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{"work":{"id":34968478,"created_at":"2017-10-26T10:27:34.536-07:00","from_world_paper_id":null,"updated_at":"2021-01-14T06:13:26.527-08:00","_data":{"abstract":"Τo ερώτημα: Υπόκειται ή μη σε φόρο η ατομική (προσωπική) φοιτητική υποτροφία;\nΗ απάντηση: Η νομική μου γνώμη είναι ότι oι δαπάνες των υποτροφιών που χορηγούνται ατομικά στους φοιτητές από τα Ερευνητικά Κέντρα ή τα Ιδρύματα ή τα Α.Ε.Ι. ή το Ίδρυμα Κρατικών Υποτροφιών (Ι.Κ.Υ.) είναι επιλέξιμες για συγχρηματοδότηση από τα ίδια τα Επιχειρησιακά Προγράμματα · οπότε, τα χορηγούμενα από τις αιτίες αυτές ποσά δεν αποτελούν προσωπικό εισόδημα των φοιτητών και δεν υπόκεινται σε οποιονδήποτε φόρο ή κράτηση. Το ταυτό ισχύει και για τους μεταδιδακτορικούς συνεργάτες αυτών»."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"low","language":"el","title":"Φορολογική μεταχείριση ατομικής φοιτητικής υποτροφίας","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [20319595]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":54831319,"attachmentType":"pdf"}"><img alt="First page of “Φορολογική μεταχείριση ατομικής φοιτητικής υποτροφίας”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/54831319/mini_magick20190115-3826-9f14s3.png?1547612456" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Φορολογική μεταχείριση ατομικής φοιτητικής υποτροφίας</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="20319595" href="https://auth.academia.edu/STYLIANOSPASCHOS"><img alt="Profile image of STYLIANOS N . PASCHOS, PH.D., ESQ." class="ds-work-card--author-avatar" src="https://0.academia-photos.com/20319595/5651824/97128321/s65_stylianos.paschos_ph.d._esq..jpg" />STYLIANOS N . PASCHOS, PH.D., ESQ.</a></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Τo ερώτημα: Υπόκειται ή μη σε φόρο η ατομική (προσωπική) φοιτητική υποτροφία; Η απάντηση: Η νομική μου γνώμη είναι ότι oι δαπάνες των υποτροφιών που χορηγούνται ατομικά στους φοιτητές από τα Ερευνητικά Κέντρα ή τα Ιδρύματα ή τα Α.Ε.Ι. ή το Ίδρυμα Κρατικών Υποτροφιών (Ι.Κ.Υ.) είναι επιλέξιμες για συγχρηματοδότηση από τα ίδια τα Επιχειρησιακά Προγράμματα · οπότε, τα χορηγούμενα από τις αιτίες αυτές ποσά δεν αποτελούν προσωπικό εισόδημα των φοιτητών και δεν υπόκεινται σε οποιονδήποτε φόρο ή κράτηση. 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Γίνεται μια προσπάθεια να δημιουργηθεί μια εξίσωση η οποία θα είναι σύμφωνη με τα Διεθνή Λογιστικά Πρότυπα (International Accounting Standards/ International Financial Reporting Standards (IAS/IFRS)) και συνάμα θα διευκολύνει την δημιουργία φορολογικών και λογιστικών κανόνων, μέχρι να υιοθετηθεί η εξάρτηση μεταξύ της οικονομικής και φορολογικής λογιστικής από όλα τα μέλη της Ε.Ε. σε μια ενιαία βαθμίδα. Στο πρώτο μέρος της διπλωματικής επισημαίνεται η πληθώρα προβλημάτων που έχει επιφέρει η χρηματιστική παγκοσμιοποίηση της εποχής μας. Ακολουθώντας τον δρόμο της φορολογικής Ευρωπαϊκής ενοποίησης και στρεφόμενοι προς το κεφάλαιο, προσπαθούμε να δημιουργήσουμε μια Ευρώπη φορολογικά δίκαια χωρίς μεγάλες οικονομικές φορολογικές ανισότητες τόσο μεταξύ των κρατών μελών όσο και μεταξύ των επιχειρήσεων και κρατών. Στην συνέχεια προχωρούμε στην Ανασκόπηση της Βιβλιογραφίας. Αρχίζουμε με την π...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Το Ενιαίο φορολογικό σύστημα της Ευρώπης σύμφωνα με τα διεθνή λογιστικά πρότυπα","attachmentId":114275484,"attachmentType":"pdf","work_url":"https://www.academia.edu/118713117/%CE%A4%CE%BF_%CE%95%CE%BD%CE%B9%CE%B1%CE%AF%CE%BF_%CF%86%CE%BF%CF%81%CE%BF%CE%BB%CE%BF%CE%B3%CE%B9%CE%BA%CF%8C_%CF%83%CF%8D%CF%83%CF%84%CE%B7%CE%BC%CE%B1_%CF%84%CE%B7%CF%82_%CE%95%CF%85%CF%81%CF%8E%CF%80%CE%B7%CF%82_%CF%83%CF%8D%CE%BC%CF%86%CF%89%CE%BD%CE%B1_%CE%BC%CE%B5_%CF%84%CE%B1_%CE%B4%CE%B9%CE%B5%CE%B8%CE%BD%CE%AE_%CE%BB%CE%BF%CE%B3%CE%B9%CF%83%CF%84%CE%B9%CE%BA%CE%AC_%CF%80%CF%81%CF%8C%CF%84%CF%85%CF%80%CE%B1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free 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class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3346279" href="https://uom-gr.academia.edu/LefkotheaKartasidou">Lefkothea Kartasidou</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Παιδαγωγική επιθεώρηση, 2015</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Πιλοτική διερεύνηση των εκπαιδευτικών παροχών στους μαθητές με προβλήματα όρασης και πολλαπλές 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href="https://www.academia.edu/51732159/%CE%97_%CE%B1%CE%BD%CE%AC%CF%80%CF%84%CF%85%CE%BE%CE%B7_%CF%84%CE%BF%CF%85_%CE%B1%CE%B3%CF%81%CE%BF_%CF%84%CF%81%CE%BF%CF%86%CE%B9%CE%BA%CE%BF%CF%8D_%CF%83%CF%85%CE%BC%CF%80%CE%BB%CE%AD%CE%B3%CE%BC%CE%B1%CF%84%CE%BF%CF%82_%CE%BA%CE%B1%CE%B9_%CE%B7_%CF%80%CE%BF%CE%BB%CE%B9%CF%84%CE%B9%CE%BA%CE%AE_%CE%BF%CE%B9%CE%BA%CE%BF%CE%BD%CE%BF%CE%BC%CE%AF%CE%B1_%CF%84%CE%BF%CF%85_%CE%B1%CE%B3%CF%81%CE%BF%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CE%BC%CE%B5%CF%84%CE%B1%CF%83%CF%87%CE%B7%CE%BC%CE%B1%CF%84%CE%B9%CF%83%CE%BC%CE%BF%CF%8D">Η ανάπτυξη του αγρο-τροφικού συμπλέγματος και η πολιτική οικονομία του αγροτικού μετασχηματισμού</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="153575075" href="https://independent.academia.edu/CharalambosKasimis">Charalambos Kasimis</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Επιθεώρηση Κοινωνικών Ερευνών, 1996</p><div 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data-entity-id="124975731" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/124975731/%CE%A4%CE%BF_%CE%B5%CF%80%CE%B9%CE%BC%CE%BF%CF%81%CF%86%CF%89%CF%84%CE%B9%CE%BA%CF%8C_%CF%80%CF%81%CF%8C%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1_STED_Science_Teachers_EDucation_%CE%98%CE%B5%CF%89%CF%81%CE%B7%CF%84%CE%B9%CE%BA%CE%AE_%CE%A4%CE%B5%CE%BA%CE%BC%CE%B7%CF%81%CE%AF%CF%89%CF%83%CE%B7_%CE%BA%CE%B1%CE%B9_%CE%95%CF%86%CE%B1%CF%81%CE%BC%CE%BF%CE%B3%CE%AE">Το επιμορφωτικό πρόγραμμα STED (Science Teachers EDucation): Θεωρητική Τεκμηρίωση και Εφαρμογή</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1079906" href="https://auth.academia.edu/SofiaAvgitidou">Sofia Avgitidou</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Παρά τις αξιοσημeίωτeς αλλαγές των τeλeυταίων δeκαeτιών στην υποχρeωτική eκπαίδeυση στη χώρα μας, τα αποτeλέσματα της αξιολόγησης PISΑ και η κοινή αίσθηση δeίχνουν ότι η eκπαίδeυση στις Φυσικές Eπιστήμeς δeν eίναι ιδιαίτeρα eπιτυχής. Eπιπλέον, οι προτάσeις της βιβλιογραφίας για την eπιλογή και τις μeθόδους πραγμάτeυσης του πeριeχομένου δeν φαίνeται να ακολουθούνται. Συνδέοντας τα παραπάνω μe την eπαγγeλματική eνδυνάμωση των eκπαιδeυτικών σχeδιάσαμe, eφαρμόσαμe και αξιολογήσαμe ένα eρeυνητικό-eκπαιδeυτικό πρόγραμμα eνδοϋπηρeσιακής eπιμόρφωσης στις σύγχρονeς τάσeις της Διδακτικής των Φυσικών Eπιστημών (όπως διeρeύνηση, διδακτικός μeτασχηματισμός πeριeχομένου, αξιοποίηση eναλλακτικών ιδeών των μαθητών, χρήση ψηφιακών τeχνολογιών, μοντέλα και μοντeλοποίηση, μη τυπική eκπαίδeυση). Eκπαιδeύσαμe 13 eκπαιδeυτικούς της υποχρeωτικής eκπαίδeυσης σe τρeις ομάδeς: Προσχολικής, Α/θμιας και Μη Τυπικής eκπαίδeυσης. Τα αποτeλέσματα eίναι eνθαρρυντικά. Στο άρθρο αυτό πeριγράφουμe σύντομα το πρόγραμμ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Το επιμορφωτικό πρόγραμμα STED (Science Teachers EDucation): Θεωρητική Τεκμηρίωση και Εφαρμογή","attachmentId":119101687,"attachmentType":"pdf","work_url":"https://www.academia.edu/124975731/%CE%A4%CE%BF_%CE%B5%CF%80%CE%B9%CE%BC%CE%BF%CF%81%CF%86%CF%89%CF%84%CE%B9%CE%BA%CF%8C_%CF%80%CF%81%CF%8C%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1_STED_Science_Teachers_EDucation_%CE%98%CE%B5%CF%89%CF%81%CE%B7%CF%84%CE%B9%CE%BA%CE%AE_%CE%A4%CE%B5%CE%BA%CE%BC%CE%B7%CF%81%CE%AF%CF%89%CF%83%CE%B7_%CE%BA%CE%B1%CE%B9_%CE%95%CF%86%CE%B1%CF%81%CE%BC%CE%BF%CE%B3%CE%AE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/124975731/%CE%A4%CE%BF_%CE%B5%CF%80%CE%B9%CE%BC%CE%BF%CF%81%CF%86%CF%89%CF%84%CE%B9%CE%BA%CF%8C_%CF%80%CF%81%CF%8C%CE%B3%CF%81%CE%B1%CE%BC%CE%BC%CE%B1_STED_Science_Teachers_EDucation_%CE%98%CE%B5%CF%89%CF%81%CE%B7%CF%84%CE%B9%CE%BA%CE%AE_%CE%A4%CE%B5%CE%BA%CE%BC%CE%B7%CF%81%CE%AF%CF%89%CF%83%CE%B7_%CE%BA%CE%B1%CE%B9_%CE%95%CF%86%CE%B1%CF%81%CE%BC%CE%BF%CE%B3%CE%AE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="107862700" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/107862700/%CE%94%CE%B9%CE%B5%CF%81%CE%B5%CF%8D%CE%BD%CE%B7%CF%83%CE%B7_%CF%84%CE%B7%CF%82_%CF%83%CF%87%CE%AD%CF%83%CE%B7%CF%82_%CE%BC%CE%B5%CF%84%CE%B1%CE%BE%CF%8D_%CF%84%CE%B7%CF%82_%CE%BF%CE%B9%CE%BA%CE%BF%CE%B3%CE%B5%CE%BD%CE%BF%CF%8D%CF%82_%CE%B1%CF%81%CE%B9%CF%83%CF%84%CE%B5%CF%81%CE%BF%CF%87%CE%B5%CE%B9%CF%81%CE%AF%CE%B1%CF%82_%CE%BA%CE%B1%CE%B9_%CF%84%CE%B7%CF%82_%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%CF%82_%CE%B5%CF%80%CE%AF%CE%B4%CE%BF%CF%83%CE%B7%CF%82_%CF%83%CE%B5_%CF%80%CE%B1%CE%B9%CE%B4%CE%B9%CE%AC_%CE%A0%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%AC%CE%B8%CE%BC%CE%B9%CE%B1%CF%82_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7%CF%82">Διερεύνηση της σχέσης μεταξύ της οικογενούς αριστεροχειρίας και της σχολικής επίδοσης σε παιδιά Πρωτοβάθμιας Εκπαίδευσης</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="17903523" href="https://independent.academia.edu/%CE%9C%CE%91%CE%BD%CF%84%CF%89%CE%BD%CE%B9%CE%AC%CE%B4%CE%BF%CF%85">Μαρία Αντωνιάδου</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2015</p><p class="ds-related-work--abstract ds2-5-body-sm">Η προτίμηση χεριού αποτελεί έναν από τους δείκτες που χρησιμοποιήθηκαν ευρέως για την έμμεση μέτρηση της λειτουργικής εγκεφαλικής ασυμμετρίας, η οποία αναφέρεται στο διαφορετικό εντοπισμό των αισθητηριακών, γνωστικών και κινητικών λειτουργιών στα δύο ημισφαίρια. Στη διεθνή βιβλιογραφία υπάρχει ασυνέπεια μεταξύ των ευρημάτων που αφορούν τη σχέση μεταξύ λειτουργικής εγκεφαλικής ασυμμετρίας και γνωστικών ικανοτήτων. Σκοπός της παρούσας μελέτης είναι να διερευνήσει τη σχέση μεταξύ της οικογενούς αριστεροχειρίας και της σχολικής επίδοσης των παιδιών της Πρωτοβάθμιας Εκπαίδευσης στο μάθημα της «Γλώσσας», των «Μαθηματικών», της «Μουσικής» και των «Εικαστικών». Το δείγμα της έρευνας αποτέλεσαν 463 παιδιά (ηλικίας 8 έως 12 ετών), 224 αγόρια και 239 κορίτσια, που φοιτούσαν στην Γ΄ τάξη έως την Στ΄ τάξη σε δημόσια Δημοτικά Σχολεία της Ανατολικής Θεσσαλονίκης. Τα παιδιά ταξινομήθηκαν σε δύο ομάδες, δεξιόχειρες και οικογενείς μη δεξιόχειρες, με βάση το ερωτηματολόγιο των Briggs & Nebes (1975) κα...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Διερεύνηση της σχέσης μεταξύ της οικογενούς αριστεροχειρίας και της σχολικής επίδοσης σε παιδιά Πρωτοβάθμιας Εκπαίδευσης","attachmentId":106407472,"attachmentType":"pdf","work_url":"https://www.academia.edu/107862700/%CE%94%CE%B9%CE%B5%CF%81%CE%B5%CF%8D%CE%BD%CE%B7%CF%83%CE%B7_%CF%84%CE%B7%CF%82_%CF%83%CF%87%CE%AD%CF%83%CE%B7%CF%82_%CE%BC%CE%B5%CF%84%CE%B1%CE%BE%CF%8D_%CF%84%CE%B7%CF%82_%CE%BF%CE%B9%CE%BA%CE%BF%CE%B3%CE%B5%CE%BD%CE%BF%CF%8D%CF%82_%CE%B1%CF%81%CE%B9%CF%83%CF%84%CE%B5%CF%81%CE%BF%CF%87%CE%B5%CE%B9%CF%81%CE%AF%CE%B1%CF%82_%CE%BA%CE%B1%CE%B9_%CF%84%CE%B7%CF%82_%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%CF%82_%CE%B5%CF%80%CE%AF%CE%B4%CE%BF%CF%83%CE%B7%CF%82_%CF%83%CE%B5_%CF%80%CE%B1%CE%B9%CE%B4%CE%B9%CE%AC_%CE%A0%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%AC%CE%B8%CE%BC%CE%B9%CE%B1%CF%82_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7%CF%82","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/107862700/%CE%94%CE%B9%CE%B5%CF%81%CE%B5%CF%8D%CE%BD%CE%B7%CF%83%CE%B7_%CF%84%CE%B7%CF%82_%CF%83%CF%87%CE%AD%CF%83%CE%B7%CF%82_%CE%BC%CE%B5%CF%84%CE%B1%CE%BE%CF%8D_%CF%84%CE%B7%CF%82_%CE%BF%CE%B9%CE%BA%CE%BF%CE%B3%CE%B5%CE%BD%CE%BF%CF%8D%CF%82_%CE%B1%CF%81%CE%B9%CF%83%CF%84%CE%B5%CF%81%CE%BF%CF%87%CE%B5%CE%B9%CF%81%CE%AF%CE%B1%CF%82_%CE%BA%CE%B1%CE%B9_%CF%84%CE%B7%CF%82_%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AE%CF%82_%CE%B5%CF%80%CE%AF%CE%B4%CE%BF%CF%83%CE%B7%CF%82_%CF%83%CE%B5_%CF%80%CE%B1%CE%B9%CE%B4%CE%B9%CE%AC_%CE%A0%CF%81%CF%89%CF%84%CE%BF%CE%B2%CE%AC%CE%B8%CE%BC%CE%B9%CE%B1%CF%82_%CE%95%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7%CF%82"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="81953943" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/81953943/%CE%92%CE%91%CE%A3%CE%99%CE%9A%CE%95%CE%A3_%CE%91%CE%A1%CE%A7%CE%95%CE%A3_%CE%9F%CE%94%CE%9F%CE%9D%CE%A4%CE%99%CE%9A%CE%97%CE%A3_%CE%91%CE%99%CE%A3%CE%98%CE%97%CE%A4%CE%99%CE%9A%CE%97%CE%A3_%CE%A7%CE%A1%CE%A9%CE%9C%CE%91_%CE%9A%CE%91%CE%99_%CE%A7%CE%91%CE%A1%CE%91%CE%9A%CE%A4%CE%97%CE%A1%CE%99%CE%A3%CE%A4%CE%99%CE%9A%CE%91">ΒΑΣΙΚΕΣ ΑΡΧΕΣ ΟΔΟΝΤΙΚΗΣ ΑΙΣΘΗΤΙΚΗΣ- ΧΡΩΜΑ ΚΑΙ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="98350437" href="https://uniwa.academia.edu/ARISTIDISGALIATSATOS">ARISTIDIS GALIATSATOS</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ΒΑΣΙΚΕΣ ΑΡΧΕΣ ΟΔΟΝΤΙΚΗΣ ΑΙΣΘΗΤΙΚΗΣ- ΧΡΩΜΑ ΚΑΙ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">Στη σύγχρονη εποχή της οδοντιατρικής, με την εντυπωσιακή πρόοδο στα θέματα αισθητικής, υπάρχει μεγάλο ενδιαφέρον για τον καθορισμό αισθητικών κανόνων και κατευθυντήριων γραμμών. Άλλωστε, προς την κατεύθυνση αυτή υπάρχει συνεχής ερευνητική προσπάθεια. Κύριο ζητούμενο της προσπάθειας αυτής είναι η ανεύρεση, κατανόηση και εφαρμογή απλών αισθητικών κανόνων και εργαλείων, που να μπορούν να οδηγήσουν στο σωστό σχεδιασμό της θεραπείας. Επιπλέον, η ολοένα αυξανόμενη προβολή από τα μέσα μαζικής ενημέρωσης προσώπων που αντανακλούν τα μοντέρνα αισθητικά και κοινωνικά πρότυπα της εποχής μας, έχει ως συνέπεια την αύξηση του ενδιαφέροντος των ασθενών για την αναζήτηση αισθητικής οδοντιατρικής θεραπείας. Έτσι, σήμερα, ο ρόλος του οδοντίατρου, αλλά και κατ’ επέκταση του οδοντικού τεχνολόγου, είναι πολύ δύσκολος, γιατί με τις απαιτήσεις των ασθενών και την πολλές φορές παραπλανητική ενημέρωση από τις εταιρείες, θα πρέπει να διαθέτουν και οι δύο τις απαραίτητες εκείνες γνώσεις που τους κάνουν ικανούς να αποκτήσουν γνώση των τεχνικών και των υλικών, αλλά κυρίως γνώση των δυνατοτήτων και των περιορισμών τους. Η δυσκολία αυτή αυξάνει σημαντικά και από το γεγονός της συνεχούς εμφάνισης νέων υλικών με συνεχείς σημαντικές βελτιώσεις στο τομέα της απόδοσης του χρώματος των φυσικών δοντιών. Στα πλαίσια αυτά λοιπόν, προκύπτει η ανάγκη να παρουσιαστούν, με όσο το δυνατόν πιο απλό τρόπο, όλες οι βασικές αρχές της αισθητικής, της οδοντικής αισθητικής και του χρώματος, καθώς και πώς αυτά μπορούν να εφαρμοστούν με επιτυχία στην κλινική και οδοντοτεχνική πράξη. Και ακριβώς αυτός είναι ο σκοπός συγγραφής αυτού του ηλεκτρονικού συγγράμματος.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ΒΑΣΙΚΕΣ ΑΡΧΕΣ ΟΔΟΝΤΙΚΗΣ ΑΙΣΘΗΤΙΚΗΣ- ΧΡΩΜΑ ΚΑΙ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ","attachmentId":87868574,"attachmentType":"pdf","work_url":"https://www.academia.edu/81953943/%CE%92%CE%91%CE%A3%CE%99%CE%9A%CE%95%CE%A3_%CE%91%CE%A1%CE%A7%CE%95%CE%A3_%CE%9F%CE%94%CE%9F%CE%9D%CE%A4%CE%99%CE%9A%CE%97%CE%A3_%CE%91%CE%99%CE%A3%CE%98%CE%97%CE%A4%CE%99%CE%9A%CE%97%CE%A3_%CE%A7%CE%A1%CE%A9%CE%9C%CE%91_%CE%9A%CE%91%CE%99_%CE%A7%CE%91%CE%A1%CE%91%CE%9A%CE%A4%CE%97%CE%A1%CE%99%CE%A3%CE%A4%CE%99%CE%9A%CE%91","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/81953943/%CE%92%CE%91%CE%A3%CE%99%CE%9A%CE%95%CE%A3_%CE%91%CE%A1%CE%A7%CE%95%CE%A3_%CE%9F%CE%94%CE%9F%CE%9D%CE%A4%CE%99%CE%9A%CE%97%CE%A3_%CE%91%CE%99%CE%A3%CE%98%CE%97%CE%A4%CE%99%CE%9A%CE%97%CE%A3_%CE%A7%CE%A1%CE%A9%CE%9C%CE%91_%CE%9A%CE%91%CE%99_%CE%A7%CE%91%CE%A1%CE%91%CE%9A%CE%A4%CE%97%CE%A1%CE%99%CE%A3%CE%A4%CE%99%CE%9A%CE%91"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="118256646" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/118256646/%CE%A0%CE%B1%CF%81%CE%AC%CE%B3%CE%BF%CE%BD%CF%84%CE%B5%CF%82_%CF%80%CE%BF%CF%85_%CE%B5%CF%80%CE%B9%CE%B4%CF%81%CE%BF%CF%8D%CE%BD_%CF%83%CF%84%CE%B7%CE%BD_%CF%80%CF%81%CF%8C%CE%B8%CE%B5%CF%83%CE%B7_%CF%84%CE%BF%CF%85_%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%BF%CF%8D_%CE%BD%CE%B1_%CE%B5%CF%80%CE%B9%CE%BB%CE%AD%CE%B3%CE%B5%CE%B9_%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%AC_%CF%80%CF%81%CE%BF%CE%B3%CF%81%CE%AC%CE%BC%CE%BC%CE%B1%CF%84%CE%B1_%CE%BC%CE%B5_%CE%B8%CE%AD%CE%BC%CE%B1_%CF%84%CE%B9%CF%82_%CE%91%CE%BD%CE%B1%CE%BD%CE%B5%CF%8E%CF%83%CE%B9%CE%BC%CE%B5%CF%82_%CE%A0%CE%B7%CE%B3%CE%AD%CF%82_%CE%95%CE%BD%CE%AD%CF%81%CE%B3%CE%B5%CE%B9%CE%B1%CF%82">Παράγοντες που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει σχολικά προγράμματα με θέμα τις Ανανεώσιμες Πηγές Ενέργειας</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9933482" href="https://uoa.academia.edu/GeorgiaLiarakou">Georgia Liarakou</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Περιβαλλοντική Εκπαίδευση για την Αειφορία, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Η παρούσα μελέτη έχει ως στόχο τη διερεύνηση των παραγόντων που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει διδακτικές θεματικές σχετικές με τις Ανανεώσιμες Πηγές Ενέργειας (ΑΠΕ). Τετρακόσιοι πενήντα τέσσερις (454) εκπαιδευτικοί της δευτεροβάθμιας εκπαίδευσης από τα Δωδεκάνησα απάντησαν σε ερωτηματολόγιο που δομήθηκε με βάση τη θεωρία της Προσχεδιασμένης Συμπεριφοράς (Ajzen, 2002). Τα δεδομένα αναλύθηκαν με πολλαπλή γραμμική παλινδρόμηση προκειμένου να εξεταστεί ποιοι παράγοντες επιδρούν στην πρόθεση του εκπαιδευτικού να διδάσκει θεματικές για τις ΑΠΕ. Το μοντέλο βρέθηκε να είναι στατιστικά σημαντικό (p &lt; .001), ενώ το 62,8% της διακύμανσης της πρόθεσης διδασκαλίας εξηγήθηκε από τις μεταβλητές του μοντέλου. 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αξίες στο ελληνικό σχολείο: μια έρευνα σε σχολικές μονάδες της δευτεροβάθμιας εκπαίδευσης της περιφερειακής ενότητας Αιτωλοακαρνανίας</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34912937" href="https://independent.academia.edu/%CE%93%CE%B9%CF%8E%CF%81%CE%B3%CE%BF%CF%82%CE%9C%CF%80%CE%AD%CF%83%CF%84%CE%B9%CE%B1%CF%82">Georgios Bestias</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Πανεπιστήμιο Πατρών. Σχολή Ανθρωπιστικών και Κοινωνικών Επιστημών. 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