταλλακτικό παζάρι της Αργεντινής (Τρουέκε) και τις πρωτοβουλίες περιφερειακής οικονομίας της Μεσοαμερικής, μέχρι την Εναλλακτική Κοινότητα Πελίτι, το Δίκτυο Ανταλλαγών και Αλληλεγγύης Μαγνησίας με την Τοπική Εναλλακτική Μονάδα (ΤΕΜ) του ή το δίκτυο των Οικοκοινοτήτων. Ιδιαίτερη έμφαση δίνεται στα εγχώρια αλληλέγγυα δίκτυα και στην απήχησή τους στην ελληνική κοινωνία. Γίνεται προσπάθεια κριτικής αποτίμησης της επενέργειας των εναλλακτικών συλλογικών εγχειρημάτων αλληλέγγυας οικονομίας ως απαραίτητο ενδιάμεσο στάδιο προς την κατεύθυνση μιας πραγματικά Αξιοβίωτης πορείας ανάπτυξης.\n","publication":null,"publication_with_fallback":null,"downloadable_attachments":[{"id":49855018,"asset_id":29412050,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/49855018/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/49855018/%CE%A0%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%BF%CF%85%CE%BB%CE%AF%CE%B5%CF%82_%CE%B1%CE%BB%CE%BB%CE%B7%CE%BB%CE%AD%CE%B3%CE%B3%CF%85%CE%B1-libre.pdf?1477395575=\u0026response-content-disposition=attachment%3B+filename%3D49855018.pdf\u0026Expires=1732439471\u0026Signature=flplHZFgutNiFdcoRX68~RY5e5S16kc9YnJG4StTLSnXUDS-UgwqqSQVp~Ch-a7z2Szm-Puo1xd85lqDMI6N6FZUmV4Vij-BAl8Mc6m4S-tKtM5f9Y8CtQlUePKu9uAgQra2Fe92B7zBKHEXUyA-o5cYhDeDm4ppbun4z6FCn~DFvjPkqkFZ7eCOkmpu9ZmVu~z2E9NqtdLwAlvxL3r-hfUkTC~50k~s7gXYkH1llTwMnyLHCCUrDkrL5euZfX2LxAnScEY3n~1SxMiRHe2o~kk7v7QmDfdldcLcEJ8PTPTab55TRaMacg1NUvrCfSlymJpfRliiXTcN1Kt8jxO7Og__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/49855018/download_file?st=MTczMjQzNTg3Miw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/49855018/mini_magick20190130-21353-z72bl0.png?1548871015"}],"downloadable_attachments_with_full_thumbnails":[{"id":49855018,"asset_id":29412050,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/49855018/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/49855018/%CE%A0%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%BF%CF%85%CE%BB%CE%AF%CE%B5%CF%82_%CE%B1%CE%BB%CE%BB%CE%B7%CE%BB%CE%AD%CE%B3%CE%B3%CF%85%CE%B1-libre.pdf?1477395575=\u0026response-content-disposition=attachment%3B+filename%3D49855018.pdf\u0026Expires=1732439472\u0026Signature=YtdnF0fjhDy05EBz0BXjyD7u6dcYxVU9NTq0I0IJbhN0iaCMCtHMUwoV0-Wmq3ccySYR98rSO0wTEUaa4Su1XeBZ-GM~fuwhSnNHc76mdO97peOGGRh8rWwrLY6ikFHGaTCfl8CmFm4fazPxgMQs8naP89z-uEmE5amU6m1nNbQChGRIasAKPkZF-iwFMcSMqLI1vGsygOYq~jYrZqPzn2HNdwmFyd9RjAsPCxianWyX85PNpH28j87AyGtBdIdMivkttG-ZSuzlJrCAQ3TByQ4vtnhecIqLLOQAaw0PW4ME5FKldThR2xhyCdwdAd8i02pLuK3RJqnHlAPowQA1fg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/49855018/download_file?st=MTczMjQzNTg3Miw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/49855018/mini_magick20190130-21353-z72bl0.png?1548871015"}],"has_pdf":true,"has_fulltext":true,"page_count":25,"ordered_authors":[{"id":55382352,"first_name":"Angeliki","last_name":"Geronteli","domain_name":"ntua","page_name":"ΑγγελικήΓεροντέλη","display_name":"Angeliki Geronteli","profile_url":"https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7","photo":"https://0.academia-photos.com/55382352/43960008/34763048/s65_angeliki.geronteli.jpg"}],"research_interests":[{"id":121766,"name":"Integrated Community Development","url":"https://www.academia.edu/Documents/in/Integrated_Community_Development","nofollow":false},{"id":550364,"name":"Social and Solidarity Economy and Development","url":"https://www.academia.edu/Documents/in/Social_and_Solidarity_Economy_and_Development","nofollow":false}],"publication_year":null,"publication_year_with_fallback":null,"paper_rank":null,"all_time_views":39,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29412185" data-work_id="29412185" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29412185/%CE%A3%CF%87%CE%AD%CE%B4%CE%B9%CE%BF_%CF%83%CF%85%CE%BC%CE%BC%CE%B5%CF%84%CE%BF%CF%87%CE%AE%CF%82_%CF%80%CE%B1%CE%B9%CE%B4%CE%B9%CF%8E%CE%BD_%CF%83%CE%B5_%CF%80%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%BF%CF%85%CE%BB%CE%AF%CE%B5%CF%82_%CE%9F%CE%BB%CE%BF%CE%BA%CE%BB%CE%B7%CF%81%CF%89%CE%BC%CE%AD%CE%BD%CE%B7%CF%82_%CE%91%CE%BD%CE%AC%CF%80%CF%84%CF%85%CE%BE%CE%B7%CF%82_%CF%84%CF%89%CE%BD_%CE%BF%CF%81%CE%B5%CE%B9%CE%BD%CF%8E%CE%BD_%CF%80%CE%B5%CF%81%CE%B9%CE%BF%CF%87%CF%8E%CE%BD_%CE%97_%CF%80%CE%B5%CF%81%CE%AF%CF%80%CF%84%CF%89%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%9C%CE%B5%CF%84%CF%83%CF%8C%CE%B2%CE%BF%CF%85">Σχέδιο συμμετοχής παιδιών σε πρωτοβουλίες Ολοκληρωμένης Ανάπτυξης των ορεινών περιοχών. Η περίπτωση του Μετσόβου.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Περίληψη: Η εργασία αυτή διερευνά και τεκµηριώνει την ανάγκη συµµετοχής των παιδιών στην ανάπτυξη του Μετσόβου ως βασικό παράγοντα της Oλοκληρωµένης Aνάπτυξης της περιοχής αλλά και ενός κοινωνικά δίκαιου και αποτελεσµατικού αναπτυξιακού... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29412185" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Περίληψη: Η εργασία αυτή διερευνά και τεκµηριώνει την ανάγκη συµµετοχής των παιδιών στην ανάπτυξη του Μετσόβου ως βασικό παράγοντα της Oλοκληρωµένης Aνάπτυξης της περιοχής αλλά και ενός κοινωνικά δίκαιου και αποτελεσµατικού αναπτυξιακού σχεδιασµού. Στην εργασία επιχειρείται, µέσα από τη διερεύνηση των αναγκών και των ιδεών των παιδιών του Μετσόβου, η διαµόρφωση ενός σχεδίου για την ενίσχυση της συµµετοχής των παιδιών στην αναπτυξιακή διαδικασία. Για τη διερεύνηση της διάθεσης και της θέλησης των παιδιών για συµµετοχή αλλά και για την από κοινού διαµόρφωση του σχεδίου συµµετοχής µε τα παιδιά, υλοποιήθηκε ποιοτική έρευνα µε τη βοήθεια των παιδιών του 1 ου ∆ηµοτικού Σχολείου του Μετσόβου. Η ερευνητική διαδικασία µε τα παιδιά του Μετσόβου αποτέλεσε παράλληλα πιλοτική εφαρµογή µιας διάστασης του σχεδίου συµµετοχής των παιδιών. Το σχέδιο συµµετοχής που επιχειρεί να διαµορφώσει η εργασία αυτή, αποτελεί ένα µεθοδολογικό εργαλείο και ένα πλαίσιο δέσµευσης και δράσης, που µπορεί να φανεί χρήσιµο τόσο στην τοπική αυτοδιοίκηση όσο και στην ευρύτερη κοινωνία του Μετσόβου, καθώς και να συµβάλει ευρύτερα σε έναν κοινωνικά δίκαιο, φιλικό για τον άνθρωπο και τη φύση, δηµιουργικό, αλληλέγγυο αναπτυξιακό σχεδιασµό, που εµπλέκει όλες τις κοινωνικές οµάδες. Λέξεις κλειδιά: ιδέες παιδιών, συµµετοχή, σχέδιο συµµετοχής, κοινοτική ταυτότητα, φορείς των πρωτοβουλιών Αξιοβίωτης Ολοκληρωµένης Ανάπτυξης 1. Εισαγωγή 1.1 Η συµµετοχή των παιδιών Η λέξη «συµµετοχή» εµπεριέχει αυτόµατα έννοιες όπως η επικοινωνία, η ισότητα, η δικαιοσύνη, η ενδυνάµωση, η δηµοκρατία. Πώς ορίζεται όµως η συµµετοχή; Η Arnstein (1969) ορίζει τη συµµετοχή ως τη δύναµη των αποκλεισµένων κοινωνικών οµάδων να επηρεάζουν τις διαδικασίες λήψης αποφάσεων. Από τη δεκαετία του 1980, η ιδέα της συµµετοχής συµπεριέλαβε και την κοινωνική οµάδα των παιδιών αναδεικνύοντας την ανάγκη επιρροής τους στο σχεδιασµό και στις διαδικασίες λήψης αποφάσεων. Η συµµετοχή είναι πλέον ένα αναφαίρετο δικαίωµα των παιδιών, αφού, σύµφωνα µε τη Σύµβαση για τα ∆ικαιώµατα του Παιδιού, η οποία υιοθετήθηκε από τη Γενική Συνέλευση του ΟΗΕ το 1989 και επικυρώθηκε και από την Ελλάδα το 1992, τα παιδιά έχουν το δικαίωµα της ελεύθερης έκφρασης της γνώµης τους σχετικά µε τα θέµατα που τα αφορούν (Άρθρο 12). Τα παιδιά έχουν, ακόµα, το δικαίωµα της ελευθερίας της έκφρασης (Άρθρο 13), το δικαίωµα της ελευθερίας της σκέψης και της συνείδησης (Άρθρο 14), καθώς και την ελευθερία να συνεταιρίζονται και να συνέρχονται ειρηνικά (Άρθρο 15). Τα παιδιά στις περισσότερες δυτικές χώρες αναγνωρίζονται πλέον από τις εθνικές, περιφερειακές και τοπικές αρχές ως µία οµάδα µε ιδιαίτερες ανάγκες οι οποίες θα πρέπει να εκφράζονται µέσα από διαδικασίες συµµετοχής. Παρά τις προσπάθειες εφαρµογής διαδικασιών συµµετοχής που έχουν γίνει, τα παιδιά έχουν περιορισµένες δυνατότητες και</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29412185" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6c5eaa4ae13f518f530dc01cc859a5c4" rel="nofollow" data-download="{"attachment_id":49855300,"asset_id":29412185,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49855300/download_file?st=MTczMjQzNTg3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55382352" href="https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7">Angeliki Geronteli</a><script data-card-contents-for-user="55382352" type="text/json">{"id":55382352,"first_name":"Angeliki","last_name":"Geronteli","domain_name":"ntua","page_name":"ΑγγελικήΓεροντέλη","display_name":"Angeliki Geronteli","profile_url":"https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7","photo":"https://0.academia-photos.com/55382352/43960008/34763048/s65_angeliki.geronteli.jpg"}</script></span></span></li><li class="js-paper-rank-work_29412185 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29412185"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29412185, container: ".js-paper-rank-work_29412185", }); 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$(".js-view-count[data-work-id=29412185]").text(description); $(".js-view-count-work_29412185").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29412185").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29412185"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1063" href="https://www.academia.edu/Documents/in/Environmental_Education">Environmental Education</a>, <script data-card-contents-for-ri="1063" type="text/json">{"id":1063,"name":"Environmental Education","url":"https://www.academia.edu/Documents/in/Environmental_Education","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18059" href="https://www.academia.edu/Documents/in/Mountain_communities">Mountain communities</a>, <script data-card-contents-for-ri="18059" type="text/json">{"id":18059,"name":"Mountain communities","url":"https://www.academia.edu/Documents/in/Mountain_communities","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2555209" href="https://www.academia.edu/Documents/in/Integrated_Mountain_Development">Integrated Mountain Development</a><script data-card-contents-for-ri="2555209" type="text/json">{"id":2555209,"name":"Integrated Mountain Development","url":"https://www.academia.edu/Documents/in/Integrated_Mountain_Development","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29412185]'), work: {"id":29412185,"title":"Σχέδιο συμμετοχής παιδιών σε πρωτοβουλίες Ολοκληρωμένης Ανάπτυξης των ορεινών περιοχών. Η περίπτωση του Μετσόβου.","created_at":"2016-10-25T04:47:30.743-07:00","owner_id":55382352,"url":"https://www.academia.edu/29412185/%CE%A3%CF%87%CE%AD%CE%B4%CE%B9%CE%BF_%CF%83%CF%85%CE%BC%CE%BC%CE%B5%CF%84%CE%BF%CF%87%CE%AE%CF%82_%CF%80%CE%B1%CE%B9%CE%B4%CE%B9%CF%8E%CE%BD_%CF%83%CE%B5_%CF%80%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%BF%CF%85%CE%BB%CE%AF%CE%B5%CF%82_%CE%9F%CE%BB%CE%BF%CE%BA%CE%BB%CE%B7%CF%81%CF%89%CE%BC%CE%AD%CE%BD%CE%B7%CF%82_%CE%91%CE%BD%CE%AC%CF%80%CF%84%CF%85%CE%BE%CE%B7%CF%82_%CF%84%CF%89%CE%BD_%CE%BF%CF%81%CE%B5%CE%B9%CE%BD%CF%8E%CE%BD_%CF%80%CE%B5%CF%81%CE%B9%CE%BF%CF%87%CF%8E%CE%BD_%CE%97_%CF%80%CE%B5%CF%81%CE%AF%CF%80%CF%84%CF%89%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%9C%CE%B5%CF%84%CF%83%CF%8C%CE%B2%CE%BF%CF%85","slug":"Σχέδιο_συμμετοχής_παιδιών_σε_πρωτοβουλίες_Ολοκληρωμένης_Ανάπτυξης_των_ορεινών_περιοχών_Η_περίπτωση_του_Μετσόβου","dom_id":"work_29412185","summary":"Περίληψη: Η εργασία αυτή διερευνά και τεκµηριώνει την ανάγκη συµµετοχής των παιδιών στην ανάπτυξη του Μετσόβου ως βασικό παράγοντα της Oλοκληρωµένης Aνάπτυξης της περιοχής αλλά και ενός κοινωνικά δίκαιου και αποτελεσµατικού αναπτυξιακού σχεδιασµού. Στην εργασία επιχειρείται, µέσα από τη διερεύνηση των αναγκών και των ιδεών των παιδιών του Μετσόβου, η διαµόρφωση ενός σχεδίου για την ενίσχυση της συµµετοχής των παιδιών στην αναπτυξιακή διαδικασία. Για τη διερεύνηση της διάθεσης και της θέλησης των παιδιών για συµµετοχή αλλά και για την από κοινού διαµόρφωση του σχεδίου συµµετοχής µε τα παιδιά, υλοποιήθηκε ποιοτική έρευνα µε τη βοήθεια των παιδιών του 1 ου ∆ηµοτικού Σχολείου του Μετσόβου. Η ερευνητική διαδικασία µε τα παιδιά του Μετσόβου αποτέλεσε παράλληλα πιλοτική εφαρµογή µιας διάστασης του σχεδίου συµµετοχής των παιδιών. Το σχέδιο συµµετοχής που επιχειρεί να διαµορφώσει η εργασία αυτή, αποτελεί ένα µεθοδολογικό εργαλείο και ένα πλαίσιο δέσµευσης και δράσης, που µπορεί να φανεί χρήσιµο τόσο στην τοπική αυτοδιοίκηση όσο και στην ευρύτερη κοινωνία του Μετσόβου, καθώς και να συµβάλει ευρύτερα σε έναν κοινωνικά δίκαιο, φιλικό για τον άνθρωπο και τη φύση, δηµιουργικό, αλληλέγγυο αναπτυξιακό σχεδιασµό, που εµπλέκει όλες τις κοινωνικές οµάδες. Λέξεις κλειδιά: ιδέες παιδιών, συµµετοχή, σχέδιο συµµετοχής, κοινοτική ταυτότητα, φορείς των πρωτοβουλιών Αξιοβίωτης Ολοκληρωµένης Ανάπτυξης 1. Εισαγωγή 1.1 Η συµµετοχή των παιδιών Η λέξη «συµµετοχή» εµπεριέχει αυτόµατα έννοιες όπως η επικοινωνία, η ισότητα, η δικαιοσύνη, η ενδυνάµωση, η δηµοκρατία. Πώς ορίζεται όµως η συµµετοχή; Η Arnstein (1969) ορίζει τη συµµετοχή ως τη δύναµη των αποκλεισµένων κοινωνικών οµάδων να επηρεάζουν τις διαδικασίες λήψης αποφάσεων. Από τη δεκαετία του 1980, η ιδέα της συµµετοχής συµπεριέλαβε και την κοινωνική οµάδα των παιδιών αναδεικνύοντας την ανάγκη επιρροής τους στο σχεδιασµό και στις διαδικασίες λήψης αποφάσεων. Η συµµετοχή είναι πλέον ένα αναφαίρετο δικαίωµα των παιδιών, αφού, σύµφωνα µε τη Σύµβαση για τα ∆ικαιώµατα του Παιδιού, η οποία υιοθετήθηκε από τη Γενική Συνέλευση του ΟΗΕ το 1989 και επικυρώθηκε και από την Ελλάδα το 1992, τα παιδιά έχουν το δικαίωµα της ελεύθερης έκφρασης της γνώµης τους σχετικά µε τα θέµατα που τα αφορούν (Άρθρο 12). Τα παιδιά έχουν, ακόµα, το δικαίωµα της ελευθερίας της έκφρασης (Άρθρο 13), το δικαίωµα της ελευθερίας της σκέψης και της συνείδησης (Άρθρο 14), καθώς και την ελευθερία να συνεταιρίζονται και να συνέρχονται ειρηνικά (Άρθρο 15). Τα παιδιά στις περισσότερες δυτικές χώρες αναγνωρίζονται πλέον από τις εθνικές, περιφερειακές και τοπικές αρχές ως µία οµάδα µε ιδιαίτερες ανάγκες οι οποίες θα πρέπει να εκφράζονται µέσα από διαδικασίες συµµετοχής. Παρά τις προσπάθειες εφαρµογής διαδικασιών συµµετοχής που έχουν γίνει, τα παιδιά έχουν περιορισµένες δυνατότητες και","publication":"Σχέδιο συμμετοχής παιδιών σε πρωτοβουλίες Ολοκληρωμένης Ανάπτυξης των ορεινών περιοχών. Η περίπτωση του Μετσόβου. Ι. Τσεβρένη, ∆ρ. Ε.Μ.Π., Περιβαλλοντολόγος, MSc «Περιβάλλον και Ανάπτυξη» του Ε.Μ.Π. Α. Γεροντέλη, Περιβαλλοντολόγος, MSc «Περιβάλλον και Ανάπτυξη» του Ε.Μ.Π., ΜΕ.Κ.∆.Ε. του Ε.Μ.Π. ","publication_with_fallback":"Σχέδιο συμμετοχής παιδιών σε πρωτοβουλίες Ολοκληρωμένης Ανάπτυξης των ορεινών περιοχών. Η περίπτωση του Μετσόβου. Ι. Τσεβρένη, ∆ρ. Ε.Μ.Π., Περιβαλλοντολόγος, MSc «Περιβάλλον και Ανάπτυξη» του Ε.Μ.Π. Α. Γεροντέλη, Περιβαλλοντολόγος, MSc «Περιβάλλον και Ανάπτυξη» του Ε.Μ.Π., ΜΕ.Κ.∆.Ε. του Ε.Μ.Π. 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Μελέτη περίπτωσης: Μικρές Κυκλάδες</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Περίληψη: Στην εργασία αυτή παρουσιάζεται ένα σχέδιο προς την «δυνάμει» ολοκληρωμένη ανάπτυξη των γεωγραφικά απομονωμένων νησιωτικών περιοχών, το οποίο βασίζεται στην ολιστική διεπιστημονική μεθοδολογία των επτά σταδίων (Ρόκος 2007), όπως... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42980687" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Περίληψη:<br />Στην εργασία αυτή παρουσιάζεται ένα σχέδιο προς την «δυνάμει» ολοκληρωμένη ανάπτυξη των γεωγραφικά απομονωμένων νησιωτικών περιοχών, το οποίο βασίζεται στην ολιστική διεπιστημονική μεθοδολογία των επτά σταδίων (Ρόκος 2007), όπως αυτή εφαρμόζεται στην πράξη στις ομαδικές διεπιστημονικές εργασίες των μεταπτυχιακών φοιτητών του Δ.Π.Μ.Σ. του Ε.Μ.Π. «Περιβάλλον και Ανάπτυξη».<br />Συγκεκριμένα αποτυπώνεται η ιδιαίτερη συμβολή κάθε βήματος της μεθοδολογίας, από (1) τη διαβούλευση, (2) την αποτύπωση των ολοκληρωμένων αποδόσεων, (3) την ανάλυση των στοιχείων τα οποία συγκροτούν την φυσική  και κοινωνικοοικονομική πραγματικότητα των περιοχών, (4) την διατύπωση και τεκμηρίωση συγκεκριμένων εναλλακτικών αναπτυξιακών σεναρίων, (5) τη διερεύνηση των δυνατοτήτων υλοποίησής τους, αλλά και των σχετικών αντικειμενικών προβλημάτων και περιορισμών, (6) την αξιολόγηση του ισοζυγίου θετικών-αρνητικών στοιχείων και (7) την επιλογή και εφαρμογή του βέλτιστου σεναρίου ολοκληρωμένης ανάπτυξης, καθώς και την ανάγκη για συνεχή παρακολούθηση, ελέγχους και ανάδραση.<br />Αυτή η μεθοδολογική προσέγγιση, εστιάζει στην ανάδειξη των ρεαλιστικών δυνατοτήτων και προοπτικών κάθε περιοχής, όπως για παράδειγμα στην αξιοποίηση παραδοσιακών πρακτικών, τεχνογνωσίας και αυτόχθονης γνώσης, δραστήριων συλλογικοτήτων, τοπικής νοοτροπίας και αντιλήψεων κ.λπ.<br />Ταυτόχρονα, αναδεικνύονται οι αντικειμενικές δυσχέρειες στην ολοκληρωμένη απόδοση της «πραγματικής» πραγματικότητας των γεωγραφικά απομονωμένων νησιωτικών περιοχών - δηλαδή στην διαδικασία αξιόπιστης καταγραφής των ιδιαίτερων προβλημάτων, των περιορισμών αλλά και των δυνατοτήτων τους-,  οι οποίες αποτελούν ένα σημαντικό εμπόδιο στον σχεδιασμό και την πραγματοποίηση των βέλτιστων δράσεων. Οι δυσκολίες αυτές δεν αφορούν μόνο σε πανεπιστημιακές εργασίες προπτυχιακού ή μεταπτυχιακού επιπέδου, αλλά αποτελούν τροχοπέδη για όλους όσους θέλουν να εμπλακούν σε σχεδιασμούς ολοκληρωμένης ανάπτυξης. <br />Στην συγκεκριμένη εργασία επιλέχθηκε προς μελέτη η περίπτωση των νησιών των Μικρών Κυκλάδων, δηλαδή των Κουφονησίων (Άνω και Κάτω), της Ηρακλειάς, της Σχοινούσας και της Δονούσας, καθώς αποτελούν νησιά μικρής γεωγραφικής έκτασης που χαρακτηρίζονται από σοβαρά προβλήματα ανάπτυξης, όπως μείωση πληθυσμού (στην Ηρακλειά συμβαίνει αυτό την τελευταία 10ετία), σοβαρές ελλείψεις σε υποδομές, ελάχιστο βαθμό αξιοποίησης των πόρων τους (ποσοτικά και ποιοτικά) και γενικευμένη γεωγραφική απομόνωση. <br />Στο δεύτερο μέρος της εργασίας, διερευνώνται κριτικά οι πραγματικές δυνατότητες, οι προοπτικές, τα προβλήματα και οι περιορισμοί για την ολοκληρωμένη ανάπτυξη των Μικρών Κυκλάδων, με βάση τη μελέτη και έρευνα των συγγραφέων στο πλαίσιο εκπόνησης της διεπιστημονικής ομαδικής εργασίας αλλά και τη βιωματική τους εμπειρία για την περιοχή μελέτης. Ιδιαίτερα αναδεικνύονται τα κοινά προβλήματα (π.χ. έλλειψη βασικών αγαθών, όπως νερό για ύδρευση και άρδευση, απουσία δικτύων αποχέτευσης, εγκαταστάσεων βιολογικού καθαρισμού και χώρων υγειονομικής ταφής απορριμμάτων, ελλιπείς κοινωνικές υποδομές, υποστελέχωση σε νευραλγικούς τομείς, όπως της υγείας και της εκπαίδευσης κ.ά.), οι δυνατότητες των περιοχών αυτών (ενεργειακή αυτάρκεια, διατροφική αυτάρκεια, πολιτισμικός πλούτος, ανθρώπινα και φυσικά διαθέσιμα κ.ά.) αλλά και οι όποιες προσπάθειες δικτύωσης και κοινής αντιμετώπισής τους υπήρξαν ή/και υπάρχουν τόσο από τις τοπικές αρχές όσο και από ανεξάρτητες συλλογικότητες. <br />Τέλος, προτείνεται το βέλτιστο, κατά την άποψη της συγγραφικής ομάδας, σενάριο ολοκληρωμένης ανάπτυξης των Μικρών Κυκλάδων, το οποίο μπορεί να ανταποκριθεί με τον καλύτερο δυνατό και πιο ολοκληρωμένο τρόπο στην επίλυση των πραγματικών τους προβλημάτων, αξιοποιώντας τα ειδοποιά τους χαρακτηριστικά, λαμβάνοντας υπόψη, αξιολογώντας και ικανοποιώντας, παράλληλα, τις πραγματικές ανάγκες και τις εύλογες επιθυμίες των ίδιων των κατοίκων τους.<br /><br />Abstract:<br />This paper presents a plan towards the Integrated Development of geographically isolated areas, which relies on the holistic, interdisciplinary seven-steps methodology (Rokos 2007), that is implemented in the collective essays of N.T.U.A. postgraduate students, at the Interdisciplinary Program of Postgraduate Studies “Environment and Development”. <br />The procedures and action plan for the development of an area/region, according to the proposed methodology follow the steps below:<br />(1) Debate and consultation among relevant bodies (2) Conducting the necessary research and studies of Integrated Surveys (3) Analysis of the data that constitute the natural and socioeconomic reality of the particular area (4) Formulation and documentation of alternative scenarios for the Integrated Development of the area/region (5) Investigation of the problems, implementation potentials and objective restrictions for each scenario (6) Pre-assessment and evaluation of the balance between positive and negative elements of each scenario and (7) Choice and implementation of the optimum Integrated Development scenario, constant monitoring, reporting and feedback.<br />The presented methodological approach focuses on realistic opportunities and perspectives of the specific area, such as utilization of traditional practices, craftsmanship and indigenous knowledge, activation of vigorous collective grassroots initiatives, promotion of local cultures, beliefs and perceptions etc.  <br />At the same time, the selected methodology comes up against the real difficulties of the “actual” reality of geographically isolated areas. These include, lack in collecting credible -quality and quantity- data, especially in regards to specific local problems, actual potentials, peculiarities, limitations, priorities and expectations of the territory and its inhabitants. Such predicaments impede the preparation and implementation of optimum integrated development plans, beyond graduate or postgraduate educational activities/exercises.<br />The paper focuses on Small Cyclades islands which are Koufonissia (Ano or Upper Koufonissi and uninhabited Kato or Lower Koufonissi), Iraklia, Schinoussa and Donoussa. They are characterized by small geographic area, severe developmental problems, such as population decline, serious infrastructure deficiencies, minimum utilization of their resources and geographic isolation.<br />The second part of the paper, critically examines the real possibilities, prospects, problems and constraints for Small Cyclades’ integrated development, based on the relative interdisciplinary collective study and personal experience of the study area.<br />These islands’ common problems (e.g. lack of basic goods such as water supply and irrigation, lack of sewerage, sewage treatment plants and landfills, inadequate social infrastructure, understaffing in key areas such as health and education etc.) and possibilities (energy and food self-sufficiency, cultural wealth, human and natural resources etc.), as well as local and collective responses, are highlighted.<br />Finally, the best scenario for Small Cyclades’ integrated development, according to the authors view, is proposed. The scenario responds to the real problems of the study area, utilizes its inherent characteristics and takes into account the residents’ real needs and desires for their homeland.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42980687" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ad48cc8eb164f2fc002abe78eb68c3bc" rel="nofollow" data-download="{"attachment_id":63241016,"asset_id":42980687,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63241016/download_file?st=MTczMjQzNTg3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55382352" href="https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7">Angeliki Geronteli</a><script data-card-contents-for-user="55382352" type="text/json">{"id":55382352,"first_name":"Angeliki","last_name":"Geronteli","domain_name":"ntua","page_name":"ΑγγελικήΓεροντέλη","display_name":"Angeliki Geronteli","profile_url":"https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7","photo":"https://0.academia-photos.com/55382352/43960008/34763048/s65_angeliki.geronteli.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-42980687">+1</span><div class="hidden js-additional-users-42980687"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/AthanasiosTatsis">Athanasios Tatsis</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-42980687'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-42980687').html(); 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Μελέτη περίπτωσης: Μικρές Κυκλάδες","created_at":"2020-05-08T07:08:19.010-07:00","owner_id":55382352,"url":"https://www.academia.edu/42980687/%CE%97_%CE%BF%CE%BB%CE%BF%CE%BA%CE%BB%CE%B7%CF%81%CF%89%CE%BC%CE%AD%CE%BD%CE%B7_%CE%B1%CE%BD%CE%AC%CF%80%CF%84%CF%85%CE%BE%CE%B7_%CF%84%CF%89%CE%BD_%CE%B3%CE%B5%CF%89%CE%B3%CF%81%CE%B1%CF%86%CE%B9%CE%BA%CE%AC_%CE%B1%CF%80%CE%BF%CE%BC%CE%BF%CE%BD%CF%89%CE%BC%CE%AD%CE%BD%CF%89%CE%BD_%CE%BD%CE%B7%CF%83%CE%B9%CF%89%CF%84%CE%B9%CE%BA%CF%8E%CE%BD_%CF%80%CE%B5%CF%81%CE%B9%CE%BF%CF%87%CF%8E%CE%BD_%CE%9C%CE%B5%CE%BB%CE%AD%CF%84%CE%B7_%CF%80%CE%B5%CF%81%CE%AF%CF%80%CF%84%CF%89%CF%83%CE%B7%CF%82_%CE%9C%CE%B9%CE%BA%CF%81%CE%AD%CF%82_%CE%9A%CF%85%CE%BA%CE%BB%CE%AC%CE%B4%CE%B5%CF%82","slug":"Η_ολοκληρωμένη_ανάπτυξη_των_γεωγραφικά_απομονωμένων_νησιωτικών_περιοχών_Μελέτη_περίπτωσης_Μικρές_Κυκλάδες","dom_id":"work_42980687","summary":"Περίληψη:\nΣτην εργασία αυτή παρουσιάζεται ένα σχέδιο προς την «δυνάμει» ολοκληρωμένη ανάπτυξη των γεωγραφικά απομονωμένων νησιωτικών περιοχών, το οποίο βασίζεται στην ολιστική διεπιστημονική μεθοδολογία των επτά σταδίων (Ρόκος 2007), όπως αυτή εφαρμόζεται στην πράξη στις ομαδικές διεπιστημονικές εργασίες των μεταπτυχιακών φοιτητών του Δ.Π.Μ.Σ. του Ε.Μ.Π. «Περιβάλλον και Ανάπτυξη».\nΣυγκεκριμένα αποτυπώνεται η ιδιαίτερη συμβολή κάθε βήματος της μεθοδολογίας, από (1) τη διαβούλευση, (2) την αποτύπωση των ολοκληρωμένων αποδόσεων, (3) την ανάλυση των στοιχείων τα οποία συγκροτούν την φυσική και κοινωνικοοικονομική πραγματικότητα των περιοχών, (4) την διατύπωση και τεκμηρίωση συγκεκριμένων εναλλακτικών αναπτυξιακών σεναρίων, (5) τη διερεύνηση των δυνατοτήτων υλοποίησής τους, αλλά και των σχετικών αντικειμενικών προβλημάτων και περιορισμών, (6) την αξιολόγηση του ισοζυγίου θετικών-αρνητικών στοιχείων και (7) την επιλογή και εφαρμογή του βέλτιστου σεναρίου ολοκληρωμένης ανάπτυξης, καθώς και την ανάγκη για συνεχή παρακολούθηση, ελέγχους και ανάδραση.\nΑυτή η μεθοδολογική προσέγγιση, εστιάζει στην ανάδειξη των ρεαλιστικών δυνατοτήτων και προοπτικών κάθε περιοχής, όπως για παράδειγμα στην αξιοποίηση παραδοσιακών πρακτικών, τεχνογνωσίας και αυτόχθονης γνώσης, δραστήριων συλλογικοτήτων, τοπικής νοοτροπίας και αντιλήψεων κ.λπ.\nΤαυτόχρονα, αναδεικνύονται οι αντικειμενικές δυσχέρειες στην ολοκληρωμένη απόδοση της «πραγματικής» πραγματικότητας των γεωγραφικά απομονωμένων νησιωτικών περιοχών - δηλαδή στην διαδικασία αξιόπιστης καταγραφής των ιδιαίτερων προβλημάτων, των περιορισμών αλλά και των δυνατοτήτων τους-, οι οποίες αποτελούν ένα σημαντικό εμπόδιο στον σχεδιασμό και την πραγματοποίηση των βέλτιστων δράσεων. Οι δυσκολίες αυτές δεν αφορούν μόνο σε πανεπιστημιακές εργασίες προπτυχιακού ή μεταπτυχιακού επιπέδου, αλλά αποτελούν τροχοπέδη για όλους όσους θέλουν να εμπλακούν σε σχεδιασμούς ολοκληρωμένης ανάπτυξης. \nΣτην συγκεκριμένη εργασία επιλέχθηκε προς μελέτη η περίπτωση των νησιών των Μικρών Κυκλάδων, δηλαδή των Κουφονησίων (Άνω και Κάτω), της Ηρακλειάς, της Σχοινούσας και της Δονούσας, καθώς αποτελούν νησιά μικρής γεωγραφικής έκτασης που χαρακτηρίζονται από σοβαρά προβλήματα ανάπτυξης, όπως μείωση πληθυσμού (στην Ηρακλειά συμβαίνει αυτό την τελευταία 10ετία), σοβαρές ελλείψεις σε υποδομές, ελάχιστο βαθμό αξιοποίησης των πόρων τους (ποσοτικά και ποιοτικά) και γενικευμένη γεωγραφική απομόνωση. \nΣτο δεύτερο μέρος της εργασίας, διερευνώνται κριτικά οι πραγματικές δυνατότητες, οι προοπτικές, τα προβλήματα και οι περιορισμοί για την ολοκληρωμένη ανάπτυξη των Μικρών Κυκλάδων, με βάση τη μελέτη και έρευνα των συγγραφέων στο πλαίσιο εκπόνησης της διεπιστημονικής ομαδικής εργασίας αλλά και τη βιωματική τους εμπειρία για την περιοχή μελέτης. Ιδιαίτερα αναδεικνύονται τα κοινά προβλήματα (π.χ. έλλειψη βασικών αγαθών, όπως νερό για ύδρευση και άρδευση, απουσία δικτύων αποχέτευσης, εγκαταστάσεων βιολογικού καθαρισμού και χώρων υγειονομικής ταφής απορριμμάτων, ελλιπείς κοινωνικές υποδομές, υποστελέχωση σε νευραλγικούς τομείς, όπως της υγείας και της εκπαίδευσης κ.ά.), οι δυνατότητες των περιοχών αυτών (ενεργειακή αυτάρκεια, διατροφική αυτάρκεια, πολιτισμικός πλούτος, ανθρώπινα και φυσικά διαθέσιμα κ.ά.) αλλά και οι όποιες προσπάθειες δικτύωσης και κοινής αντιμετώπισής τους υπήρξαν ή/και υπάρχουν τόσο από τις τοπικές αρχές όσο και από ανεξάρτητες συλλογικότητες. \nΤέλος, προτείνεται το βέλτιστο, κατά την άποψη της συγγραφικής ομάδας, σενάριο ολοκληρωμένης ανάπτυξης των Μικρών Κυκλάδων, το οποίο μπορεί να ανταποκριθεί με τον καλύτερο δυνατό και πιο ολοκληρωμένο τρόπο στην επίλυση των πραγματικών τους προβλημάτων, αξιοποιώντας τα ειδοποιά τους χαρακτηριστικά, λαμβάνοντας υπόψη, αξιολογώντας και ικανοποιώντας, παράλληλα, τις πραγματικές ανάγκες και τις εύλογες επιθυμίες των ίδιων των κατοίκων τους.\n\nAbstract:\nThis paper presents a plan towards the Integrated Development of geographically isolated areas, which relies on the holistic, interdisciplinary seven-steps methodology (Rokos 2007), that is implemented in the collective essays of N.T.U.A. postgraduate students, at the Interdisciplinary Program of Postgraduate Studies “Environment and Development”. \nThe procedures and action plan for the development of an area/region, according to the proposed methodology follow the steps below:\n(1) Debate and consultation among relevant bodies (2) Conducting the necessary research and studies of Integrated Surveys (3) Analysis of the data that constitute the natural and socioeconomic reality of the particular area (4) Formulation and documentation of alternative scenarios for the Integrated Development of the area/region (5) Investigation of the problems, implementation potentials and objective restrictions for each scenario (6) Pre-assessment and evaluation of the balance between positive and negative elements of each scenario and (7) Choice and implementation of the optimum Integrated Development scenario, constant monitoring, reporting and feedback.\nThe presented methodological approach focuses on realistic opportunities and perspectives of the specific area, such as utilization of traditional practices, craftsmanship and indigenous knowledge, activation of vigorous collective grassroots initiatives, promotion of local cultures, beliefs and perceptions etc. \nAt the same time, the selected methodology comes up against the real difficulties of the “actual” reality of geographically isolated areas. These include, lack in collecting credible -quality and quantity- data, especially in regards to specific local problems, actual potentials, peculiarities, limitations, priorities and expectations of the territory and its inhabitants. Such predicaments impede the preparation and implementation of optimum integrated development plans, beyond graduate or postgraduate educational activities/exercises.\nThe paper focuses on Small Cyclades islands which are Koufonissia (Ano or Upper Koufonissi and uninhabited Kato or Lower Koufonissi), Iraklia, Schinoussa and Donoussa. They are characterized by small geographic area, severe developmental problems, such as population decline, serious infrastructure deficiencies, minimum utilization of their resources and geographic isolation.\nThe second part of the paper, critically examines the real possibilities, prospects, problems and constraints for Small Cyclades’ integrated development, based on the relative interdisciplinary collective study and personal experience of the study area.\nThese islands’ common problems (e.g. lack of basic goods such as water supply and irrigation, lack of sewerage, sewage treatment plants and landfills, inadequate social infrastructure, understaffing in key areas such as health and education etc.) and possibilities (energy and food self-sufficiency, cultural wealth, human and natural resources etc.), as well as local and collective responses, are highlighted.\nFinally, the best scenario for Small Cyclades’ integrated development, according to the authors view, is proposed. The scenario responds to the real problems of the study area, utilizes its inherent characteristics and takes into account the residents’ real needs and desires for their homeland. \n\n\n","publication":"Η ολοκληρωμένη ανάπτυξη των γεωγραφικά απομονωμένων νησιωτικών περιοχών. Μελέτη περίπτωσης: Μικρές Κυκλάδες Α. Κουκουβίνου,A. Τάτσης, Α. Γεροντέλη, Ε. Μιχαηλίδου","publication_with_fallback":"Η ολοκληρωμένη ανάπτυξη των γεωγραφικά απομονωμένων νησιωτικών περιοχών. Μελέτη περίπτωσης: Μικρές Κυκλάδες Α. Κουκουβίνου,A. Τάτσης, Α. Γεροντέλη, Ε. Μιχαηλίδου","downloadable_attachments":[{"id":63241016,"asset_id":42980687,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/63241016/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/63241016/%CE%9A%CE%BF%CF%85%CE%BA%CE%BF%CF%85%CE%B2%CE%AF%CE%BD%CE%BF%CF%85__%CE%A4%CE%AC%CF%84%CF%83%CE%B7%CF%82_%CE%93%CE%B5%CF%81%CE%BF%CE%BD-libre.pdf?1588950033=\u0026response-content-disposition=attachment%3B+filename%3D63241016.pdf\u0026Expires=1731130745\u0026Signature=g~vi8cGrc7b72ZBFmx-hkfC3kmDuof5oY2t14yw4mTxGijH0DIoZ7XvafDdeoxmNjT5r5jjHkqNeVBHNUJGeQ7Bwb~UJjgqamGKEch~DTz7iQ2X57OIqHEqMt74cxaqH0KroJBc8EGE70RWnlyAsp7tlfvng-3Tt-T24aRUS3d8B5c26q1Yd-CvJshLXoWmJtFndt73xdqmPd-qZVrsqY4L691jdHYni~1bpbV8BJGd98fxv6Um7HT9cA3i8ISkHvQdN6JCJAavo4K-684Ehsr5rfc-gM~aSFfRkfLOfIkWWEIuBbpEuQBKXhOStiv353ZwvsFToamLhouoqXl2pDg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/63241016/download_file?st=MTczMjQzNTg3Miw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/63241016/mini_magick20200508-8012-4sfh6d.png?1588951759"}],"downloadable_attachments_with_full_thumbnails":[{"id":63241016,"asset_id":42980687,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/63241016/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/63241016/%CE%9A%CE%BF%CF%85%CE%BA%CE%BF%CF%85%CE%B2%CE%AF%CE%BD%CE%BF%CF%85__%CE%A4%CE%AC%CF%84%CF%83%CE%B7%CF%82_%CE%93%CE%B5%CF%81%CE%BF%CE%BD-libre.pdf?1588950033=\u0026response-content-disposition=attachment%3B+filename%3D63241016.pdf\u0026Expires=1731130745\u0026Signature=g~vi8cGrc7b72ZBFmx-hkfC3kmDuof5oY2t14yw4mTxGijH0DIoZ7XvafDdeoxmNjT5r5jjHkqNeVBHNUJGeQ7Bwb~UJjgqamGKEch~DTz7iQ2X57OIqHEqMt74cxaqH0KroJBc8EGE70RWnlyAsp7tlfvng-3Tt-T24aRUS3d8B5c26q1Yd-CvJshLXoWmJtFndt73xdqmPd-qZVrsqY4L691jdHYni~1bpbV8BJGd98fxv6Um7HT9cA3i8ISkHvQdN6JCJAavo4K-684Ehsr5rfc-gM~aSFfRkfLOfIkWWEIuBbpEuQBKXhOStiv353ZwvsFToamLhouoqXl2pDg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/63241016/download_file?st=MTczMjQzNTg3Miw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/63241016/mini_magick20200508-8012-4sfh6d.png?1588951759"}],"has_pdf":true,"has_fulltext":true,"page_count":18,"ordered_authors":[{"id":55382352,"first_name":"Angeliki","last_name":"Geronteli","domain_name":"ntua","page_name":"ΑγγελικήΓεροντέλη","display_name":"Angeliki 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href="https://www.academia.edu/42980739/%CE%97_%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CE%AF%CE%B1_%CF%89%CF%82_%CE%BA%CF%81%CE%AF%CF%83%CE%B9%CE%BC%CE%BF%CF%82_%CF%84%CE%BF%CE%BC%CE%AD%CE%B1%CF%82_%CF%83%CF%87%CE%B5%CE%B4%CE%B9%CE%B1%CF%83%CE%BC%CE%BF%CF%8D_%CE%B3%CE%B9%CE%B1_%CF%84%CE%B7%CE%BD_%CE%9F%CE%BB%CE%BF%CE%BA%CE%BB%CE%B7%CF%81%CF%89%CE%BC%CE%AD%CE%BD%CE%B7_%CE%91%CE%BD%CE%AC%CF%80%CF%84%CF%85%CE%BE%CE%B7_%CF%83%CF%84%CE%B1_%CE%A0%CE%BF%CE%BC%CE%B1%CE%BA%CE%BF%CF%87%CF%8E%CF%81%CE%B9%CE%B1_%CF%84%CE%B7%CF%82_%CE%BF%CF%81%CE%B5%CE%B9%CE%BD%CE%AE%CF%82_%CE%9E%CE%AC%CE%BD%CE%B8%CE%B7%CF%82">Η παιδεία ως κρίσιμος τομέας σχεδιασμού για την Ολοκληρωμένη Ανάπτυξη στα Πομακοχώρια της ορεινής Ξάνθης</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Περίληψη: Σκοπός της εργασίας είναι η διερεύνηση των υφιστάμενων προβλημάτων, των αναγκών και των περιορισμών στην παιδεία των Πομάκων της Ξάνθης. Γίνεται μια προσπάθεια ανάλυσης των αιτιών οι οποίες οδήγησαν στην, εδώ και δεκαετίες,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42980739" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Περίληψη: <br />Σκοπός της εργασίας είναι η διερεύνηση των υφιστάμενων προβλημάτων, των αναγκών και των περιορισμών στην παιδεία των Πομάκων της Ξάνθης. Γίνεται μια προσπάθεια ανάλυσης των αιτιών οι οποίες οδήγησαν στην, εδώ και δεκαετίες, εκπαιδευτική απομόνωση της περιοχής μελέτης, με άξονα τις διαχρονικά διαμορφωμένες πολιτικές και κοινωνικοοικονομικές συνθήκες.<br />Στην εργασία αναδεικνύονται ζητήματα όπως η σχολική διαρροή στην περιοχή, η ενίσχυση των μαθητών, η διδασκαλία στην μητρική γλώσσα, οι προκλήσεις της μειονοτικής εκπαίδευσης, η έλλειψη περιβαλλοντικής παιδείας. Παράλληλα, διερευνάται εάν και σε ποιο βαθμό οι δράσεις που πραγματοποιούνται, έχουν οδηγήσει στην άρση των περιορισμών προς την κατεύθυνση μιας παιδείας ως μόρφωσης και πολιτισμού, η οποία αποτελεί το θεμέλιο και την υλική βάση των σχεδιασμών για την ολοκληρωμένη ανάπτυξη των ορεινών και απομονωμένων περιοχών, όπως είναι η συγκεκριμένη περιοχή μελέτης.<br /><br />Abstract:<br />The aim of the paper is to investigate the existing problems, needs and limitations in the education of the Pomaks of Xanthi. The causes that led, for decades, to the educational isolation of the study area, focusing on the long-established political and socio-economic conditions, are being presented here.<br />The paper highlights issues such as the significant decrease of incomplete school education, student empowerment, mother tongue language, minority education challenges, lack of environmental education. Moreover, it is investigated whether and to what extent the actions that took place have raised the observed constraints, towards an education, not only as learning and training but also as culture, which is the fundamental condition of integrated development planning for mountainous and isolated areas, such as the study area.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42980739" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f42faf28ed4f26f224bd67585b523ab7" rel="nofollow" data-download="{"attachment_id":63241065,"asset_id":42980739,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63241065/download_file?st=MTczMjQzNTg3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55382352" href="https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7">Angeliki Geronteli</a><script data-card-contents-for-user="55382352" type="text/json">{"id":55382352,"first_name":"Angeliki","last_name":"Geronteli","domain_name":"ntua","page_name":"ΑγγελικήΓεροντέλη","display_name":"Angeliki Geronteli","profile_url":"https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7","photo":"https://0.academia-photos.com/55382352/43960008/34763048/s65_angeliki.geronteli.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-42980739">+1</span><div class="hidden js-additional-users-42980739"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/NeilanChotzar">Neilan Chotzar</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-42980739'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-42980739').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_42980739 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42980739"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42980739, container: ".js-paper-rank-work_42980739", }); });</script></li><li class="js-percentile-work_42980739 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42980739; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_42980739"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42980739 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42980739"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42980739; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42980739]").text(description); $(".js-view-count-work_42980739").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42980739").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42980739"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="16164" href="https://www.academia.edu/Documents/in/Minority_Languages">Minority Languages</a>, <script data-card-contents-for-ri="16164" type="text/json">{"id":16164,"name":"Minority Languages","url":"https://www.academia.edu/Documents/in/Minority_Languages","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="66537" href="https://www.academia.edu/Documents/in/Pomaks">Pomaks</a>, <script data-card-contents-for-ri="66537" type="text/json">{"id":66537,"name":"Pomaks","url":"https://www.academia.edu/Documents/in/Pomaks","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2740469" href="https://www.academia.edu/Documents/in/integrated_development">integrated development</a><script data-card-contents-for-ri="2740469" type="text/json">{"id":2740469,"name":"integrated development","url":"https://www.academia.edu/Documents/in/integrated_development","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42980739]'), work: {"id":42980739,"title":"Η παιδεία ως κρίσιμος τομέας σχεδιασμού για την Ολοκληρωμένη Ανάπτυξη στα Πομακοχώρια της ορεινής Ξάνθης","created_at":"2020-05-08T07:15:16.425-07:00","owner_id":55382352,"url":"https://www.academia.edu/42980739/%CE%97_%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CE%AF%CE%B1_%CF%89%CF%82_%CE%BA%CF%81%CE%AF%CF%83%CE%B9%CE%BC%CE%BF%CF%82_%CF%84%CE%BF%CE%BC%CE%AD%CE%B1%CF%82_%CF%83%CF%87%CE%B5%CE%B4%CE%B9%CE%B1%CF%83%CE%BC%CE%BF%CF%8D_%CE%B3%CE%B9%CE%B1_%CF%84%CE%B7%CE%BD_%CE%9F%CE%BB%CE%BF%CE%BA%CE%BB%CE%B7%CF%81%CF%89%CE%BC%CE%AD%CE%BD%CE%B7_%CE%91%CE%BD%CE%AC%CF%80%CF%84%CF%85%CE%BE%CE%B7_%CF%83%CF%84%CE%B1_%CE%A0%CE%BF%CE%BC%CE%B1%CE%BA%CE%BF%CF%87%CF%8E%CF%81%CE%B9%CE%B1_%CF%84%CE%B7%CF%82_%CE%BF%CF%81%CE%B5%CE%B9%CE%BD%CE%AE%CF%82_%CE%9E%CE%AC%CE%BD%CE%B8%CE%B7%CF%82","slug":"Η_παιδεία_ως_κρίσιμος_τομέας_σχεδιασμού_για_την_Ολοκληρωμένη_Ανάπτυξη_στα_Πομακοχώρια_της_ορεινής_Ξάνθης","dom_id":"work_42980739","summary":"Περίληψη: \nΣκοπός της εργασίας είναι η διερεύνηση των υφιστάμενων προβλημάτων, των αναγκών και των περιορισμών στην παιδεία των Πομάκων της Ξάνθης. Γίνεται μια προσπάθεια ανάλυσης των αιτιών οι οποίες οδήγησαν στην, εδώ και δεκαετίες, εκπαιδευτική απομόνωση της περιοχής μελέτης, με άξονα τις διαχρονικά διαμορφωμένες πολιτικές και κοινωνικοοικονομικές συνθήκες.\nΣτην εργασία αναδεικνύονται ζητήματα όπως η σχολική διαρροή στην περιοχή, η ενίσχυση των μαθητών, η διδασκαλία στην μητρική γλώσσα, οι προκλήσεις της μειονοτικής εκπαίδευσης, η έλλειψη περιβαλλοντικής παιδείας. Παράλληλα, διερευνάται εάν και σε ποιο βαθμό οι δράσεις που πραγματοποιούνται, έχουν οδηγήσει στην άρση των περιορισμών προς την κατεύθυνση μιας παιδείας ως μόρφωσης και πολιτισμού, η οποία αποτελεί το θεμέλιο και την υλική βάση των σχεδιασμών για την ολοκληρωμένη ανάπτυξη των ορεινών και απομονωμένων περιοχών, όπως είναι η συγκεκριμένη περιοχή μελέτης.\n\nAbstract:\nThe aim of the paper is to investigate the existing problems, needs and limitations in the education of the Pomaks of Xanthi. The causes that led, for decades, to the educational isolation of the study area, focusing on the long-established political and socio-economic conditions, are being presented here.\nThe paper highlights issues such as the significant decrease of incomplete school education, student empowerment, mother tongue language, minority education challenges, lack of environmental education. Moreover, it is investigated whether and to what extent the actions that took place have raised the observed constraints, towards an education, not only as learning and training but also as culture, which is the fundamental condition of integrated development planning for mountainous and isolated areas, such as the study area.\n","publication":"Η παιδεία ως κρίσιμος τομέας σχεδιασμού για την Ολοκληρωμένη Ανάπτυξη στα Πομακοχώρια της ορεινής Ξάνθης. Νεϊλάν Μ. Χοτζάρ, Αγγελική Γεροντέλη ","publication_with_fallback":"Η παιδεία ως κρίσιμος τομέας σχεδιασμού για την Ολοκληρωμένη Ανάπτυξη στα Πομακοχώρια της ορεινής Ξάνθης. Νεϊλάν Μ. 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Restrictions and problems that negatively affect their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45573518" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Small remote islands of Greece are mainly characterized by geographical isolation, minimal utilization of their resources, limited economic activities and population shrinkage. Restrictions and problems that negatively affect their attractiveness and make it necessary to implement actions, not only to prevent visible threat of future abandonment but also to attract new people for permanent living. In an attempt to redefine the development framework for islands with these characteristics, a new approach is proposed, based on the interdisciplinary seven steps methodology to the worth-living integrated development. This approach, unlike today's policies, focuses on the particular elements of the island's physical and socioeconomic reality, as well as their interdependences, interactions and changes over time for utilization of all possible perspectives. This methodology is applied to Agios Efstratios Island in Aegean Archipelago where, on the basis of on-site research and consultation with the local community, their vision is revealed, active participation and Publication Information: cooperation is requested and fifty actions are defined in political, social, economic, cultural, technical-technological dimension and the environment, natural and man-made, for the implementation of a holistic development plan in order to create worth living conditions on Agios Efstratios, for the islanders themselves and beyond.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45573518" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0712ab92dcadc07f8b4745703f5ce9d5" rel="nofollow" data-download="{"attachment_id":66048914,"asset_id":45573518,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66048914/download_file?st=MTczMjQzNTg3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55382352" href="https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7">Angeliki Geronteli</a><script data-card-contents-for-user="55382352" type="text/json">{"id":55382352,"first_name":"Angeliki","last_name":"Geronteli","domain_name":"ntua","page_name":"ΑγγελικήΓεροντέλη","display_name":"Angeliki Geronteli","profile_url":"https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7","photo":"https://0.academia-photos.com/55382352/43960008/34763048/s65_angeliki.geronteli.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-45573518">+1</span><div class="hidden js-additional-users-45573518"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/AthanasiosTatsis">Athanasios Tatsis</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-45573518'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-45573518').html(); 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Restrictions and problems that negatively affect their attractiveness and make it necessary to implement actions, not only to prevent visible threat of future abandonment but also to attract new people for permanent living. In an attempt to redefine the development framework for islands with these characteristics, a new approach is proposed, based on the interdisciplinary seven steps methodology to the worth-living integrated development. This approach, unlike today's policies, focuses on the particular elements of the island's physical and socioeconomic reality, as well as their interdependences, interactions and changes over time for utilization of all possible perspectives. 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Geronteli","profile_url":"https://ntua.academia.edu/%CE%91%CE%B3%CE%B3%CE%B5%CE%BB%CE%B9%CE%BA%CE%AE%CE%93%CE%B5%CF%81%CE%BF%CE%BD%CF%84%CE%AD%CE%BB%CE%B7","photo":"https://0.academia-photos.com/55382352/43960008/34763048/s65_angeliki.geronteli.jpg"},{"id":62204803,"first_name":"Athanasios","last_name":"Tatsis","domain_name":"independent","page_name":"AthanasiosTatsis","display_name":"Athanasios Tatsis","profile_url":"https://independent.academia.edu/AthanasiosTatsis","photo":"https://0.academia-photos.com/62204803/16143199/16588875/s65_athanasios.tatsis.jpg"}],"research_interests":[{"id":2582,"name":"Interdisciplinarity","url":"https://www.academia.edu/Documents/in/Interdisciplinarity","nofollow":false},{"id":221145,"name":"Remote Rural Areas","url":"https://www.academia.edu/Documents/in/Remote_Rural_Areas","nofollow":false},{"id":1766529,"name":"Integrated Development 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