Christos Koilias

Sexual Dimorphism of the Arm Bones in a Modern Greek Population

Abstract:  Several studies have shown that sex determination methods based on measurements of the skeleton are population specific. Metric traits of the long bones of the arm have been reported as reliable indicators of sex. This study was designed to determine whether the three long bones of the arm can be used for sex determination on a skeletal population from Greece. The material used consists of the arm bones of 204 adult individuals (111 males and 93 females) coming from the Modern Human Skeletal Collection of the University of Athens. The age range is 19–96 years for males and 20–99 years for females. The maximum lengths and epiphyseal widths were measured in the long bones of the arm (humerus, radius, and ulna). The discriminant analysis of the metrical data of each long bone gave very high discrimination accuracies. The rate of correct sex discrimination based on different long bones ranges from 90.30% (ulna) to 95.70% (humerus). In addition, intra‐ and inter‐observer error tests were performed. These indicated that replication of measurements was satisfactory for the same observer over time and between observers. The results of this study show that metric characteristics of the arm bones can be used for the determination of sex in skeletal remains from Greece and that bone dimensions are population specific.

Sex determination using metatarsal osteometrics from the Athens collection

The determination of sex in skeletal remains performed by forensic anthropologists or bioarchaeologists typically relies on the analysis of quantitative and qualitative characteristics of the skeleton. In this regard, the most widely used features belong to the pelvic and cranial areas, but these are often not available in forensic or archaeological contexts. The objective of this study is to determine the extent of dimorphism exhibited by the metatarsal bones in order to examine their utility in the metric determination of sex in skeletal remains of Greek origin. A further objective is the development of linear discriminant function equations for sex determination based on the metatarsals from a contemporary Greek population. The skeletal sample used in this study is comprised of 1595 metatarsals (left and right), corresponding to 186 adult individuals (97 males, 89 females) and belongs to the documented collection of the University of Athens. The results suggest that metatarsal bones exhibit significant sexual dimorphism and the accuracy of the discriminant function equations for sex determination range from 80.7% to 90.1% (or 77.9-86.4% cross-validated). Thus, metatarsal bones may be used for sex determination in skeletal remains from Greece in addition to other sexing techniques.

Sex determination using metacarpal biometric data from the Athens Collection

Forensic anthropologists and bioarchaeologists usually determine sex by analyzing quantitative and qualitative characters of the human skeleton. In general, the pelvis and skull are the skeletal parts used most often, but in many cases these parts are missing or fragmentary. In such circumstances, it is necessary to use techniques based on other skeletal elements. The primary aim of this work is to determine whether metacarpals can be used for the determination of sex specifically in a Greek population. A secondary step is to describe and develop linear discriminant function equations for sex determination based on a contemporary Greek population using metacarpal biometric data. The skeletal sample of the modern Greeks is housed at the National and Kapodistrian University of Athens (NKUA) is comprised of 993 metacarpals (left and right), corresponding to 151 adult individuals (84 males and 67 females). The correct sex classification reached an accuracy of 83.7-88.1% for left and 83.8-89.7%, for right metacarpals. Our results suggest that metacarpals can be used for sexing in bioarchaeological, and forensic studies, in addition to other sex determination techniques.

Higher technological education specialties and graduates’ vocational status and prospects

Purpose – The purpose of this paper is to focus on a thorough comparison of the broader specialties and subspecialties provided by Greek higher technological education, regarding the employment status and the vocational prospects of the corresponding graduates, and aims to identify and analyze the relevant existing differences.Design/methodology/approach – Original empirical data were collected from 5,183 graduates of Technological Educational Institutes of higher education through a national survey using telephone interviews and a structured questionnaire. The stratified sample consisted of graduates originating from all nine different broader specialties (faculties) and 45 subspecialties (departments). Descriptive, bivariate and multivariate statistical analysis was used for the elaboration of the collected information.Findings – The results showed that there are significant differences among the graduates of different specialties regarding some employment characteristics, such as professional status, t...

Predictors of higher technological education graduates’ labour market entrance success

Abstract Nowadays, the successful transition of graduates from university into the world of work is one of the most important priorities of all involved stakeholders: governments, institutions of higher education, and individuals, as well as researchers. The present study analyzes the employability characteristics of higher technological education graduates, focusing on the determination of the factors which significantly affect the quality of their transition in the labour market. Original empirical data was collected through a national survey from 5183 graduates of 11 technological educational institutes (TEIs) of Greek higher education, corresponding to nine broader specialties and 51 professions. The findings of our study indicate that gender (that is, male) and postgraduate studies positively affect graduates’ employment. The interval between graduation and first employment is inversely affected by the duration of bachelor studies, as well as by having children, and appears to depend significantly on the graduates specialty. Male graduates, parents, postgraduate degree holders, and IT graduates appear to enjoy, on average, higher wages. The match between studies and work is higher for graduates who have children, who have a high or very high bachelor degree mark, for graduates of specialties related to health, as well as for postgraduate degree holders. Relevant suggestions for further research, and the practical implications of this study, are also discussed.

Students’ Satisfaction with an Undergraduate Primary Education Teaching Practicum Design on Developing Technological, Pedagogical and Mathematical Knowledge

During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course “Teaching Mathematics-Practicum Phase”. The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents course satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course’s weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. The findings raise a number of research questions regarding ICT integration in undergraduate primary teachers’ teaching practice.

Computer Science Teachers’ In-service Training Needs and Their Technological Pedagogical Content Knowledge

This study examines a national sample of 1127 computer science teachers who teach algorithms and programming in upper secondary education; it measures their knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of these areas. According to the results in the TPACK subscales, teachers state that their knowledge is between the values 4.38 (Content Knowledge) and 3.51 (Pedagogical Content Knowledge). Furthermore, according to the same study, teachers feel that they need further training in how to incorporate technology in their teaching as well as how to teach algorithms, two areas that relate to Pedagogical Content Knowledge and TPACK.