Courses in English For Erasmus Students Fall 21-22 As at 19-03-2021

LIST OF COURSES OFFERED FOR THE FALL AND SPRING SEMESTER 2021-2022
MAM/CRN COURSE
DEPARTMENT
CODE CODE
ENG 10718 ENG 101.1 and
ENG 12000 ENG 101.1A
ENG or
ENG 10719 ENG 101.2 and
ENG 12001 ENG 101.2A
ENG 10720 ENG 101.3

ENG 10721 ENG 102.1
ENG 10722 ENG 102.2
ENG 10723 ENG 110
ENG 10726 ENG 120

ENG 10724 ENG 160
ENG 11675 ENG 213
ENG 15268 ENG 220
ENG 15921 ENG 225

ENG 10725 ENG 239
ENG 10777 ENG 240 and
ENG 13893 ENG 240.1A or

ENG 13894 ENG 240.1B
ENG 14098 ENG 250
ENG 10778 ENG 270 and

ENG 11682 ENG 270.1A
ENG 11760 ENG 279
ΑΓΓ - ENGLISH STUDIES
ENG 15269 ENG 336
ENG 10929 ENG 340
ENG 10928 ENG 350
ENG 10922 ENG 395

ENG ENG 500
ENG 15923 ENG 501

ENG 15924 ENG 530
ENG 15925 ENG 532
ENG 15926 ENG 536
ENG 5XX (540 -

ENG
569)
ENG 5XX (540 -
ENG
569)
ENG 15940 ENG 559
ENG 15929 ENG 575
ENG 15930 ENG 587

ENG 15931 ENG 593
ENG 15932 ENG 594
ENG 15937 ENG 741
ENG ENG 743

ENG 15938 ENG 766
FES FES 730
FES FES 733
FES FES 771

FES FES 772
FRENCH AND EUROPEAN

STUDIES
FES FES 361
FES FES 439

FES FES 360
FES FES 300
FES FES 347
FES FES 433
FES FES 245
TURKISH AND MIDDLE

TURKISH
EASTERN STUDIES
LAN 15532 LAN 100.10
LAN 10971 LAN 100.33
LAN 10673 LAN 100.31

LAN 10022 LAN 100.4
LAN LAN 100.5
LAN 10024 LAN 100.11
LAN 10595 LAN 100.6
LAN 10484 LAN 100.14
LAN 15049 LAN 100.16
LAN 10286 LAN 100.23
LAN 10287 LAN 100.24
LAN 10438 LAN 100.29
LAN 10418 LAN 100.18
LAN 15052 LAN 100.43
LAN 15156 LAN 100.38
LAN 10139 LAN 200.2
LAN 10038 LAN 200.1
LAN 13974 LAN108.1
LC - LANGUAGE CENTRE
LC - LANGUAGE CENTRE
LAN 10132 LAN 107.1
LAN 10644 LAN 050.5
Medical School MEDICAL

BIO BIO 221
BIO BIO 230
BIO BIO 471
BIO - BIOLOGICAL
SCIENCES
BIO - BIOLOGICAL
SCIENCES
BIO BIO 442 *
BIO BIO 491**
BIO BIO 492***
BIO BIO 301
BIO BIO 401
BIO BIO 442 *
BIO BIO 491**
BIO BIO 492***

To be announced by
MAS Academic Affairs and MAS 191
Student Wellfare
MAS MAS 261
Mathematics and Statistics MAS MAS 262
MAS MAS 271

MAS MAS 302
CS CS434
CS CS445
CS CS450
CS CS422
ΠΛΗ - COMPUTER STUDIES

CS CS426
CS CS428
CS CS441
CS CS680
CS CS607
CS CS606
10152 PHY 322 1

PHY + +
12016 PHY 322 1A
ΦΥΣ - PHYSICS
ΦΥΣ - PHYSICS
10057 PHY 331 1

PHY + +
12017 PHY 331 1A
10710 PHY 347 1

PHY + +
12019 PHY 347 1A
CHE 11080 CHE 438

CHE 10911 CHE 311
XHM- CHEMISTRY
CHE 10165 CHE 331
10166
CHE & CHE 230
10167
EDU EDU 377
EDU EDU 336
EDU EDU 171
EDU EDU 170
EDU EDU 101

EDU EDU 363
ΕΠΑ-EDUCATION
EDU EDU 258
EDU EDU 252

EDU EDU 456
EDU EDU 435
EDU EDU 100
EDU EDU 368
EDU EDU 118
SPS- Social and Political

SPS SPS 457
Sciences
LAW LAW 474
LAW LAW471
LAW LAW 201*
LAW LAW452*
LAW LAW424*
LAW LAW 373*

LAW LAW 406
ΝΟΜ - LAW LAW LAW 206*
LAW LAW455*
LAW LAW477*
LAW LAW444
LAW LAW462*
LAW LAW443*
LAW LAW 104
LAW LAW438
LAW LAW 417*

LAW LAW 440*
LAW LAW 205*
PSY PSY 305
ΨΥΧ-PSYCHOLOGY
PSY PSY 123
ΨΥΧ-PSYCHOLOGY
PSY PSY426
BPA BPA 241*
BPA BPA 251*
BPA BPA 334*
BPA BPA 434*
BPA BPA 335*
BPA BPA 347*
BPA BPA352*
BPA BPA433*
BPA-HRM HRM 531
BPA-HRM HRM 532
BPA-HRM HRM 564
BPA-HRM HRM 565
BPA-HRM HRM 533
AFN TBC AFN 111
AFN TBC AFN 211
AFN TBC AFN 221
AFN TBC AFN 522
AFN TBC AFN 525

ECO ECO 311
ECO ECO 355

ECO ECO 370
ECO ECO 601

ECO ECO 602
ECO ECO 603
ECO ECO 604

ECO ECO 610
ECO ECO 661
ECO ECO 662
ECO ECO 663

ECO - MBE MBE 5101
ECO - MBE MBE 5102
ECO - MBE MBE 5103
ECO - MBE MBE 5104
ECO - MBE MBE 5204

ECO - MBE MBE 5206
ECO - MBE MBE 5306
ARH 13722 ARH 300

ARH 13723 ARH 400
ARH 15128 ARH 312

ARH 13256 ARH 301
ARH 13526 ARH 401
ARH 10453 ARH 411

ARH 13729 ARH 549
ECE ECE 320
ECE ECE 325

ECE ECE 220
ECE ECE 333

ECE ECE 307
MME 15511+15512 MME 307
MME 11772+11773 MME 325

MME 11775+15017 MME 347
MME na MME 443
MME na MME 456

CEE CEE 310
CEE CEE 451
CEE CEE 460
CEE CEE 535
CEE CEE 516

CEE CEE 562
CEE CEE 596
BMG
ΔΕΔΔ - BUSINESS AND

PUBLIC ADMINISTRATION
* The courses with code

BPA can be offer on-line
provided that the necessary ARC 13770 ARC 650
approvals from the UCY are
obtained.
ARC 15973 ARC 653
ARC ARC 670
ARC 12662 ARC 654
ARC 15466 ARCH 655
ARC 15468 ARCH 659
ARC 15467 ARCH 661
ARC ARC 671
ARC ARC 673
ARC ARC 699
ARC ARC 226

ARC HIS 206
ARC ARC 224
CLASSICAL ΛΑΤ 283

CLASSICAL ΛΑΤ 486
SMG ΣΕΓ 100 2

SMG ΣΕΓ 100 3
SMG ΣΕΓ 110 1
SMG ΣΕΓ 120 1

BPA-MBA MBA 574
BPA-MBA MBA 512
BPA-MBA MBA 531

BPA-MBA MBA 551
BPA-MBA MBA 561

BPA-MBA MBA 562
BPA-MBA MBA 511

BPA-MBA MBA 544
BPA-MBA MBA 566

MESTER 2021-2022
STUDY CYCLE IN TYPE OF COURSE

COURSE TITLE WHICH COURSE IS COMPULSORY OR
OFFERED ELECTIVE
UNDERGRADUATE COMPULSORY
English for Academic

UNDERGRADUATE
Purposes
English for Academic
(English Language and (European Studies
Purposes
Literature) Programme)
Research Skills in the
Humanities
Research Skills in the

Humanities
Introduction to the Study of

Fiction
Introduction to the Study of

Poetry
Introduction to Linguistics UNDERGRADUATE COMPULSORY
Studies in 19th Century

Fiction
Poetry of the Modern Early

Poetry A
Studies in Romantic and

Victorian Poetry B
COMPULSORY
Introduction to Cultural
UNDERGRADUATE (European Studies
Criticism
Programme)
Pedagogical Grammar
Pedagogical Grammar
English Phonetics and

Phonology
Translation Methodology
Translation Methodology
COMPULSORY
Introduction to Critical
UNDERGRADUATE (European Studies
Thinking
Programme)
Modern Drama A UNDERGRADUATE COMPULSORY
Language Change &

Development
UNDERGRADUATE
EFL Teaching Methodology (English Language and COMPULSORY
Literature)
Intersemiotic Translation
and Adaptation
Introduction to Feminist
Theory
Literature and the Art of

Living
Love in the 20th Century UNDERGRADUATE COMPULSORY
The Literature of the

Uncanny
Graphic Lives: Migration, the

"Refugee Crisis” and Human UNDERGRADUATE COMPULSORY
Rights in Comics
Elective course Linguistics UNDERGRADUATE COMPULSORY

Elective course Linguistics UNDERGRADUATE COMPULSORY
UNDERGRADUATE
Sociophonetics (English Language and COMPULSORY
Literature)
Theatre Translation UNDERGRADUATE COMPULSORY
Research methods and tools

for translators and UNDERGRADUATE COMPULSORY
interpreters
Principles of Public
Service/Community UNDERGRADUATE COMPULSORY
Interpreting
Text Linguistics UNDERGRADUATE COMPULSORY
Trends in Applied Linguistics

(ΜΑ course in Theoretical & POSTGRADUATE COMPULSORY
Applied Linguistics)
Principles of Linguistic
Analysis I (ΜΑ course in
POSTGRADUATE COMPULSORY
Theoretical & Applied
Linguistics)
Portfolio Development I
(ΜΑ course in Theoretical &
Applied Linguistics: not a
POSTGRADUATE COMPULSORY
taught course, it should be
taken in combination with
ENG 740 & ENG 741)
Méthodologie de la
Master Compulsory
Didactique du FLE
Sociolinguistique et
Master Compulsory
Didactique du FLE
European Spirit in the

Master Compulsory
globalized era
Gender roles in the
Master Compulsory
European space
Théories de la traduction Undergraduate Compulsory
Littérature et peinture Undergraduate Compulsory

Didactique du FLE Undergraduate Compulsory
Lexicologie - Lexicographie Undergraduate Compulsory
La France devant les grands

Undergraduate Compulsory
défis de l’UE
Transformations de texte
littéraire
Rhétorique de la publicité Undergraduate Compulsory
compulsory and/or
General Adnanced English Undergraduate
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
elective
compulsory and/or
Academic English Undergraduate
elective
compulsory and/or
Academic English Undergraduate
elective
compulsory and/or
Intermediate French II Undergraduate / Master
elective
compulsory and/or
Intermediate French I Undergraduate / Master
elective
Turkish for Beginners I Undergraduate / Master Elective

Biochemistry I UNDERGRADUATE Compulsory
Introduction to
UNDERGRADUATE Compulsory
Computational Biology
Immunology UNDERGRADUATE Compulsory

Internship in Biology UNDERGRADUATE Elective
Undergraduate thesis I UNDERGRADUATE Compulsory
Undergraduate thesis II UNDERGRADUATE Compulsory
Ecology UNDERGRADUATE Compulsory
Evolutionary Biology UNDERGRADUATE Compulsory
Internship in Biology UNDERGRADUATE Elective
Undergraduate thesis I UNDERGRADUATE Compulsory
Undergraduate thesis II UNDERGRADUATE Compulsory

Mathematics with
Computers
Probability I Undergraduate Compulsory
Statistics I Undergraduate Compulsory
Numerical Analysis I Undergraduate Compulsory

Complex Analysis I Undergraduate Compulsory
Logic Programming and

Undergraduate ELECTIVE
Artificial Intelligence
Digital Image Processing Undergraduate ELECTIVE
Network Management and

Services
Advanced Networks Undergraduate ELECTIVE
Computer Graphics Undergraduate ELECTIVE
Internet of Things:
Programming and Undergraduate ELECTIVE
Applications
Advanced Software
Engineering
Cognitive programming Master ELECTIVE
Visual Computing Master ELECTIVE
Computer Networks and the

Master ELECTIVE
Internet
Junior Physics Laboratory II Undergraduate ELECTIVE

Particle Physics Undergraduate ELECTIVE
Computational Physics Undergraduate ELECTIVE
Supramolecular Chemistry UNDERGRADUATE ELECTIVE

Instrumental Chemical
Analysis
Organic Chemistry III UNDERGRADUATE Compulsory
Organic Chemistry
Laboratory II
UNDERGRADUATE-
Physical Education in pre-
Pre Primary School Compulsory
primary school
Education
UNDERGRADUATE-
Scince Teaching Methods Compulsory
Priimary School Education
Fountations and
Fundamental Concepts of UNDERGRADUATE-
Compulsory
Mathematics in Primaryt Priimary School Education
School
UNDERGRADUATE-Pre
Pre-Math Concepts Compulsory
Primary School Education
UNDERGRADUATE-Pre
Theory of Education Compulsory
an Primary School
Education
Music Education in primary UNDERGRADUATE-
Compulsory
school Priimary School Education
UNDERGRADUATE-
Music Education in pre-
primary school
Education
Art education in pre-primary UNDERGRADUATE-Pre

Compulsory
school Primary School Education
The Content of Physical UNDERGRADUATE-
Compulsory
Education Priimary School Education
Teaching Natural Sciences UNDERGRADUATE-Pre
Compulsory
in pre-primary School Primary School Education
UNDERGRADUATE-For
Olympic Education Students of other Free elective
Department
UNDERGRADUATE-
Theaching Music in pre-
primary School
Education
UNDERGRADUATE-Pre
Education and Gender Elective
an Primary School
Education
Democratization Undergraduate Elective

Legal Ethics Undergraduate ELECTIVE
Sociology of law Undergraduate ELECTIVE
EU Law Undergraduate COMPULSORY
International economic law Undergraduate ELECTIVE

Air law Undergraduate ELECTIVE
Philosophy of Law Undergraduate COMPULSORY

Legal Psychology Undergraduate ELECTIVE
Public International Law II Undergraduate COMPULSORY
International criminal law Undergraduate ELECTIVE
Oil&Gas Law Undergraduate ELECTIVE
Climate Change Law Undergraduate ELECTIVE

European Private Law Undergraduate ELECTIVE
Labour law Undergraduate ELECTIVE
Introduction to Criminal
Justice
Energy Law Undergraduate ELECTIVE
Competition law Undergraduate COMPULSORY

EU Administrative Law Undergraduate ELECTIVE
Public International Law I Undergraduate COMPULSORY
Behavior Modification
Undergraduate Elective
(Learning and Conditioning)
PSYCHOLOGY OF
MOTIVATION
ADVANCED TOPICS IN
Undergraduate
CLINICAL PSYCHOLOGY
INTRODUCTION TO
MANAGEMENT SCIENCE
PRINCIPLES OF
MARKETING
HUMAN RESOURCE
UNDERGRADUATE ELECTIVE
MANAGEMENT
ENTREPRENEURSHIP UNDERGRADUATE ELECTIVE
CROSS-CULTURAL
MANAGEMENT
MANAGEMENT
INFORMATION SYSTEM UNDERGRADUATE ELECTIVE
(MIS)
CONSUMES BEHAVIOR UNDERGRADUATE ELECTIVE

BUSINESS AND
ECOMMERCE
ADVANCED
ORGANIZATIONAL MASTER COMPULSORY
BEHAVIOR
HUMAN RESOURCE
MASTER COMPULSORY
MANAGEMENT
BUSINESS ETHICS AND

MASTER COMPULSORY
CSR
LEADING PEOPLE MASTER COMPULSORY

STRATEGIC AND
INTERNATIONAL HUMAN
MASTER COMPULSORY
RESOURCE
MANAGEMENT
FINANCIAL ACCOUNTING
I
MANAGERIAL
ACCOUNTING AND UNDERGRADUATE COMPULSORY
COSTING I
PERSONAL FINANCE UNDERGRADUATE COMPULSORY
INVESTMENTS MASTER COMPULSORY
OPTIONS AND FUTURES MASTER COMPULSORY

Labour Economics Undergraduate Elective
Topics in International
Economics
Topics in Financial and
Monetary Economics
Microeconomic Analysis I Master Compulsory

Macroeconomic Analysis I Master Compulsory
Statistics and Econometrics

Master Compulsory
I
Analytical Methods in
Master Compulsory
Economics
Money, Banking and
Master Compulsory
Financial Economics
Microeconomics Master Compulsory
Macroeconomics Master Compulsory
Econometrics Master Compulsory

Business Economics Master Compulsory
Economics of Innovation
Master Compulsory
and R&D Spending
Data Analysis and

Master Compulsory
Quantitative Methods
Behavioral Economics Master Compulsory
Financial Management For

Master Compulsory
Innovative Firms
Firm Performance
Master Compulsory
Evaluation
New Technology Ventures Master Compulsory
Architectural Design V –
Urban Design
Architectural Design VII UNDERGRADUATE COMPULSORY
Architecture and the Moving

Image
Architectural Design VI –
Architectural Technology
Architectural Design VIII UNDERGRADUATE COMPULSORY
Advanced Architectural
Theory
Advanced Topicsin Urban
POSTGRADUATE ELECTIVE
Planning
Signals and Systems II UNDERGRADUATE Compulsory
Iterative Methods UNDERGRADUATE Compulsory

Signals and Systems I UNDERGRADUATE Compulsory
Photonics UNDERGRADUATE Core Elective

Digital integrated Circuits UNDERGRADUATE Core Elective
Numerical Methods Undergraduate COMPULSORY
Modeling and Analysis of

Undergraduate COMPULSORY
Dynamic Systems
Design and Manufacturing Undergraduate COMPULSORY
Advanced Metal Working Technical Elective

Undergraduate
Processes Course
Properties of Polymers and Technical Elective

Undergraduate
Polymer Processing Course
Construction Management I Undergraduate Compulsory
Engineering Geology Undergraduate Elective
Transportation Engineering Undergraduate Compulsory
Graduate (2nd and 3rd

Plasticity Theory Elective
cycle)

Building Information Models Compulsory
cycle)
Asphalt Materials Elective
cycle)
Renewable Energy Sources Graduate (2nd and 3rd

Elective
Management cycle)
Settlement and Landscape

MASTER COMPULSORY
Archaeology
Introduction to GIS
Technologies in MASTER COMPULSORY
Archaeology (GIS I)
Applications of
GeoInformatics in MASTER COMPULSORY
Archaeology
Maritime Cultural Landscape MASTER COMPULSORY
Shipwreck Archaeology MASTER COMPULSORY
The Interdisciplinary Study
MASTER COMPULSORY
of Ancient Materials
Study of pottery and small
MASTER COMPULSORY
finds
Computational and Analytic
Techniques in the
MASTER COMPULSORY
Humanities and Social
Sciences
Geospatial Analysis and
MASTER COMPULSORY (GIS I)
Modelling in GIS (GIS II)
Advanced Topics in Digital
MASTER COMPULSORY
Humanities
The Early Prehistory of

Cyprus and Anatolia (11th – BA ELECTIVE
3rd mill. BC)
The British Isles, Europe
and the World (ca. 1500- BA ELECTIVE
1914)
Ancient Technology: From
Raw material to Finished Undergraduate ELECTIVE
Object
The Roman Novel UNDERGRADUATE elective

Propertius UNDERGRADUATE elective
Teaching of the Greek

Undergraduate / Master Elective
language Α1
language Α1
language Α2

language Β1
PRINCIPLES OF
BUSINESS MASTER COMPULSORY
COMMUNICATION
MANAGERIAL
MASTER COMPULSORY
ACCOUNTING
BUSINESS ECONOMICS MASTER COMPULSORY

MARKETING
MASTER COMPULSORY
MANAGEMENT
LEADING & MANAGING

MASTER COMPULSORY
ORGANIZATIONS
CORPORATE SOCIAL
RESPONSIBILITY AND MASTER COMPULSORY
ETHICS
FINANCIAL ACCOUNTING
FOR MANAGEMENT MASTER COMPULSORY
DECISIONS
BUSINESS STATISTICS MASTER COMPULSORY
LEADERSHIP MASTER COMPULSORY

COURSE PREREQUISITES/ SEMESTER
CO-REQUISITES FALL/SPRING
FALL
FALL
Courses with codes in the range 100-199 target first year students of the Department
Courses with codes in the range 100-199 target first year students of the Department FALL
FALL
FALL
FALL
FALL
FALL
FALL
FALL
FALL
FALL
Courses with codes in the range 200-299 target second year students of the Department
FALL
FALL
FALL
FALL
FALL
FALL
FALL
Courses with codes in the range 300-399 target third year student of the Department
FALL
PREREQUISITES
FALL
ENG 160 & ENG 161
Courses with codes in the range 300-399 target third year student of the Department FALL
FALL
FALL
FALL
FALL
FALL
Courses with codes in the range 500-599 are elective courses and target third and fourth
year students of the Department FALL
Courses with codes in the range 500-599 are elective courses and target third and fourth
year students of the Department
FALL
FALL
FALL
FALL
FALL
FALL
FALL
FALL
FALL
NO FALL
NO FALL
NO FALL
NO FALL
NO FALL
NO FALL
NO FALL
NO FALL
NO FALL
NO FALL
NO FALL
Knowledge of English at B1+ CEFR level FALL

LAN 101 or equivalent to B2 CEFR level FALL
LAN 101 or equivalent to B2 CEFR level FALL
Level A2 / LAN 107 FALL/ SPRING

Level A1 / LAN 106 FALL
None FALL
No FALL
No FALL
No FALL
The course involves laboratory/field work supervised by a faculty member of the
Department. This work could potentially take place in another organisation/company, as
long as there is a faculty member that agrees to supervise.Typically students do their FALL
Internship in one of the labs in our department. Even though our students are not allowed
to take this course during the same semester they work on their "Undergraduate thesis".
No FALL
Undergraduate thesis I FALL
SPRING
SPRING
same as Fall semester SPRING
SPRING
Undergraduate thesis I SPRING

There are no prerequisites nor co-requisites for this course. SPRING
A course in Mathematical Analysis is prerequisite. FALL
A course in Probability is prerequisite and there are no co-requisites. SPRING
No FALL
There are no prerequisites nor co-requisites for this course. SPRING
Prerequisites: CS111 FALL
Prerequisites: CS132, MAS016 FALL
Prerequisites: CS324 SPRING
Prerequisites: CS221, CS222 FALL OR SPRING

SPRING
Programming in C, basic linear algebra FALL
ΝΟΝΕ FALL
ΝΟΝΕ FALL
ΝΟΝΕ FALL
Org Chem II (CHE 231)Grade 4/10 &Inorganic Chemistry II (CHE 221) Grade 4/10 FALL
Chemical equilibria and Classical Methods of Analysis (CHE 111) Grade 4/10 FALL
Org Chem II (CHE 231)

FALL
Grade 4/10
Org Chem Lab I (CHE 130)

SPRING
Grade 5/10
N/A FALL
FALL and SPRING
N/A
2021-22
FALL and SPRING
N/A
2021-22
N/A FALL
N/A FALL
N/A FALL
N/A FALL
N/A FALL
N/A SPRING 2021-22
N/A SPRING 2021-22
N/A SPRING 2021-22
N/A SPRING 2021-22
N/A SPRING 2021-22
N/A
FALL
FALL
FALL
FALL
FALL
FALL
FALL
Erasmus students may also choose among the

following courses, which are offered on the basis
FALL
of individual reading and/or written papers
and/or meetings/tutorials/lectures*
FALL
FALL
SPRING
SPRING
SPRING
SPRING
SPRING
SPRING
SPRING
SPRING
N/A FALL
Prerequisites:
FALL
Clinical Psychology Ι
Prerequisites:
Clinical Psychology II
No FALL
No FALL
No FALL
No FALL
BPA231-prerequisite SPRING
either BPA433 or
NO-PREREQUISITES BPA347 on
SPRING
BPA251-prerequisite SPRING
NO-PREREQUISITES SPRING
FALL
To be registered to the HRM courses, the following is required: • Undergraduate Degree in FALL
any field of study – min GPA 7/10 or 2:1. • Proof of proficiency in the English language,
equivalent at least to level C1 of the Common European Framework of Reference for
Languages (CEFR), e.g. through one of the following exams: o IELTS Academic 7.0 o FALL
Aptis Advanced C1 o TOEFL iBT 95 o IGCSE / GCE B plus a CV and a Statement of
Purpose. All the above will be examined by a relevant Committee before the student is
accepted to the course FALL
FALL
N/A FALL
AFN 111 - FINANCIAL ACCOUNTING I FALL
N/A FALL
N/A FALL
N/A FALL
Prerequisites:
ECO 211 – Microeconomic Theory
ECO 211 – Microeconomic Theory (7 ECTS)

Microeconomic theory analyze the behavior of consumers and firms, studies the ways in
FALL
which they interact with markets and evaluates the performance of markets with respect to
the effective use of available resources. The course studies the way in which consumer
preferences, together with the constraints they face, determines demand for different
goods, as well as the behavior of producers within the market framework they have to
operate in. The course is concluded with the analysis of competitive markets.
Ν/Α FALL
Prerequisites:
ECO 111, ECO 221
ECO 111 Pronciples of Microeconomics(7 ECTS)

The course introduces the basic principles of individual decision making of consumers,
firms as well as the government. After a short introduction of the basic concepts needed for
understanding and analyzing economic problems, it examines the market forces of demand
and supply and the calculation of elasticities. It then describes and analyses the impact of
various government policies and explains how to evaluate the efficiency of market
outcomes. The cost structure of firms and profit maximizing conditions, as well as, market
structure is then analysed. Finally, it examines externalities and their impact on market
outcomes and the gains from trade.
ECO 221 Marcoeconimic Theory(7 ECTS)

The course begins with a short description of the main economic variables. Subsequently, FALL
the goods and money markets are analysed separately, and then, the closed economy IS-
LM model is presented in detail to prepare students for understanding the differences
between this and the more empirically relevant case of open macroeconomy models. The
IS-LM model is then used for the analysis of fiscal and monetary policies. Next, the supply
side of the economy is introduced. We analyse the labour market, the price setting and
wage setting behaviour of firms and the medium-run equilibrium. At this point, the goods,
money, and labour markets have been examined in great detail. The macroeconomic
model that follows examines the simultaneous equilibrium in all markets, both in the short-
and in the medium-run. Apart from the determination of the price level, nominal and real
wages, interest rate and national income, this aggregate model is used for the analysis of
fiscal and monetary policies, the inflation rate and the unemployment rate. The course
then extends the IS-LM model to include the role of expectations, and to emphasize the
open economy case. Finally, a basic economic growth model is introduced in order to help
understand the main determinants of economic growth.
Prerequisites:
FALL
Basic calculus and constrained optimization
Ν/Α FALL
Ν/Α FALL
Prerequisites:
FALL
Familiarity with linear algebra, differentiation, optimization and integration.
Ν/Α FALL
Ν/Α FALL
Ν/Α FALL
Ν/Α FALL
Ν/Α FALL
Ν/Α FALL
Ν/Α FALL
Ν/Α FALL
Ν/Α FALL
Ν/Α FALL
Ν/Α FALL
Prerequisites: ARH 201 and ARH 241 FALL

Prerequisite: ARH 301 FALL
No FALL
Prerequisites: ARH 300, ARH 330, ARH 332 and CEE 133 SPRING
Prerequisite: ARH 400 SPRING
SPRING
FALL (will not be
ΝΑ offered in the 2021-
22 Fall Semester)
Prerequisite: ECE 220
Basic continuous and discrete-time signals in Linear Vector Spaces, impulse functions,
basic properties of discrete and continuous linear time-invariant (LTI) systems, difference
FALL
and differential LTI systems, Fourier series representation of continuous-time periodic and
aperiodic signals, Fourier Transform, Laplace transform, time and frequency analysis of
continuous-time LTI systems, applications of transform techniques to electric circuit
analysis.
Prerequisite: CS 035
Advanced programming techniques based on the programming language C:

Recursion, Structures, Pointers, File and Memory management. Data types and abstract
data
types. Algorithm complexity analysis: worst-case and average-case analysis. Linear data
FALL
structures: List, Stack and Queue, using static and dynamic memory allocation methods.
Applications of linear data structures. Sorting algorithms: SeIectionSort, InsertionSort,
MergeSort, Quicksort and BucketSort. Tree data structures: Binary Trees, Binary Search
Trees, Balanced Trees, B-trees. Priority Queues and Heaps. Graphs: definitions, data
structures, topological sorting algorithms, graph traversal algorithms. Hashing techniques,
hash functions and collision resolution techniques.
Prerequisite: MAS 026
MAS 026. Functions of many variables. Partial derivatives. Gradient, divergence, and curl.
SPRING
Curves. Double and triple integrals. Change of variables. Jacobians. Polar, cylindrical, and
spherical coordinates. Line and surface integrals. Green, Stokes, and Gauss theorems.
Applications.
ECE 331 Introduction to electromagnetism. Vector analysis: dot product and cross product,
Cartesian, cylindrical and spherical coordinate systems, gradient, divergence and curl.
Electrostatics: Coulomb’s law, Gauss’s law, Poisson’s and Laplace’s equations, Joule’s
law, electric boundary conditions, capacitance. Magnetostatics: Biot-Savart law, magnetic
dipole, Ampere’s law, Gauss’s law for magnetism, hysteresis, magnetic boundary
conditions, inductance. Maxwell’s equations: Faraday’s law, Lenz’s law, displacement
SPRING
current, boundary conditions for time-varying fields, phasors. Plane waves: Maxwell’s
equations for sinusoidal signals, wave equations, transverse electromagnetic waves, linear,
circular and elliptical polarization, Poynting vector. Reflection and transmission of waves:
normal incidence, reflection and transmission coefficients, oblique incidence, Snell’s laws.
Transmission lines: transmission line model, microstrip line, characteristic impedance,
reflection coefficient, voltage standing wave ratio, input impedance. Radiation and
antennas: antenna parameters, far field approximation, Hertzian dipole, radiation
characteristics of antennas, half-wavelength dipole, quarter-wavelength monopole, arrays.
ECE 202 Semiconductor conduction: valence band model, intrinsic and extrinsic
semiconductors, moblility and conductivity factors, Hall effect, drift and diffusion currents,
Einstein’s relation.
Energy Bands and Carrier Statistics: Energy levels, metals insulators semiconductors, light
absorption and energy gap, Fermi function, calculation of free electron concentrations,
motion of carriers in energy bands, energy distributions.
p-n Junction Diodes: No bias junction equilibrium, current balance in the junction, potential
barrier and effects of bias, reverse bias, ideal I-V characteristics, practical diode I-V
characteristics, depletion layer width, varactor diode, Recombination and Lifetime, thick
diode, LEDs, Photodiodes, circuit models for junction diodes, diffusion/storage
capacitance, transit time, Large-signal switching, Schottky diodes and ohmic contacts
SPRING
MOSFET structure and principles of operation: Structure, action of insulated gate,
threshold voltage, derivation of channel charge and drain current for triode region and
saturation region, small-signal equivalent circuit, second order effects, NMOS vs PMOS
devices.
Bipolar Junction Transistor: Structure, principles of operation, currents in the base,
calculation of collector current, base current injected into the emitter, base recombination
current, collector-base leakage current, current gain, transistor output characteristics,
small-signal equivalent circuit, charge control model of a bipolar transistor during switching,
doping profiles and their effect on transistor performance, low-frequency and high-
frequency device models.
Integrated device fabrication: Wafer fabrication and processing, Photolithography,
Oxidation, Ion implantation, deposition and etching, simplified device fabrication flow,
device packaging.
Prerequisites: ΜΜE 208 FALL
Prerequisites: ΜAS 027 and ΜΜE 225 FALL

Prerequisite: MME 145 FALL
Prerequisites :MME 347 and MME 348 SPRING
Prerequisite: MME 155 SPRING

None Fall
CEE 251 or CEE 253 Fall
None Fall
Elementary strength of materials Fall
None Fall
None Fall
None Fall
Το
MASTER CLASSES CAN BE SUITABLE FOR UNDERGRADUATE STUDENTS

FALL
WITH SPECIAL ARRANGMENTS
FALL
FALL
FALL
SPRING
SPRING
SPRING
SPRING
SPRING
SPRING
SPRING
SPRING
NO FALL
no prerequisites FALL
no prerequisites for Erasmus / YUFE students FALL
No Fall
No Fall
A1 Level Fall
A2 Level Fall
FALL (SEP-OCT)
FALL (SEP-OCT)
FALL (SEP-OCT)
FALL (SEP-OCT)
FALL (SEP-OCT)
To be registered to MBA courses, the following is required:
• Undergraduate Degree in any field of study
• Proof of at least 3 years of working experience (CV must be sent and
approved by the MBA board) • Proficiency in English as established by FALL (NOV-DEC)
TOEFL,
IELTS (with an overall grade of at least 6.5), IGCSE or
equivalent certificate must be demonstrated by those candidates applying
for the English-speaking programs.
FALL (NOV-DEC)
FALL (NOV-DEC)
FALL (NOV-DEC)
YEAR IN
WHICH NAME OF
ECTS
COURSE IS PROFESSOR
OFFERED
1st year / 1st

Tziovanis Georgakis
semester
1st year / 1st

Tziovanis Georgakis
semester
1st year / 1st

Tziovanis Georgakis
semester
1st year / 1st

Tziovanis Georgakis
semester
1st year / 1st

5 Tziovanis Georgakis
semester
1st year / 1st
5 Evi Haggipavlu
semester
1st year / 1st

5 Evi Haggipavlu
semester
1st year / 1st

5 Maria Margaroni
semester
1st year / 1st

5 Stella Achilleos
semester
1st year / 1st
5 E. Phoevos Panagiotidis
semester
2nd year / 3rd

5 Antonis Balasopoulos
semester
2nd year / 3rd

5 Stella Achilleos
semester
2nd year / 3rd

5 Evy Varsamopoulou
semester
2nd year / 3rd
5 Tziovanis Georgakis
semester
2nd year / 3rd

5 Visitor
semester
2nd year / 3rd

5 Special Scientist
semester
2nd year / 1st
5 Special Scientist
semester
2nd year / 3rd

5 Spyros Armostis
semester
2nd year / 3rd

5 Georgios Floros
semester
2nd year / 3rd
5 Georgios Floros
semester
2nd year / 3rd

5 Evi Haggipavlu
semester
3rd year / 5th

7,5 Anastasia Nikolopoulou
semester
3rd year / 5th

7,5 Visitor
semester
3rd year / 5th

7,5 Sviatlana Karpava
semester
3rd year / 5th

7,5 Vasso Giannakopoulou
semester
4th year / 7th
7,6 Maria Margaroni
semester
4th year / 7th

7,5 Anastasia Nikolopoulou
semester
4th year / 7th
7,5 Evi Haggipavlu
semester
4th year / 7th

7,5 Evy Varsamopoulou
semester
4th year / 7th

7,5 Olga Michael
semester
4th year / 7th

7,5 Visitor Linguistics
semester
4th year / 7th Special Scientist
7,5
semester Linguistics
4th year / 7th

7,5 Spyros Armostis
semester
4th year / 7th

7,5 Vasso Giannakopoulou
semester
4th year / 7th

7,5 Konstantinos Kritsis
semester
4th year / 7th
7,5 Konstantinos Kritsis
semester
4th year / 7th

7,5 Georgios Floros
semester
1st year / 1st

10 Sviatlana Karpava
semester
1st year / 1st

10 E. Phoevos Panagiotidis
semester
E. Phoevos Panagiotidis,
1st year / 1st
10 Sviatlana Karpava,
semester
Spyros Armostis
Ass. Prof. Fryni Doa -
1st, 2nd 10
Kakoyianni
1st, 2nd 10 Prof. Fabienne Baider
Ass. Prof. Panagiotis

1st, 2nd 10
Christias
1st, 2nd 10 Prof. Fabienne Baider
To be proposed from
3rd + 4th 6 September (Special
Scientist)
Lecturer Christakis
3rd + 4th 6
Christofi
Ass. Prof. Fryni Doa -
3rd + 4th 6
Kakoyianni
To be proposed from
Scientist)
To be proposed from
Scientist)
Lecturer Christakis
3rd + 4th 6
Christofi
To be proposed from
3rd 6 September (Special
Scientist)
λόγω μειωμένου ενδιαφέροντος εισερχόμενων φοιτητών Erasmus για το
any 5 Damaskini Metzidaki
any 5 Dr. Constatinos Tsouris
any 5 Angela Kleanthous

any 5 Dr. Constatinos Tsouris
any 5 Dr. Shaunna Joannidou
any 5 Dr. Andreas Athanasiades
Bernadette Horton
any 5
Savvides
Bernadette Horton
any 5
Savvides
any 5 Dr. Andreas Athanasiades
any 5 Diamanto Makri
any 5 Yiola Papadopoulou
any 5 Eleni Nikiforou
Bernadette Horton
any 5
Savvides
any 5 Yiola Papadopoulou
Bernadette Horton
any 5
Savvides
2021 5 Françoise Jammet

2021 5 Christina Charalambidou
2021 5 Dr. Chryso Pelekani

2 6 NIOVI SANTAMA
2 6 VASILIS PROMPONAS
3 6 YIORGOS APIDIANAKIS
3, 4 6 TBA
4 13 TBA
4 14 TBA
SPYROS
2 6
SFENTHOYRAKIS
ALEXANDER KIRSCHEL/
3 6
ANNA PAPADOPOULOU
6 BIO
4 13 BIO
4 14 BIO
To be announced at a
2021/22 8
later stage
2021/22 7
later stage
2021/22 7
2021/22 7
later stage
2021/22 7
later stage
A. Kakas
2021/2022 7,5
(antonis@cs.ucy.ac.cy)
C. Pattichis
2021/2022 7,5
(pattichi@cs.ucy.ac.cy)
A. Pitsillides
2021/2022 7,5
(cspitsil@cs.ucy.ac.cy)
V. Vassiliou
2021/2022 7,5
(vasosv@cs.ucy.ac.cy)
A. Aristidou
2021/2022 7,5
(andarist@cs.ucy.ac.cy)
C. Pattichis
2021/2022 7,5
(pattichi@cs.ucy.ac.cy)
G. Papadopoulos
2021/2022 7,5
(george@cs.ucy.ac.cy)
A. Kakas
2021/2022 8
(antonis@cs.ucy.ac.cy)
Y. Chrysanthou
2021/2022 8
(yiorgos@cs.ucy.ac.cy)
V. Vassiliou
2021/2022 8
(vasosv@cs.ucy.ac.cy)
3rd or 4th year 6 Panos Razis

3rd or 4th year 6 Fotios Ptochos
3rd or 4th year 6 Halil Saka
ASSOCIATE
4 6 PROFESSOR NIKOS
CHRONAKIS
Associate Professor
3 6 Constantina P. Kapnissi-
Christodoulou
3 6 Panayiotis Koutentis
3 7 Panayiotis Koutentis
3rd Year / E’ Clea Hadjistephanou
6
semester Fall Papaellina
2nd Year/2nd
6 Zacharias Zacharia
semester
1st Year /1st
6 Pittalis Marios
semester
First year/ A’
6 Elia Eliada
semester Fall
2nd or 3rd, or 4th

6 Special Sientist
year/1st semester
3rd Year/1st
6 Special Sientist
semester
2nd year/ C
6 Special Sientist
semester Fall
2nd year/ C
6 Antri Savva
semester
4th year/2nd Clea Hadjistephanou
6
semester Papaellina
3rd Year/ spring
6 Papaevripides Marios
semester
Clea Hadjistephanou
ALL YEARS 6
Papaellina
3rd year/ F
6 Special Sientist
semester Spring
2nd, 3rd, 4th
6 Miranda Christou
/Spring Semester
Associate Professor
3rd Year or 4th Year 6
Daniela Donno
4TH 6 TBA
4TH 6 TBA
2ND 6 IOANNA HADJIYIANNI
4TH 6 TBA
MICHAEL
4TH 6
CHATZIPANAGIOTIS
CHARALAMBOS
3RD 6
PAPACHARALAMBOUS
4TH 6 TBA
ARISTOTELES
2ND 6
CONSTANTINIDES
KONSTANTINOS
4TH 6
TSINAS
4TH 6 CHARIKLEIA VLACHOU
3RD & 4TH 6 IOANNA HADJIYIANNI

MICHAEL
4TH 6
CHATZIPANAGIOTIS
4TH 6 TBA
1ST 6 TBA
4TH 6 CHARIKLEIA VLACHOU
THOMAS
4TH 6
PAPADOPOULOS
3RD & 4TH 6 IOANNA HADJIYIANNI
ARISTOTELES
1ST 6
CONSTANTINIDES
2nd,3rd or 4th year

7 TBA
of studies
2nd-4th year 5 TBA
3rd to 4th year 6 Georgia Panayiotou
Special Scientist
2nd year 6
Teaching
Special Scientist
2nd year 6
Teaching
Special Scientist
3rd year 6
Teaching
3rd year 6 Ntaina Nicolaou
Special Scientist
3rd year 6
Teaching
Special Scientist
3rd year 6
Teaching
Special Scientist
3rd year 7
Teaching
Special Scientist
4th year 6
Teaching
1st year 6 Eleni Stavrou-Costea
1st year 6 Christiana Ierodiakonou
2nd year 3 Nancy Papalexandri
1st year 3 Alexia Panayiotou
Chris Brewster/Christiana
1st year 6
Ierodiakonou
1 7 NECTARIA HADJIYIANNI
2 7 NICOS VAFEAS
1 6 ANDREAS MILIDONIS
Third or Fourth
6 Marios Michaelides
Year
Third or Fourth
6 Charalambos Michael
Year
Third or Fourth
6 Elena Andreou
Year
A Semester 7,5 Dimitrios Xefteris

A Semester 7,5 Andreas Tryphonides
A Semester 7,5 Ioannis Kasparis
A Semester 7,5 Nicholas Ziros

A Semester 7,5 Christis Hasapis
A Semester 7,5 Philippos Louis
1st semester 7,5 Marios Zachariadis
A semester 7,5 Ioannis Kasparis

Associate Prof. Christis
A semester 4
Hassapis
A semester 4 Dr Nicos Tsakas
Associate Prof. Andros

A semester 4
Kourtellos
A semester 4 Dr Dimitrios Xefteris
Associate Prof. Spiros

A semester 3
Martzoukos
Prof. Theofanis
B semester 4
Mamuneas
B semester 3 Nicolaou Daina
VISITING PROF. &

2021 10
ADJUNCT FACULTY
TWO ADJUNCTS
2021 10
FACULTY
2021 5 DR. POPI IACOVOU

DR. MARIOS C.
2022 10 PHOCAS & ADJUNCT
FACULTY
VISITING PROF. &

2022 10
ADJUNCT FACULTY
DR. CHRISTOS
2022 5
HADJICHRISTOS
DR. ANDREAS
2021 8
SAVVIDES
Every Year 6 C.D. Charalambous
Every Year 6 C. Panayiotou

Every Year 6 C.D. Charalambous
Every Year 6 S. Iezekiel

Every Year 6 T. Theocharides
Triantafyllos
3rd 6
Stylianopoulos
3rd 6 Loucas Louca

3rd 6 Dennis Politis
4th 6 Dennis Politis
4th 6 Theodora Krasia

3 5 Symeon Christodoulou
3 and 4 5 Dimitrios Loukidis
4 5 Loukas Dimitriou
n/a 8 Panos Papanastasiou
n/a 8 Symeon Christodoulou

n/a 8 Michael Petrou
n/a 8 Dimitris Stagonas
Το Τμήμα ΒΝΕΣ δεν έχει προγραμματίσει μαθήματα στην αγγλική γλώσσα, ούτε για φοιτητές Erasmus ούτε στο πλα
2021 10 A. Vionis
2021 10 A.Sarris
2021 10 A. Sarris
2021 10 S. Demesticha
2022 10 S. Demesticha
2022 10 V. Kassianidou
2022 10 A. Vionis
2022 10 A.Sarris
2022 10 A.Sarris
2022 10 A.Sarris
2022 5 O. Kouka
2022 5 N. Konstantinidou
2021 5 V. Kassianidou
2nd year / 3rd

5 tba
semester
4th year 10 tba
ΝΑ 6 ΤΒΑ
ΝΑ 6 ΤΒΑ
ΝΑ 12 ΤΒΑ
ΝΑ 12 ΤΒΑ
Dr. Christiana
2021 2
Ierodiakonou
2021 3.5 Dr. Andreas Charitou
2021 3.5 Dr. Kristis Hasapis

2021 4 Dr. Marios Theodosiou
2021 4 Dr. Stavros Zenios

2021 2 Dr. Ioannis Bekos
2021 4 Dr. Irene Karamanou

2021 3.5 Dr. Hercules Vladimirou
2021 4 Dr. Alexia Panayiotou

LEARNING OUTCOMES TEACHING LANGUAGE
Students are expected to develop an effective method of comprehending

university lectures, grasping important information, and taking effective
lecture notes; be able to deduce meaning from complex texts; learn how to
survey in detail, skim, and scan academic texts; be able to evaluate and
construct valid arguments; learn the components of a formal academic English
essay and follow stylistic and formatting conventions; collaborate with other
students and learn how to present and support ideas in public; and foster the
necessary critical and analytical skills that each university student needs to
utilize in every academic setting.
English

English

Gain a firm understanding in what the research process entails and acquire
the necessary skills so as to deal with particular problems at all its levels,
*Obtain proficiency in:the use of MS-Word and Power Point; the use of
Library and Electronic Catalogues for research purposes; the use of the
Internet for research purposes and acquire the skills necessary for evaluating
internet sources, *Obtain proficiency in the use of the MLA as well
asthe APA documentation styles and acquire the skills necessary for English
dealing with problems of correct citation of bibliography, *Acquire the skills
necessary for working with sources and avoiding plagiarism, *Produce a final
group presentation using the various research skills learnedcritically and
creatively, *Keep a Researchers' Journal throughout the semester with
entires that combine a variety of skills learned that can be used for future
projects.
Gain a firm understanding in what the research process entails and acquire
the necessary skills so as to deal with particular problems at all its levels,
*Obtain proficiency in:the use of MS-Word and Power Point; the use of
Library and Electronic Catalogues for research purposes; the use of the
Internet for research purposes and acquire the skills necessary for evaluating
internet sources, *Obtain proficiency in the use of the MLA as well
asthe APA documentation styles and acquire the skills necessary for English
dealing with problems of correct citation of bibliography, *Acquire the skills
necessary for working with sources and avoiding plagiarism, *Produce a final
group presentation using the various research skills learnedcritically and
creatively, *Keep a Researchers' Journal throughout the semester with
entires that combine a variety of skills learned that can be used for future
projects.
Knowledge & Understanding (Theory Component)•Appreciate how narratives

work, learn to recognize the key narrative elements; •Formulate an
understanding of how the literary genre of fiction has developed from the
early, orally-transmitted stories that abound in pre-modern civilizations (e.g.
the fable, the fairy-tale) to the modern and postmodern fictional forms we are
currently familiar with;•Develop an ability to discuss the different literary
traditions that have affected the production of a variety of fictional forms as
well as our understanding of the relation between reality and fiction; •Explore
English
central theoretical questions that facilitate the process of reading and
interpreting a wide range of fictional texts. Key Skills (Practical Component)
•Analyze the basic narrative elements and the changes these have
undergone in selected works of fiction; •Apply the required skills in scholarly
research and citation to compose concise and valid interpretations of
particular thematic or stylistic aspects of a short story or a novel; •Develop
the ability to discuss historically and comparatively two or more fictional
texts.
By the end of this course, the students are expected to:1.Have gained the
necessary skills to identify and critically assess poetry’s formal elements and
modes of expression. 2.Have gained appreciation ofthe varied history of
poetry in the English but also other literary traditions.3.Have very good English
knowledge of different forms of verse and their history.4.Be able to use
technical terms in the analysis of poems.5.Have competence in the close
reading of poems, both orally and in writing.
By the end of this course, students should be in position to:1.have
developed a firm understanding of the fundamental properties of human
language;2.have an understanding of key debates, theoretical postulates
and proposals surrounding language;3.have become familiarwith the field
English
of Linguistics, its basic concepts, methods and terminology;4.be ableto
recognise the content and focus of as well as the interaction between
the different subfields of Theoretical Linguistics;5.be ableto analyse
simple structural phenomena using tools from Linguistics.
Students are expected to be able to demonstrate their ability to engage

critically with primary texts in terms of form, style, connotation and contextual
significance; to synthesize texts and critical/theoretical contexts (depending
English
on the particular course, this may include a range of theoretical
perspectives); and to develop the structural, argumentative and
theoretical skills necessary for comparative textual examination.
Students are expected tobe able to demonstrate their familiarity with the
texts they have studied and to develop the ability to engage critically not only
with primary texts but also with the secondary material they have been
introduced to during the semester. Further, students are expected to be able English
to demonstrate their ability to analyse the texts they have studied within the
broader social, cultural, and political framework within which they
wereproduced
1.Awareness and appreciation of the particularities and diversity of Romantic

and Victorian verse narrative.2.Improvement of critical and analytical ability
in reading (late) eighteenth and nineteenth century poetry.3.Greater
understanding of modern poetics through original critical writings of the
Romantic and Victorian periods.4.Familiarization withkey theoretical and English
critical approaches to poetry in the twentieth century.5.Knowledge ofdifferent
formulations of the value, role and significance of narrative
forms.6.Acquisition of skill in communicating personal readings of poetry in
academic essays and verbal exchanges (in class).
Students are expected to understand and challenge the multiple and difficult
issues that arise with the engagement of cultural criticism, gain new
insights into the relatedissues and surveyed questions, participate in
different debates that take place within the relevant philosophical fields,
English
interpret and analyze works of fictionand cinema, be in a position to
distinguish, evaluate, and construct arguments,and, finally,produce critical
research essays of the kind that is assigned in upper level courses within the
European Studies major.
English
English
English
By the end of this course, students should be in position to:1.recognise the

symbols of the IPA and describe their articulatory features;2.phonetically
transcribe English sounds, words, and phrases;3.describe the main
English
allophonic behaviours of English phonemes;4.understand the relationship
between stress assignment and vowel reduction in English;5.formulate
English (morpho)phonological rules.
Students are expected to have developed fullawareness of what the

translation process involves (both structurally and ideologically) and to have
English
acquired the necessary skills to deal with practical translation problemsboth
regarding the micro-and the macro-structure of texts.
English
Explore the basic rules of logic.xExplore the relationship between

Knowledgeand Truth.xExplore the relationship between Ethics and
English
PoliticsxUse the various skills learned for reading, thinking and writing
critically.
English
Learning Outcomes: By the end of this course, you will be able to:explain
how children acquire language;compare, contrast and evaluate different
theories developed to explain first language acquisition;explain and give
examples of different aspects of language change;discuss a number of case English
studies of language change, mostly in relation to the English
language;demonstrate an understanding of how language change and
language acquisition are linked
Upon successful completion of the course, students will be able

to :1.Become acquainted with language teaching methods,
approaches, techniques and principles. 2.Implement theoretical knowledge in
teaching practice. 3.Understand the importance of learner differences and
learning contexts. 4.Learn how to plan and deliver a lesson/. 5.Practise
teaching grammar, vocabulary, pronunciation and language skills.
English
6.Explore the ways of classroom management. 7.Examine assessment
methods and techniques as well as feedback provision. 8.Learn about
educational technology and other learning resources. 9.Become aware of
learner autonomy and teacher development. 10.Become reflective
teacher/practitioner via classroom/peer observation and individual/
collaborative activities.
English
Knowledge & Understanding (Theory Component)•Develop familiarity with
the history of women’s movements and an understanding of the major
traditions of feminist theory; •Appreciate the benefits of interdisciplinary
research in the comprehension and analysis of issues relating to Gender
Studies; •Investigate the social and psychic complexity of gender issues, English
their inextricability from concerns that relate to class, race, sexuality, physical
or mental ability, criminality and legality;•Examine the key concerns and
debates in feminist theory; develop the ability to comparatively discussand
evaluate different positions in these debates.
English
Assess the Existential significance and meaning(s) of the theme of Love in
and for the 20thCentury.•Assess the Culturalsignificance and meaning(s) of
the theme of Love in and for the 20thCentury.•Assess the Political
significance and meaning(s) of the theme of Love in and for the
20thCentury.•Assess the Ethical significance and meaning(s) of the theme of
English
Love in and forthe 20thCentury. •Differentiate between using Love as a noun
as opposed to using it as a verb in the Literature, Cinema and Thought of the
20thCentury and evaluate the importance of such a distinction. •Explore the
many ways in whichLove manifests itself in the Literature, Cinema and
Thought of the 20thCentury
Understand the reasons for the emergence of the fantastic in Europe of the
late 18thcentury.2.Understand key features of the Enlightenment and
Romanticism in the UKand Continental Europe.3.Understand the conflict
between religious faith and enlightenment.4.Critically analyse the
representation of gender in the narratives.5.Critically analyse the English
predominance of fantastic, uncanny or marvelous in the
narratives.6.Demonstrate knowledge of narratological tools and theoretical
skills in the analysis of the narratives.7.Evaluate the different critical
approaches to fantastic literature.
English
English
English
By the end of this course, students should be in position to: 1. synthesise

literature from the field of sociophonetics, identify gaps, and design research
questions which help fill those gaps; 2. critically evaluate published work in
sociophonetics; 3. design experiments in speech production and perception; English
4. plan a research project from conception through to completion; 5. handle
large datasets systematically and efficiently; 6. present results effectively and
clearly.
By the end of the semester, in terms of perception students will be expected

to: •develop an understanding of the particularities and specific problems that
theatre translation presents •be familiar with a number of theoretical
approaches on theatre translation •be familiar with the strategies and
techniques that they may opt amongIn terms of skills, they will be expected
to: •be able to do a background research on the ST, the playwright, and
figure out what their particular style is •be able to do a close reading of a
English
dramatic text, particularly focusing on the subtext and characterization •be
able to identify problems and apply appropriate techniques to deal with them
in translation •be able to reflect critically on the translation process and use
insights from the various theoretical texts we will be dealing with to comment
ontheir translation choices in a systematic and informed manner •produce
target dramatic textsmaking informed translation choices in order to deal with
translation problems
At the end of the course, students are expected to be able to: •distinguish
between different research instrumentations, methodological approaches
and procedures used for data selection, collection, and analysis purposes
•appraise the strengths and weaknesses of different methodological
English
approaches commonly practiced in the field of Translation and/or
Interpreting Studies •design a research proposal on a topic of own choice
and present it in speech and in writing using appropriate terminology,
language, and referencing conventions
At the end of the course, students are expected to be able to: •demonstrate
understanding of theoretical considerations in and pragmatic
implications of interpreting in intra-social interactions •use appropriate
terminology and language conventions to discuss issues pertinent to English
interpreting for public service/community purposes •apply appropriate
strategies when interpreting for public service/community purposes in
different modes between English and Greek
At the end of the course, students are expected to have developed a full
overview of various theoretical approaches to the analysis of texts, from the
early attempts of the 60s through to more elaborate approaches in the English
80s and 90s, and have been acquainted with possible application fields
of text linguistic analysis.
Learning outcomes: Students will be able to: 1. Understand key issues in

Applied Linguistics and place them in context; 2. Be conversant in the
repercussions of work in Applied Linguistics: social, political and educational;
English
3. Be conversant in the importance of grounding applied matters on research
in Language Acquisition and Sociolinguistics. 4. Analyse particular issues in
Applied Linguistics from a variety of perspectives.
Learning outcomes: The course has four main goals. First, it will introduce
students to the most influential areas of phonological theory. Second, the
course will present answers and solutions that phonological theories provide
to major questions. Third, it will enable students to read the current scholarly
English
literature with critical understanding and perspective. Finally, the course will
show how phonology interacts with other linguistic domains such as
phonetics, morphology, syntax, and language acquisition, which will be
pursued further in Principles of Linguistic Analysis II.
Learning outcomes: The students will conduct hands-on research work on
Linguistics, beginning with studying and taking notes on what they study,
continuing with critically assessing their readings, and finally preparing to English
address a topic of their choice by writing about it, first reports and then short
discourses on it.
Il vise également à familiariser les étudiants avec des sujets actuels dans
l'enseignement du français langue étrangère: enseignement de l'oral et de
l'écrit, enseignement du texte littéraire et de la grammaire à travers les
quatre compétences déterminées par le Cadre Européen Commun de
Référence pour les Langues. Enfin, le cours examine les méthodologies de French
conception et de réalisation des programmes de la didactique (les objectifs,
les besoins, les capacités, les performances, le public, le matériel
d'enseignement, la mise en œuvre de cours, l'évaluation, les pratiques dans
la classe, les méthodes d'enseignement du français langue étrangère).
Le cours s’articule autour de quatre variables impliquées dans le processus

d’enseignement et d’apprentissage et nous travaillons sur les conséquences
et les implications de leur variation dans la préparation des cours, le
déroulement de la classe, les résultats attendus, etc. .ces variables sont les
suivantes dans une perspective sociolinguistique de la didactique actuelle :
French
le rôle du contexte social ; le rôle des acteurs sociaux et notamment le rôle
des identités des acteurs sociaux en présence et l’importance des émotions
dans l’apprentissage ; le rôle des manuels et de tout support pédagogique; le
rôle de la langue choisie à enseigner et celui de la langue choisie pour
enseigner.
English
Students will become well informed about official EU legislation and the
grass-root movements advocating gender equality through a historical and
English
multi-modal approach. The course encourages students' independent
thought and constructive criticism.
Le cours a pour objectif de présenter quelques aspects importants du

phénomène de la traduction et de fournir aux étudiants les connaissances
French
théoriques qui leur seront nécessaires pour le passage à la pratique de la
traduction.
Approfondir des questions qui relèvent de l’image, du langage et du texte par

le biais des textes littéraires et des peintures célèbres depuis l’antiquité
jusqu’aujourd’hui.
Comprendre comment la littérature et la peinture peuvent apparaitre dans le

même espace de création ou, inversement, comment elles utilisent des
motifs et des procédés dynamiques communs.
French
Penser dans une démarche comparatiste les liens (esthétiques, formels,
techniques) entre littérature et peinture comme formes de création parallèles
depuis l’Antiquité jusqu’à nos jours.
Transmettre les compétences rédactionnelles, documentaires et critiques

nécessaires.
À la fin du cours, les étudiants : auront acquis les bases théoriques et
méthodologiques qui fondent la didactique des langues étrangères en tant
que discipline ; sauront comment les méthodologies de l’enseignement des
langues étrangères ont évolué et seront capables de voir les forces et les
faiblesses de ces méthodologies ; auront une connaissance approfondie de
French
l’approche communicative et actionnelle ; auront réfléchi, au cours des
stages, sur les processus d´apprentissage, sur l’évaluation des
apprentissages, sur la préparation de matériel didactique et de plans de
leçon, sur l’interaction dans la salle de classe, ainsi que sur l’importance de
l’éducation interculturelle.
Les étudiants maîtriseront les concepts élémentaires de la sémantique

lexicale. Ils sauront 1) définir les différents types de dictionnaires et les
French
différents types de définitions ; 2) expliquer les procédés de formation des
mots.
Le cours entend étudier certains des grands défis européens (migrations –

environnement – terrorisme – paysage politique) auxquels fait face un des
pays fondateurs de l’Union européenne, la France.
Les étudiants pourront mieux comprendre la complexité des grands défis
auxquels se trouve confrontée une des nombreuses sociétés européennes -
celle de la France. Ils cultiveront leur esprit critique, sauront mettre en French
perspective les différences conceptuelles, formuler des arguments et
reconnaître les analogies, les similitudes et les différences dans les sociétés
multiculturelles d’aujourd'hui. Ces dernières ont en effet plus que jamais
besoin de compétences de communication et de compréhension pour traiter
des questions complexes au niveau national et international.
L’analyse des œuvres littéraires et leurs diverses adaptations initiera les

étudiants aux principaux mécanismes de création littéraire, à la question de French
la réécriture, de l’adaptation, de la transposition et de la transmédiation.
Ce cours a pour objectif d'étudier : 1) la langue (écrite, audiovisuelle,

langage du corps, paralangage etc.), 2) les figures de style (métonymie,
métaphore, périphrase, l'allégorie, comparaison, parallélisme, hyperbole,
litote etc.) paronomase et 3) la dimension culturelle du message publicitaire
dans l'acte de communication. French
Les étudiants sauront comment la publicité communique avec son récepteur.
Ils seront capables de comprendre, de traiter et d'évaluer les informations
données dans la publicité.
λόγω μειωμένου ενδιαφέροντος εισερχόμενων φοιτητών Erasmus για το Τμήμα ΤΟΥ, δεν θα προσφερθούν μαθήματα αποκλειστικά στα Α
The language proficiency level is aligned with the B2+ level of the CEFR English
The language proficiency level is aligned with the B2+/C1 level of the CEFR English
The language proficiency level is aligned with the B2+/C1 level of the CEFR English
At the end of this course, students should be able to: Tell a story, describe
events, experiences, feelings, future goals and plans, expose everyday
problems either orally or by writing a short text with a simple structure (eg.
personal letter, message to a friendly person, etc.). Summarize or compose
the main points of one or more texts related to relevant topics (personal,
professional, social). Understand the main topic but also specific information
in short excerpts from TV or radio programs that refer to current issues.
Understand a simply structured text (newspaper article, interview, travel French, (English, Greek)
guide or brochure text, popular press text, letter, short story or novel excerpt)
that addresses everyday issues (family, hobbies, interests, work, travel,
current events or events) and understand the subject matter, the general
idea, and the major points. Express their opinion, their agreement or
disagreement with something. Express themselves on cultural topics such as
films. Deal with most situations likely to arise whilst travelling in an area
where the target language is spoken.
Upon completion of the course, students are expected to be able to:● Talk
about a past memory and describe it (childhood, holidays, cultural events).●
Describe their holidays and state the positive and the negative aspects of it.●
Tell a story using simple points.● Announce good and bad news.● Talk about
their cultural and sport hobbies during their holidays in the past and the
present.● Give advice and express aim.● Talk about their use of social
network and the Internet.● Describe where they live.● Understand
online/newspaper advertisements for renting a flat.● Have a simple dialogue
in order to obtain some information (e.g. itinerary, hotel reservation, renting a
flat, etc.).● Express themselves in the present, past and future tense.● Talk
about their job.● Link groups with simple connectors like ‘and’, ‘but’ and
‘because’.● Recognise when speakers agree and disagree in a
conversation.● Generally identify the topic of discussion around them.● Find
specific information in practical, concrete, predictable texts (e.g. travel
guidebooks, recipes), provided they are written in simple language.●
Exchange opinions and compare things and people using simple language.●
Say when something is wrong (e.g. in a hotel, in a flat, etc.) and deal with
French, (English, Greek)
common aspects of everyday living such as travel, lodgings, eating and
shopping.● Understand simple instructions on equipment encountered in
everyday life.● Describe plans and arrangements.● Ask and give simple
directions from place to place (referring to a map or plan),using basic
expressions such as ‘turn right’ and ‘go straight’ along with sequential
connectors such as ‘first,’ ‘then,’ and ‘next’ and respond to them.● Give a
short, rehearsed presentation on a topic pertinent to their everyday life.●
Briefly give reasons and explanations for their opinion.● Ask and answer
questions about past and future activities.● Ask and answer questions about
what they do at work and in free time.● Relay in writing (in French) specific
information contained in short simple informational texts (written in
Greek/English), provided the texts concern concrete, familiar subjects and
are written in simple everyday language.● Provide an approximate spoken
translation into French of short, simple everyday texts (e.g. brochure entries,
notices, instructions, letters or emails, event poster) written in
Greek/English.● Socialise simply but effectively using the simplest common
expressions and following basic routines
This interactive course provides an introduction to Turkish language and

culture. All four skills (speaking, reading, listening and writing) are practiced
giving emphasis on speaking. Within the course, a communicative approach
is used. Students engage in interactive language activities, participating in
group and pair work according to the syllabus. Various educational games,
online applications, group work, role play, student presentations, and other
visual and audio materials contribute significantly to the objectives of the
course as they make the course more interactive and constructive. The
topics and grammar knowledge will enable students to communicate in a
Turkish (English, Greek)
basic range of everyday situations relating to personal needs, and the
cultural information will help understand simple references to the most
common aspects of the culture and everyday life. The online materials and
instructions prepared by the Turkish language instructors of the Language
Center allow students to be successful in self-directed learning. Having
acquired basic knowledge, students will be able to describe themselves, their
environment and place. They will be able to talk about their daily routine,
activities and hobbies. They will also will be able to talk about their study,
lessons and weekly lesson plan.
Αυτή τη στιγμή δεν προσφέρεται

Acquiring an adequate and critical understanding of the function of
biomolecules ENGLISH
Understanding of relevant scientific techniques and methodology
Students should be able to

• perform effective biomedical literature searches (PubMed) and be aware of
the potential for extracting novel knowledge from biomedical corpora
• differentiate between “homology” and “similarity” in the context of biological
macromolecules
• recognise the main macromolecular sequence databases, search for
entries and interpret their content
• recognise the main macromolecular structure databases, search for entries
and interpret their content
• know fundamental tools for measuring and reporting algorithmic complexity
ENGLISH
• understand in depth the foundations of the basic methods for sequence
comparison (dot plots, dynamic programming, heuristic methods), their pros
and cons
• design effective sequence database search strategies and critically
interpret their results
• understand the main steps for building protein structural models based on
homology
• know examples of machine learning applications in bioinformatics
• apprehend fundamental concepts in building networks for describing
biological systems
to define immunity
to demonstrate the types of immunity
to describe how immunity works
to classify and analyse immunological responses
to differentiate the teps of the immunological process
ENGLISH
to associate mutations with immunodeficiencies
to distinguish and compare immunity between vertebrates and non-
vertebrates
to describe and explain immunological methods
to solve immunology problems
To advance students’ skills in laboratory work and expose students in a real
ENGLISH
lab environment
To gain a full hands-on experience on how researchers tackle specific

ENGLISH
scientific questions and troubleshoot to move their research forward
To gain a full hands-on experience on how researchers tackle specific

ENGLISH
scientific questions and troubleshoot to move their research forward
The students are expected to have understood the basic principles of

population, community and ecosystem ecology. They should be able to
describe and evaluate the structure of simple ecosystems, to grasp the
pathways of energy and matter flow across trophic levels, and to be able to
ENGLISH
define processes that connect individuals, populations, communities and
ecosystems. The students are expected to be able to solve simple problems
in population ecology and to offer basic arguments concerning species and
habitats conservation practices.
The students are expected to: (a) understand the history and development of
evolutionary thought, (b) learn how biologists reconstruct the evolutionary
history of life on earth, (c) gain phylogenetic thinking, (d) understand the
basic theory of population genetics (e) Understand the evolution of social ENGLISH
behaviour, the role of sexual selection and the evolution of life history traits
(f) Gain experience in researching, reviewing and discussing primary
literature on evolutionary biology from peer reviewed journals.
same as Fall semester ENGLISH

In the case that there is enough number
of english-speaking students registered
in the course, then the course is offered
• Familiarize themselves with the MATLAB environment and functions.
in English. If the registered english-
• Be able to programme in MATLAB and solve problems using m-files.
speaking students are not enough, (1-2
• Be able to make good quality graphs in 2 and 3 dimensions and create or
english-speaking students), then the
read files. • Know the limitations of numerical calculations and the sources of
course is offered in Greek and for the
errors.
convenience of the english-speaking
• Solve problems using MATLAB’s symbolic toolbox.
students, the midterm end final exams
are provided in english, as well as the
available bibliography.
• Use basic counting techniques (multiplication rule, combinations, In the case that there is enough number
permutations). of english-speaking students registered
• Compute conditional probabilities directly and by means of Baye’s theorem. in the course, then the course is offered
• Compute joint probabilities and check for independence. in English. If the registered english-
• Work with discrete random variables, especially Bernoulli, binomial and speaking students are not enough, (1-2
Poisson distributions. english-speaking students), then the
• Work with continuous random variables and especially uniform, normal and course is offered in Greek and for the
exponential distributions. convenience of the english-speaking
• Know what mean, variance and correlation is and being able to compute students, the midterm end final exams
them. are provided in english, as well as the
• Understand the law of large numbers and the central limit theorem. available bibliography.
• Understand the basic notions of statistical inference.

• Study statistical functions and their properties
• Calculate optimal estimators and computing their asymptotic distribution.
• Construct confidence intervals from estimators, perform hypothesis tests,
and
appreciate the similarities and differences between the two approaches
• Identify and apply the right tools and methodologies for solving statistical
inference
problems.
• Make conclusions and decisions based on evidence, and relate these to
real world
problems

• Choose an appropriate numerical method for the approximation to the
solution of non-linear equations.
• Be familiar with direct and iterative methods for solving linear systems
• Construct the interpolating polynomial for a given function.
• Approximate definite integrals.
• Analyze the error in the aforementioned approximations as well as
implement the
methods on a computer.
• Be able to compute integrals using residues. in English. If the registered english-
• Be able to expand holomorphic functions in a domain into a power series speaking students are not enough, (1-2
or Laurent series english-speaking students), then the
Given simple domains to find a elementary Mobius map transforming one course is offered in Greek and for the
region into the other convenience of the english-speaking
Familiarization with the basic concepts of Logic Programming and practical

exercises in implementing them with the PROLOG language. Development
ENG
of capabilities of applying Logic Programming to problems of Artificial
Intelligence.
Introduction to the basic principles of Digital Image Processing: Digital

Image and Video. Analysis and implementation of image and video
ENG
processing and analysis algorithms and their application in industrial and
biomedical systems.
Familiarization with fundamental topics in the management of communication

networks, with a focus on the Internet and latest trends, including SDN, ENG
OpenFlow, and Network Virtualisation.
Extension of the basic knowledge about Computer Networks regarding

ENG
architectures, techniques and protocols for the Internet.
Introduction to the basic principles of digital image synthesis. Explain how a

3-dimensional virtual world is defined starting from the geometry, the
materials, the lights and cameras and how the 2-dimensional resulting image
ENG
is produced by going through the graphics pipeline. Provision of both the
theoretical foundations as well as practical skills through the use of industry
standards, such as OpenGL or DirectX.
not available ENG

Familiarization and understanding of advanced principles, concepts and
practices of software engineering. A number of contemporary areas of
software engineering will be covered. This course further serves as a ENG
“roadmap” for advanced electives and graduate courses in software
engineering.
not available ENG
not available ENG
Understanding (at a graduate level) of the basic concepts and matters

regarding
Computer Networks and the Internet. Familiarization with modern views of ENG
Computer
Networks and exposure to the related open research problems.
•Calibrate and use efficiently important electronic devices, such as

oscilloscopes, multimeters, teslameters, high voltage power supplies, pre-
amplifiers, main amplifiers, ADCs, multichannel analyzers.
•Master the principle of operation of various types of nuclear radiation
detectors and to calibrate them and use them to acquire data.
•Process the acquired data and to calculate the relevant physical quantities
of the experiments conducted in the course.
ENGLISH
•Use the Maestro software for data acquisition and calibration of energy
spectra.
•Use the Origin software for fitting theoretical functions to the experimental
data and to present the graphic representation of the results.
•Develop suitable skills (for example power point) for presenting the
corresponding results to an audience.
Brief historical background, particles of matter and fundamental interactions.
The Standard Model, particle lifetime and decays, processes and cross-
sections. Interactions of particles and radiation with matter, particle
detectors and accelerator systems. Applications of Particle Physics in
Medicine, Technology and Industry. Symmetries, quantum numbers and
conservation laws. Symmetry violations, local gauge transformations,
Quantum Electrodynamics. Introduction to Feynman diagrams,
electromagnetic interactions and coupling constant. Weak Interactions,
Greek/English depending on the
charged and neutral currents, the π, μ and τ- lepton decays. The CKM
audience
matrix. Quantum Chromodynamics, asymptotic freedom and confinement.
The parton model, e+e- scattering to hadrons. Scattering of e/p, deep
inelastic scattering and the hadron quark model. Isospin and parton structure
functions. Properties of intermediate Vector Bosons, Electroweak Theory.
Spontaneous symmetry breaking, the Higgs Mechanism and the discovery of
the Higgs boson. Neutrino masses and oscillations. CP violation and recent
experimental results. Problems of the Standard Model and the need for
physics beyond the Standard Model.
•Acquire a good knowledge of a variety of computational methods.

•Develop the skills in applying the computational methods to obtain
numerical solutions to a variety of scientific problems from different physics
disciplines.
•Be able to model and analyze large data volumes and to extract results and
conclusions with the use of appropriate graphics packages.
•Design the strategy to tackle and solve different problems by using one or
ENGLISH
more computational methods and to be able to code the solution with the use
of the C++ computing language.
•Develop critical and analytical reasoning to interpret their results and to
present and explain them in scientific manner.
•To realize and appreciate the importance and vast applications of the
computational methods skills they acquire to their future scientific or working
career.
Having successfully completed this module students will be able to:

a) Discuss the role of supramolecular chemistry in organic chemistry,
chemical biology, materials science and nanotechnology.
b) Explain non-covalent interactions, molecular recognition and self-
English
assembly.
c) Write short descriptions of some of the applications of supramolecular
chemistry including materials chemistry (e.g. soft materials), biological
systems and the construction of nanoscale entities.
The student learns to:
1. Use the right spectrometric, electrochemical and chromatographic
techniques for the analysis of real samples.
English
2. Use the most suitable technique for the separation, detection and
determination of compounds.
3. Understand validation data.
A thorough understanding of problem solving strategies related to reaction

mechanisms in Organic Chemistry; use of curly arrows; recognition and English
working knowledge of several key areas within Organic Chemistry.
Skills for searching the academic literature, using online resources from
publishers and also the REAXYS database.
Ability to evaluate various multi-step syntheses based on cost, safety and
availability of starting materials and infrastructure and select the most viable
route to execute in the laboratory.
Isolation, purification (distillation/crystallisation/sublimation etc) and English
characterisation of compounds.
Development of qualitative skills for identification of functional groups of
unknown substances.
Experience in drafting proposals, reports and literature reviews in a
professional manner aiming towards journal format.
• To develop the skills and strategies for the effective application of the
content of the curriculum of Physical Education for Preschool education
• To get engaged in practice with the content of PE
• To understand the related goals of Physical Education which are connected
with the theoretical and practical aspect of the course
• To learn the methodology of teaching the content of PE Greek
• To develop academic confidence as a result of understanding, analysis and
application of the content of physical education in kindergarten
• To learn and apply the content of Physical Education
• To remain engaged in sports during their free time.
• To appreciate sports and promote fair play and the Olympic Ideals
Be aware of the aims and objectives of science teaching at primary school.
Be aware of the most important problems and difficulties encountered by
students and to interpret them according to contemporary theoretical
principles of cognitive psychology and science education
Acquire the basic skills needed for the investigation of students' conceptions Greek
and naïve ideas.
Know and apply different teaching methods and strategies when designing
and implementing a lesson plan.
Know how to design and implement inquiry oriented learning materials.
Prospective teachers are expected to develop content knowledge and
pedagogical content knowledge of mathematics so that they can use it in
their teaching work at primary school. For this purpose, prospective teachers
are expected to solve problems that are related with the following topics of
the mathematics curriculum:
-Number systems structure and historical number systems
-Algorithms of the four operations
-Divisibility, Euclidian division, divisibility criteria, prime and composite Greek
numbers, Greatest Common Factor and Least Common Multiple
-Algebra (geometric and numeric patterns, sequences)
-Elements of Euclidean Geometry and geometric transformations
In addition, prospective teachers are expected to link the above concepts to
the structure and the development of the mathematics curriculum,
explaining in what order and to what extent each concept is examined in
elementary school.
The students are expected to develop adequate subject matter knowledge in
mathematics in order to use it in their teaching in the kindergarten, such as
representing mathematical concepts, providing mathematical explanations Greek
and examples and examining and understanding different problem solving
approaches.
The students should acquire knowledge regarding cognitive, social,

Greek
emotional, moral and biological development
The student is expected to acquire basic musical knowledge and skills at the
end of the course. More specifically
a)to know the basic elements and concepts of theory, structure, history of
Music.
b)Understand the philosophy and content of music curriculum. Greek
c)Develop skills in Lesson Planning and Evaluation
d)Develop basic musical skills (Listening, auditory, performing and
improvising/composing)
e) Learn different types and styles of Music
The students will:

•Understand the basic concepts of music theory, harmony and morphology.
•Develop their main musical skills (singing, listening, inner hearing,
instrumental performing, movement, improvisation and composing,
orchestration). Greek
•Learn modern pedagogical trends and methodological approaches in the
field of music education and their practical dimensions and applications.
•Get to learn and be able to use them repertoire of songs and music
compositions suitable for kindergarten.
Students are expected to:

-discover art language through making and engagement with materials
-recognise meanings and functions of art works/images and artistic
processes
-demonstrate knowledge relevant to theory of art and play and its Greek
significance to early years education and young children’s development
-use different materials and techniques to support creative processes and art
play
-plan, design and implement play-based art activities for young children
•To examine closely the content of physical education in the primary school
•To develop the skills and strategies for the effective application of the
content of the curriculum of Physical Education
•Να learn the basic rules of different games and sports
•To learn tactical systems in games
Greek
•To get familiar with many different sports and activities in Physical
Education
•To learn the techniques of different sports
•To gain positive experiences from their participation in the course
•To experience the importance of exercise
Students develop familiarity with the basic attributes, potentials and
capabilities of children in their 3rd, 4th and 5th year in relation to free
exploration of natural and artificial phenomena, collaboration with other
children and participation in classroom discourse on newly acquired
experiences.
Student gain first experiences in enacting activities and lessons in the
Kindergarten (working with individual children and whole classrooms).
Greek
Students become familiar with an approach to planning, enacting and
evaluating science lessons and other forms of teaching in the kindergarten.
The develop self-confidence in selecting and implementing activities from a
variety of sources.
Students learn to use protocols and instruments for observing children, for
representing classroom discourse and for documenting classroom
knowledge as it evolves.
learn about the history of the Olympic Games and the Olympic Movement,
the Olympic Sports and structure of the Olympic Movement
-learn about the organization, operation and content of the Olympic Games,
the Paralympic Games, the Games of the Small States of Europe, the Youth
Olympic Games and other Games
-be informed about the challenges of the Olympic Movement and proposes
ways to tackle them Greek
-learn the values and principles of the Olympic Ideal and will give examples
of their application in everyday life
-study Olympic education programs implemented in other countries at all
levels of education and will compare them with each other and with those
taking place in Cyprus
- be introduced in non-popular Olympic Sports and Events
•Develop skills of teaching music, organizing and designing the music lesson
•Develop basic techniques of improvisation and composing through
experiential processes.
•Develop the main musical skills (Vocal, inner hearing, audiation, musical
instrument performing, movement, composing, orchestration). Greek
•Become familiar with modern trends and methodological approaches in the
field of music pedagogy and their practical dimensions and applications.
•Get to know and be able to use them repertoire of songs and music listening
pieces suitable for early years.
1. Critically examine the relationship between the educational system and
the construction of gender identity as this is seen through various research
findings.
2. Understand the connection between school and classroom practices and Greek
the gendered stratification of modern societies.
3. Identify, critique and deconstruct phenomena of sexism in the context of
schooling.
Improve understanding of political science theories of democracy and

democratization
Gain knowledge about countries in Africa, Asia and the post-communist English
world
Write analytic and critical essays in response to the class material
TBA ENGLISH
TBA ENGLISH
At the end of the course students are expected to: • Demonstrate a clear
understanding of the principles, rules and institutions of EU law and their role GREEK
in the development of European integration.
• Understand the integration of the EU acquis into the Cypriot legal order. GREEK
• Critically approach the constitutional principles of EU law that govern its
relationship with national legal orders (principles of supremacy, direct and GREEK
indirect effect, state responsibility).
• Apply their general knowledge to specific legal problems of a theoretical

GREEK
and practical nature.
? ENGLISH
A. Knowledge GREEK
Students should be able, by the end of lectures, to: GREEK
• Describe and apply basic provisions of public and private air law, including
GREEK
basic case law, on:
§ International law of the airspace ENGLISH

§ Air traffic services GREEK
§ Aviation security and criminal law GREEK
§ International uniform rules on air carrier liability regarding carriage of

ENGLISH
passengers, baggage and cargo
§ Third party liability of aircraft operators ENGLISH
§ Liability of airport operators GREEK

§ Air passenger rights GREEK
• Explain basic policy reasons of each piece of legislation examined during

the lectures and its interaction with relevant international, EU and national GREEK
pieces of legislation.
Knowledge of jurisprudential elements, & methodology, law hermeneutics

and crucial streams of jurisprudential thought with emphasis on the
contemporary trends. Students learn to think thoroughly on fundamentals ENGLISH
regarding law, develop critical thinking and apply their knowledge towards
better understanding how law works and law cases can be interpreted
TBA ENGLISH
Students are expected to: know and distinguish the specificities of the nature
and function of international law in relation to municipal law; understand the
law-making function of international law through treaties and custom;
understand statehood and the role of recognition; understand the
Greek
fundamental rule of the prohibition on the use of force and its exceptions;
understand the role and function of the International Court of Justice and
other means of peaceful settlement of disputes; be able to apply rules of
international law to hypothetical and real life problems
Upon successful completion of this course students should be able to ENGLISH
• understand the structure and aims of international criminal justice and its
ENGLISH
institutions
• know how to correctly construe the provisions of the Rome Statute ENGLISH
• grasp the interpretative dynamics of this significant international legislative

ENGLISH
text and the institution of the ICC to be established by it
• familiarize themselves with doctrines of substantive international criminal
law, e.g. elements of crimes, joint criminal enterprise (JCE),
ENGLISH
command/superior responsibility, immunities, “nullum crimen nulla poena
sine lege: principle, leadership crimes etc.
• know the relevant cypriot legislation, which adopts the Rome Statute (ICC)
as well as the Geneva Conventions and embeds it in the Cypriot legal ENGLISH
system
? ENGLISH
At the end of the course, students should be able to: ENGLISH
• Have an understanding of what constitutes international and EU climate

ENGLISH
change law and how law applies to climate change issues.
• Understand and analyse the meaning, status and function of key
international law principles relevant to climate change and their incorporation ENGLISH
in key legal instruments on climate change.
• Identify and analyse the interaction and co-existence of legal frameworks at
different levels of governance particularly how EU climate change law ENGLISH
interacts with the international regime.
• Analyse and assess the evolution of the UN regime on climate change and
ENGLISH
key EU policies on climate change.
Students should be able: to interpret and implement basic pieces of
legislation of European private law as such and in combination with similar
pieces of EU and national legislation, citing the pertinent EU and national ENGLISH
case law; to explain basic policy objectives of each piece of legislation and
its interaction with other pieces of legislation.
ENGLISH
ENGLISH
ENGLISH
The students should study and assimilate the most importants aspects of EU
Competition Law: Art. 101 TFEU, Art. 102 TFEU, Services of General
Economic Interest, Merger Control, State Aids. The students should be able ENGLISH
to write essays on EU competition law, to discuss case studies and to
answer problem questions.
At the end of the course, students should be able to: ENGLISH

• Demonstrate an accurate understanding of the basic principles of
English
administrative law at EU level.
• Understand basic principles and procedural rights for the control and
English
accountability of the EU institutions.
• Critically approach the evolution of administrative law principles as
English
developed through the CJEU’s case law.
• Apply their general knowledge to specific legal problems of a theoretical

English
nature.
• Initiate independent learning and develop skills of research and critical
analysis regarding the functioning of EU administrative law as an English
accountability mechanism.
• Develop their skills in carrying out independent research, self-learning and

English
composing case analyses and research papers.
Students are expected to: know and distinguish the specificities of the nature
and function of international law in relation to municipal law; understand the
law-making function of international law through treaties and custom;
understand statehood and the role of recognition; understand the
English
fundamental rule of the prohibition on the use of force and its exceptions;
understand the role and function of the International Court of Justice and
other means of peaceful settlement of disputes; be able to apply rules of
international law to hypothetical and real life problems
• Understand the main financial issues related to the study of the financial
markets (equity, bond, foreign exchange) and financial institutions (banks,
insurance companies, mutual funds)
English
• Understand and implement some of the tools of financial analysis. •
Understand the basic principles of Banking and their application both
theoretical and practical.
1. Understand the role of the market in the allocation of scarce resources.

2. Learn the fundamental methods of microeconomic theory, consumer
theory, producer theory and the functioning of alternative market structures
(perfect competition, monopoly, oligopoly).
3. Study consumer behavior under uncertainty, the basic principles of game
English
theory and the economics of information.
4. Apply microeconomic theory and methodology to analyze the responses of
consumers and producers to various economic changes including changes in
public policy.
5. Acquire sufficient knowledge to read scientific research.
1. Understand models with simple forms of heterogeneity, such us the

overlapping generations (OLG) framework.
2. Understand models where firms and consumers might have imperfect
English
information.
3. Understand the importance of economic expectations of households and
firms for macroeconomic outcomes.
1. Understand the basic properties of probability and random variables.

2. Understand the linear regression model (assumptions and its relation to
the statistical theory).
3. Understand and derive the LS and MLE estimators of the linear regression
model.
4. Apply the LS estimation method of the linear regression model using real
economic data and interpret the econometric results in relation to an
economic theory / hypothesis of interest.
English
5. Understand the different effects of misspecification of a linear regression
model and learn ways to test and solve these problems. Detect and correct
these effects misspecification in an applied context.
6. Understand the nonlinear model and the corresponding nonlinear least
squares estimation method.
7. Understand when the concept of endogeneity and how the two stage least
squares (2SLS) and Instrumental Variables (IV) methods solve that. Apply
these methods in practice.
▪ Use appropriate theoretical and analytical tools to facilitate a broad
understanding of the economic behavior of individual and firms.
▪ Plan and manage their time effectively in relation to deadlines whilst
displaying individual initiative and enterprise
▪ Conduct individual assignments and perform effectively in a group English
environment by demonstrating leadership and team-building qualities
▪ Communicate and present complex arguments in oral and written form with
clarity and succinctness
▪ Work effectively both individually and within a team environment
▪ Use appropriate theoretical and analytical tools to analyze the behavior of

firms
and the structure of modern markets.
▪ Plan and manage their time effectively in relation to deadlines whilst
displaying English
individual initiative and enterprise
▪ Conduct individual assignments and perform effectively in a group
environment
by demonstrating leadership and team-building qualities
• Use of appropriate statistical and econometric methods for the analysis of

business and financial data.
• Implementation and interpretation of descriptive statistics (numerical and
graphical methods for qualitative and quantitative variables) using Excel.
• Implementation and interpretation inferential statistics using Excel (eg.,
English
hypothesis testing and confidence intervals)
• Implementation and interpretation regression using Excel.
• Decisions business policy on the basis of statistical and econometric
analysis.
• Efficient work both individually and in a team environment.
▪ Understand the basic principles of behavioral economics and contrast them

with traditional economics
▪ Use behavioral economics to explain/predict market phenomena and
English
outcomes
▪ Conduct individual assignments and perform effectively in a group
environment
▪ Apply different investment selection theories to real life situations

▪ Apply different theories in evaluating risks and returns of projects
▪ Understand markets for derivatives, i.e. options, SWAPS, warrants and English
futures
▪ Understand the principles of international financial management.
▪ Use appropriate theoretical and analytical tools to facilitate a broad
understanding of performance evaluation of firms and production units.
▪ Characterize definitions of variables of interest to be employed (goods and
services; inputs, outputs, environmental, nonmarket goods/services).
▪ Use empirical tools and real datasets to perform on-hands measurement of
English
efficiency and productivity levels of individual firms.
▪ Use DEA approach for benchmarking, identifying best practice and role
models to plan for performance enhancement/gains.
▪ Conduct individual research assignments and perform effectively in a group
environment.
▪ Use appropriately theoretical and analytical tools in critical aspects of

business planning and models, financial analysis, competitiveness,
innovation, intellectual property strategy, go-to-market-plan, and sales
approach.
▪ Identify the strengths and weaknesses of alternative solutions, conclusions
or approaches to new-technology-venture business planning problems.
▪ Identify measures or indicators of business performance and the actions
English
needed to improve or correct performance, relative to the goals of the
venture.
▪ Determine the value of a technology venture using advanced valuation
methods.
▪ Consider the relative costs and benefits of actions to choose the most
appropriate.
▪ Work effectively both individually and within a team environment
Το εργαστήρι προσεγγίζει τον σχεδιασμό ως μια δημιουργική διαδικασία η

οποία παράγει αξία. Ενώ η συνήθης προσέγγιση είναι η αξία να ταυτίζεται με
το χρήσιμο, το ‘καταναλώσιμο’, το ωφέλιμο, το εργαστήρι επιθυμεί να
επιστήσει την προσοχή και στην αξία που μπορεί να υπάρχει στο άχρηστο,
το μη ωφέλιμο, το παραπροϊόν της παραγωγής. Στόχος είναι να δούμε τον
σχεδιασμό όχι ως μια μονοσήμαντη διαδικασία, αλλά ως μια διαδικασία που
παράγει αντικρουόμενες συνθήκες στην πόλη, δίνοντας ειδική έμφαση στις
αντιθέσεις: θετικό-αρνητικό, χρήσιμο-άχρηστο, προϊόν-απόρριμμα. Με τον
τρόπο αυτό μπορούμε να ευαισθητοποιήσουμε σε μια σειρά σύγχρονων
θεμάτων: όπως την σημασία του ‘πόρου’ (resource), τα προβλήματα της
γραμμικής οικονομίας, την επαναχρησιμοποίηση, ανακύκλωση, την ένταξη
κατηγοριών χρηστών του αστικού χώρου, τον επαναπροσδιορισμό της
πόλης ως χώρου παραγωγής, την σημασία του πολιτιστικού παραγόμενου,
την αναθεώρηση της κληρονομιάς (heritage) (πχ κληρονομιά μπορεί να
αποτελούν και οι χώροι που έχουν απορριφθεί και έχουν αφεθεί να English
αναπτύσσονται ελευθέρα στο φυσικό στοιχείο για δεκαετίες) κλπ.
Μέσα από το εργαστήριο αυτό θέλουμε, πέρα από τον ‘αστικό’ του
χαρακτήρα, και εξαιτίας αυτού, να διαπραγματευτούμε και μια γενικότερη
προσέγγιση του σχεδιασμού η οποία θεωρεί πως ο σχεδιασμός αποτελεί μια
διαρκή διαπραγμάτευση και επιλογή μεταξύ του τι κρατάμε και τι
απορρίπτουμε. Ο σχεδιασμός έχει την δύναμη να ορίζει αυτή την σχέση,
καθώς αυτό που εντέλει κρατά το καθορίζει ως ‘χρήσιμο’, ενώ αυτό που
απορρίπτει το μαρκάρει ως ‘άχρηστο’. Η επιλογή αυτή καθορίζει τα πλαίσια
της ανθρώπινης συμπεριφοράς και κατ’ επέκταση την ανθρώπινη
κουλτούρα. Αυτή η επιλογή, ανάμεσα στο χρήσιμο-άχρηστο καθορίζει το
περιεχόμενο του πολιτισμού. Άρα με αφορμή το εργαστήριο θέλουμε να
θέσουμε το ερώτημα αν ο σχεδιασμός έχει νόημα να διαπραγματεύεται την
σχέση αυτή όχι ως μια διαδικασία επιλογής και απόρριψης, αλλά ως μια
ισορροπία μεταξύ δυο ισότιμων εταίρων.
Το εμπορικό κέντρο της Λευκωσίας τα τελευταία χρόνια αναβαθμίζεται
συνεχώς στο πλαίσιο των αστικών μεταλλάξεων που λαμβάνουν χώρα στο
κέντρο της πρωτεύουσας. Νέα ψηλά κτίρια, αντικαθιστούν παλαιότερα, οι
αστικές υποδομές δημόσιας χρήσης αναβαθμίζονται, ο δομημένος χώρος
πυκνώνει.
Η ολοένα αυξανόμενη εισαγωγή νέων δομών εμπορικής και γραφειακής
χρήσης, μαζί με υφιστάμενες δομές οικιστικής χρήσης, καλούν για νέες
μορφές αρχιτεκτονικής και αστικού σχεδιασμού που αναβαθμίζουν το
English
πρόσωπο της κυπριακής πόλης και παρέχουν τις ευκαιρίες για νέες εμπειρίες
στον αστικό χώρο.
Το θέμα του εργαστηρίου αρχιτεκτονικού σχεδιασμού ΑΡΗ 400 αφορά τη
διαμόρφωση κτιριακού συγκροτήματος με σύνθετο κτιριολογικό πρόγραμμα
και επιμέρους υπαίθριων δημόσιων χώρων. Η δυναμική ένταξη του
δομημένου χώρου στον αστικό ιστό, όπως επίσης και η διαλεκτική σχέση
μεταξύ του προς διαμόρφωση δημόσιου χώρου με το νέο και το υφιστάμενο
δομημένο χώρο, αποτελούν τους κύριους στόχους του εξαμήνου
1. Engage students with interdisciplinary design research methodologies that

expand their creativity in order to respond to the current and future needs of
the profession.
2. Engage with places and their everyday life.
3. Document visually knowledge derived from direct place experience.
4. Document and study urban phenomena.
5. Develop cinematic language techniques and mise en scene for the
construction of spatial narratives. English
6. Use of story-telling for the construction of spatial narratives.
7. Develop new social engagement methodologies: engage people and
communities.
8. Use of digital media to create hybrid compositions of visual imagery (2d
and 3d digital drawings) that communicate effectively a spatial narrative in
dynamic environments.
9. Explore the potentials of various media in the realization of ideas.
With completion of the course the student should be in position:
1. To synthesize architectural designs that satisfy both aesthetic and
technical requirements.
2. To apply the methods of investigation and preparation of the brief for a
design project;
GREEK & ENGLISH
3. To distinguish the structural design, constructional and engineering
problems associated with building design.
4. To distinguish the physical problems and technologies and the function of
buildings so as to provide them with internal conditions of comfort and
protection against the climate.
GREEK & ENGLISH
GREEK & ENGLISH

The coursework consists of a workshop and a survey course based on best
practices in sustainable urban design and development, with a particular ENGLISH
focus on the challenges facing the Eastern Mediterranean region.
Upon completion of the course students will be able to:

• Demonstrate knowledge and understanding of the mathematical tools,
methods and techniques used for analyzing discrete-time signals and
systems
• Apply these tools in communication and control systems, signal processing
applications etc. English
• Understand the Nyquist sampling theorem and the process of
reconstructing a continuous-time signal from its samples, zero order hold,
first order hold, etc.
• Process continuous-time signals by first sampling and then processing the
sampled signal in discrete-time.
Upon completion of the course the students will:

• Be well acquainted with several algorithmic problem-solving techniques
• Be able to design, describe (pseudocode) and analyze algorithms for English
solving various problems
• Implement and describe algorithmic solutions to various problems
• Be able to analyze algorithms in terms of their correctness and efficiency
Upon completion of the course the students will be able to:
• Apply basic transformations on signals, to create other signals,
• Distinguish between periodic and aperiodic signals, finite energy and
bounded signals,
• Analyze linear time-varying systems in time domain,
English
• Analyze linear time invariant systems in time, frequency domain, and
Laplace domain, and understand their basic properties, such as, linearity,
time invariant, causal, bounded input bounded output stability, etc
• Analyze time application examples of systems from circuits,
communications and control.
Demonstrate an in depth knowledge and understanding of the properties of

light, its interaction with matter and propagation through free space, based English
on tools from geometrical optics, wave optics and electromagnetic optics.
• Ability to formulate and solve computationally-based problems related to
circuits.
• Demonstrate knowledge related to principles of digital integrated circuits,
English
modeling, design flow techniques, operation and optimization.
• Ability to design, implement, test and troubleshoot digital integrated circuits
consisting of fundamental building blocks such as CMOS logic gates.
Perform numerical differentiation and integration / Solve a single or a set of

Ordinary Differential Equations with the established pertinent numerical
methods. / Solve Ordinary Differential Equations of higher order (2nd or
higher derivative). / Use the finite differences method to solve a Partial English
Differential Equation in one and two dimensions. / Combine the finite
differences method with a time-integration method to solve a time-dependent
Partial Differential Equation. / Program efficiently in FOTRAN and Matlab.
• Perform systematic choices of ideal elements for modeling a real dynamic

system with mechanical, thermal, fluid and electrical elements and their
interactions.
• Develop the differential equations that describe the input/output behavior of
a dynamic system.
• Compute the input/output transfer function of a dynamic system.
• Compute the response using the Laplace transform of a linear system with
English
an input that is a combination of simple functions.
• Define the stability of a real system.
• Compute the frequency response of high order linear systems.
• Identify the parameters of a system using the time response and a dynamic
model of the system.
• Find the time and frequency response using computer simulation of a
dynamic system.
• Familiarity with computational design methods
• Description and modelling of manufacturing processes
• Understanding of machining and shaping processes
• Knowledge of rapid prototyping and surface patterning processes English
• Description and modelling of integration, metrology, automation and
robotics methods
• Familiarity with methods above in the laboratory and practice
• Scientific understanding of cold, and hot forging processes

• Understanding of analytical methods for analyzing forging operations
• Recognition of processes to maximize performance of forged components.
• Scientific understanding of sheet metal forming processes
English
• Understanding of analytical methods for analyzing sheet forming operations
• Recognition of processes to maximize performance of sheet formed
components
• Familiarity with these methods in the laboratory and practice
• Associate the chemical structure and architecture of polymers to their

thermal and mechanical properties and predict polymer properties from
chemical and structural information.
• Describe the rheological behavior of polymer solutions and melts.
• Define and discuss on different mechanical properties of polymers at the
solid state (elastic, elastomeric, viscoelastic).
• Describe the techniques employed for determining the mechanical
properties of polymers (creep, stress-relaxation, dynamic mechanical
analysis). English
• Discuss polymer additives and their roles and describe methodologies
employed for the incorporation of additives in polymers.
• Describe and discuss on extrusion, injection molding as well as on different
mixing systems employed in polymer processing.
• Investigate experimentally the thermomechanical properties of polymers by
means of Dynamic Mechanical Analysis.
• Perform polymer processing experiments on an electrospinning set-up
towards the production of polymer nanofibers.
Students should be able to:
1. Understand the most-often used contracts and project delivery methods in
the construction industry,
2. Develop quantity takeoffs, estimates and bids,
3. Analyze financial alternatives using engineering economy and project cash
flows,
English
4. Develop project networks and perform CPM calculations,
5. Develop resource-loaded and cash-loaded construction schedules,
6. Develop health and safety plans,
7. Prepare and present a project execution plan (bid, cost estimate,
financials, schedule, resource management, health and safety, etc.) for a
case-study project
The students should be able to:

1. Interpret and draw geologic maps and geologic cross-sections
2. Estimate the mechanical characteristics of rocks, rock masses, and joints
3. Evaluate and plot geological data on stereographic net English
4. Perform stability calculations of rock slopes
5. Determine temporary tunnel support
6. Assess underground leakage from dam site and reservoir basin

1. Apply the physical laws of motion and energy as they relate to calculations
of resistances to motion, power, and energy requirements.
2. Develop the capacity of various modes of transportation.
3. Apply various techniques for analysis and planning for transportation
English
services.
4. Understand the demand-supply interactions.
5. Evaluate transportation alternatives.
6. Develop demand estimates for transportation systems.
7. Position and design transportation facilities.
After the completion of the course the students should be able to a) select
the most appropriate plasticity model according to the material and
application b) to calibrate constitutive models using experimental data c)
apply analytical methods for the calculation of collapse loads with limit English
analysis d) recognize all the components of a non-linear constitutive model of
solid mechanics e) appreciate the capabilities and limitations of the
constitutive simulations with finite element programs
Students should be able to: 1. Develop 3D/4D BIM models; 2. Develop

database implementations of BIM ontologies; 3. Develop fully integrated and
automated project process (FIAPP), to transfer data between 3D models
(Revit), quantity takeoff and cost estimating (MS-Access), schedules
English
(Primavera), 4D models (Navisworks), through custom-developed interfaces
(MS-Access); 4.Perform advanced construction simulations by use of
3D/4D BIM(Navisworks) and specialized construction software
(Stroboscope).
1. Design of hot mix asphalt based on the Marshall method.
2. Assess of asphalt pavements and specify measures for maintenance,
rehabilitation and upgrade.
3. Specify and assess experimental procedures to investigate the
performance of aggregates, asphalt, and hot mix asphalt. English
4. Monitor the production, transportation, laydown and compaction of asphalt
concrete.
5. Supervise the maintenance and rehabilitation of flexible pavements.
6. Prepare the requirements for hot mix asphalt (include materials from
recycling).
Basic principles and concepts of marine renewable energy production. Basic

principles of allocation and design of marine renewable energy devices.
English
Introduction to the EU regulated framework for marine renewable energy
resources.
γραμματίσει μαθήματα στην αγγλική γλώσσα, ούτε για φοιτητές Erasmus ούτε στο πλαίσιο του YUFE. Θα μπορούσε το τμήμα να συζητήσει το ενδεχόμ
After the completion of the course, the student should be in a position to:
• Have good knowledge of past and current methods, approaches and
techniques of settlement- and landscape archaeology,
• pose research questions and provide answers related to the course’s topics
of investigation (i.e. field methods and techniques, landscape research,
interpretation of landscape data),
• analyse and evaluate archaeological data deriving from field research
projects, using contemporary and up-to-date theoretical and interdisciplinary
ENGLISH
approaches,
• study systematically and use critically secondary bibliography,
• participate in scientific discussions, appreciate the value of constructive
criticism, as well as offer and accept feedback,
• be familiar with the different stages of composing a written piece of work,
• be familiar with scientific deontology and always avoid plagiarism,
• prepare and orally present assignments within a set time-frame by using
the necessary audio-visual tools.
The course aims to give a theoretical background to students wishing to
pursue research in the fields of Landscape Archaeology and applications
related to analyses of the environment and space in Archaeology, History
and other Social sciences.
With the completion of the laboratory section of this course, students will get
a hands-on experience of the ArcGIS environment, the digitization of a
variety of maps (e.g. geological and topographic maps), the import of ENGLISH
historical/archaeological datasets, the georeferencing of maps and aerial
photographs, the transformation of projection systems, the connection with
databases and the creation of thematic maps.
The particular course will provide the foundation for the students to
understand the types of datasets and the basic spatial tools that they can
employ to proceed to more sophisticated mapping and modelling which will
be carried out in the second level of the course (GIS II).
Students are expected to acquire a solid foundation and basic knowledge for
the implementation of a wide range of applications of Geomatics that
address topics related to Landscape Archaeology, Cultural Resources
Management (CRM) and the monitoring of historical monuments and
buildings. They shall acquire a general knowledge of the capabilities and
limitations of each technique, the way of collection of measurements and
how to interpret them. The course will provide the theoretical background of ENGLISH
the specific technologies and demonstration of some of the basic tools used
in the field.
Students will obtain some practical hands-on experience on working with
some of the geophysical techniques (more particularly with Ground
penetrating radar-GPR, magnetometers and soil resistance meters) and they
shall be able to collect measurements and process the data.
Upon completion of the seminar, students are expected to a) have a grasp of
the contemporary research regarding the theoretical discussion and the
methodological approaches of the concept of maritime cultural landscape, b)
be in a position to date and analyse sites of coastal settlements and harbour
installations, taking into consideration the coastal changes and the dynamics
of human presence in the coastal zone, and c) be able to assess the role of ENGLISH
certain elements of the seascape (weather conditions and coastal
topography, landmarks and orientation) in the development of pre- industrial
shipping. The theoretical discussions are always complemented with
examples of completed projects, so that the students become familiar with
the archaeological record and the latest developments in the domain.
Upon completion of the seminar, the students are expected to a) have
appreciated the particular character of shipwrecks as archaeological sites, b)
be in a position to analyse the type, the function and the technology
ENGLISH
associated with any of the ancient ships discussed in the class, and c) be
familiar with the basic methodological issues related to the documentation of
a shipwreck site.
The students will come out of the course with a basic knowledge of the
techniques and the theory behind the interdisciplinary study of ancient
materials. As the course is a seminar, among other things the students will ENGLISH
learn to present articles and chapters that have been given to them, as well
as to participate in open discussions on the topic of the course.
Methodology for documenting, recording, classifying, quantifying and
ENGLISH
publishing pottery and small finds.
Upon completion of this course, students will be able to:
• make key processes with quantitative and qualitative data, evaluate and
modify data according to their requirements.
• make analyses of the measurements, sort them and export descriptive
statistics for quantitative data.
• Apply multivariate statistical tests (F test, Pearson coefficient, discriminate
analysis, etc.) to understand the statistical significance of the archaeological
data and their correlation.
ENGLISH
• create histograms, tables and different graphs that will visualize the
classification and spread of their data.
• create 2D and 3D distribution maps of archaeological and historical
quantitative data.
• analyze spatial and temporal links that might exist in their measurements.
Navigate in Google Earth and manage information they enter into it. Get
experience with geotagging, export data and import them into ArcGIS.
• analyze and visualize trends and statistics of thematic digital literature.
The course aims to provide the students the necessary skills to carry out
their future (MA and PhD) research through the employment of the advanced
spatial tools of GIS. These tools can be used by different domains of
Archaeology, History, Humanities, Environment and Geosciences.
It is expected that by the end of the course, students will be capable of ENGLISH
running all the particular analyses that will be exposed to and will be aware
of similar functions that can be employed for addressing specific
archaeological and environmental related questions.
Students will also get experience with constructing a more automated flow of
the spatial analyses through the use of ArcGIS Modelbuilder.
The course will act as an inspirational and motivation tool to students to
proceed with an innovative research that will comply with the international
standards and push the envelope further from the existing knowledge.
Students will be exposed to the latest theoretical and practical advancement
ENGLISH
of research, they shall become aware of the research level in Cyprus and in
the wider region and they will make a serious consideration of how the
particular methods and technologies will be able to be applied in their
research domain.
Scope of the course is to demonstrate the different rhythms of cultural

evolution on the one hand on the mainland of Anatolia (with numerous
ENGLISH
landscapes), and on the other on the island of Cyprus from the 11th through
the 3rd mill. BC.
Students who successfully complete this course:
Will have understood the main parameters of British history and identity(ies)
and will have a clear notion of how these change throughout the centuries
Will have gained a clear overview of developments in British history and its
constituents and will be familiar with the impact that political, economic, ENGLISH
social, military, religious and cultural factors may have in the literary
production of any given period
Will be able to approach and analyse primary sources within their historical
context in which these were produced, and draw parallels with literary and
other sources
The students will familiarize themselves with ancient technology and will
achieve a better understanding of ancient material culture and how it was ENGLISH
produced.
1. the grammar, syntax and style of Latin prose.

2. the linguistic and stylistic features of the respective novelists.
English
3. the approaches of modern narratology.
4. the history and development of the genre of the ancient novel.
1.the main characteristics of Roman love elegy and especially Propertius’
poems.
2.language, style and meter of Roman love elegy.
3.Propertius’ literary program, his models and his intertextual dialogue with
English
earlier and contemporary literature.
4.the political, social and cultural developments in the Augustan period and
their influence on Propertius’ work.
5.Propertius’ ideological, political and cultural views.
Upon completion of this course students are expected:

to recognize the letters of the alphabet, as well as the words and basic
phrases/ to read road signs, car plates, names of countries, cities and
streets, names of various stores (e.g. bakery, butcher shop, etc.), and names
of merchandise in these store/to understand a simple text in general, a letter
from a friend or a postcard/ to guess the meaning of some unknown words
with the help from the text, if they have enough time on their disposal/ to
follow the development of a short and simple story and to be able to follow
short and simple written instructions, especially if there is a visual assistance
provided (illustrated stories, maps, pictures of using objects etc.)/ to form
short sentences with a simple structure and use punctuation marks/ to write
simple sentences in order to describe themselves, their place of residence,
their occupation. Moreover they should be able to write a letter (mainly in a
Greek - English
friendly manner), to fill in simple forms with their personal information and
write down short notes and messages/ to distinguish words by sounds used
in them, as well as the expressions and sentences about themselves, their
family and immediate environment, their professional interests/ to be able to
understand instructions and follow short and simple directions, if the way of
talking is clear and intentionally slow/ to produce simple and separate
phrases and sentences to describe and exchange informations about
themselves and people they know, to ask and answer simple questions on
familiar topics, to ask for and give things, and talk about time and places/ to
be able to orally form simple structures. Specifically, to be able to introduce
themselves and use basic expression for saying hello and goodbye, to form
questions and react to answers, to give direct and simply formed answers,
possibly with pauses while searching for the right expression.
Upon completion of this course students are expected:
to recognize the letters of the alphabet, as well as the words and basic
phrases/ to read road signs, car plates, names of countries, cities and
streets, names of various stores (e.g. bakery, butcher shop, etc.), and names
of merchandise in these store/to understand a simple text in general, a letter
from a friend or a postcard/ to guess the meaning of some unknown words
with the help from the text, if they have enough time on their disposal/ to
follow the development of a short and simple story and to be able to follow
short and simple written instructions, especially if there is a visual assistance
provided (illustrated stories, maps, pictures of using objects etc.)/ to form
short sentences with a simple structure and use punctuation marks/ to write
simple sentences in order to describe themselves, their place of residence,
their occupation. Moreover they should be able to write a letter (mainly in a
Greek - English
friendly manner), to fill in simple forms with their personal information and
write down short notes and messages/ to distinguish words by sounds used
in them, as well as the expressions and sentences about themselves, their
family and immediate environment, their professional interests/ to be able to
understand instructions and follow short and simple directions, if the way of
talking is clear and intentionally slow/ to produce simple and separate
phrases and sentences to describe and exchange informations about
themselves and people they know, to ask and answer simple questions on
familiar topics, to ask for and give things, and talk about time and places/ to
be able to orally form simple structures. Specifically, to be able to introduce
themselves and use basic expression for saying hello and goodbye, to form
questions and react to answers, to give direct and simply formed answers,
possibly with pauses while searching for the right expression.
Upon completion of this course, the students are, being characterized as
basic users, expected to be able to use a wider range of linguistic functions
from the A1 level. Specifically, by completing the A2 level of Greek the
students will obtain the following language skills:
Listening comprehension
• to recognize and understand expressions and words which are found and
used with great frequency and associated with the context of their direct or
wider environment.
• to understand essential information from discussions relating to predictable
everyday matters, such as the meaning of a clear and short message, a
piece of simple information, an announcement, and to understand general
information and to react on hearing news.
Reading comprehension
• to read and understand basic types of simple letters, which are short simple
texts, that usually have a standardized structure.
• to read and understand very simple and short texts, related to their
everyday life, to search for and locate specific predictable information in
simple texts.
• to understand and perceive the required information in written texts that
contain a high frequency shared vocabulary, which to a certain extent Greek
contains international words or is associated with the “everyday or
professional language” in the text.
Speaking
• to communicate in everyday circumstances, when there is a need to
exchange simple information about activities and familiar topics, to attend
and participate, to a certain extent, in discussions.
• to describe and present in a simple way the living or working conditions,
daily habits, past activities, personal experiences, etc.
Writing
• to write texts in a concise and simple way, recording their activities,
opinions, suggestions, and information on various topics related to their basic
and immediate needs.
• to write down and describe events, past activities and personal
experiences.
All the linguistic (structure – grammar), sociolinguistic (cultural) and

pragmatic (language functions/speech acts) elements that the user of the
language at this level must be aware of are listed in the syllabus of the
School of Modern Greek of the University of Cyprus.
• to understand different types of informative texts about familiar and

everyday topics, e.g. real estate advertisements, commercials, weather
reports, doctor’s advices, prescriptions, etc.
• to write texts on various everyday topics and needs, e.g. shopping,
complaints, invitation to parties, etc.
Greek
• to compose a formal and semi-formal letter.
• to use expressions and vocabulary related to kinship, means of
transportation, colors, nutrition, recycling, health, etc.
• to find specific information about vacation, prices, advertisements, travel
instructions, etc.
Upon completing this course, students should be able to:
1.Understand the different types of communication strategically, adjusting the
message to their audience and choosing the best channel to send it.
2.Understand the ethical aspects involved in interpersonal communication,
especially in regards to differences associated with culture, gender, age and
other diversity aspects.
3.Develop skills for critical and analytical thinking, listening and
argumentation, so that they can adjust their message to the circumstances
and apply techniques of persuasive communication efficiently.
4.Deepen their knowledge of and competence in effective workplace
communication, through self-diagnosis and self-reflection and in relation to
relevant theories to understand how to adopt context-appropriate
ENGLISH
communication styles.
5.Practice and improve their business communication skills, including skills
of:
-Written communication (e.g. letters, reports, emails)
-Oral communication (e.g. speeches, presentations).
-Group work: Productive group meetings and group decision making.
-Interpersonal communication: Communicating with individuals and teams
The aforementioned course ILOs are linked with the MBA Program’s ILO’s,
that differ in terms of gender, culture, ethnicity, age, education, etc.
which are the following:
-Listening and feedback: Active listening, providing constructive feedback
1.Strategic thinking: Students will develop a strategic level of thinking in
and responding to criticism.
order to integrate the key functions of business: accounting, finance,
-Research and information synthesis: Collecting, synthesising and organising
international business, management, management information systems,
information.
marketing, operations, and statistics within the broader economic
environment.
2.Communication: Students will develop abilities of communication in order
to learn effectively, express ideas and concepts clearly, and apply knowledge
to newly encountered situations.
3.Ethical Leadership; Students will understand the cultural and ethical
complexities of conducting business on a global scale and the importance of ENGLISH
and techniques for measuring the impact of firms on people and their natural
environment.
4.Critical Thinking; Students will identify, analyze, and evaluate arguments
as they occur in their own and others’ work as well as develop alternative
well-reasoned arguments to predict implications and consequences and
To familiarize students with the market forces of supply and demand and
construct conclusions with fact.
the concept of equilibrium.
5.Entrepreneurship; Students will develop a critical understanding of
To provide the tools needed to analyze the various elasticities of demand
entrepreneurship and its role in the economy and society. In addition, they
and supply.
will understand the entrepreneurial process – from idea generation to the
To analyze the efficiency of markets and the instances when government
commercialization and implementation of new business venture and the
intervention is necessary.
development of entrepreneurial behaviors.
To analyze the impact of government policies on market outcomes.
To understand the cost structure of firms and profit maximizing conditions.
To examine how competition and monopoly affect market outcomes.
ENGLISH
 To familiarize students with measurements of welfare such as Gross
Domestic Product and their strengths and weaknesses.
 To learn how to measure, and interpret inflation.
 To analyze the impact on Unemployment, Taxation, Money supply and
Budget deficits on the Economy.
 To learn how to use the aggregate demand/aggregate supply model to
predict the reaction of the economy to exogenous shocks or government
policies.
 To understand how all these macroeconomic issues are related in a
dynamic way by using the computer simulation
Upon completion of this course, students will be able to:
•Understand the importance of marketing and define its scope.
•Demonstrate a clear understanding of major marketing concepts.
•Describe the strategic marketing planning process and identify the major
components of a marketing plan.
•Develop and implement a marketing plan.
•Understand the importance of environmental scanning and become familiar
with the key methods for identifying opportunities in the marketplace.
•Understand the importance of customer value, satisfaction, and loyalty and
describe how can companies deliver them.
•Describe the purchasing behavior and decision making of consumers and
organizational buyers.
•Identify the major differences between consumer and business markets.
•Identify a target market and its product market segments.
•Develop product, pricing, distribution, and promotion strategies for a specific
target market.
The above course ILOs are linked with the MBA program’s ILOs which are
the following:
ILO 1: Strategic thinking; Students will develop a strategic level of thinking in
order to integrate the key functions of business: accounting, finance, ENGLISH
environment.
ILO 2: Communication; Students will develop abilities of communication in
order to learn effectively, express ideas and concepts clearly, and apply
knowledge to newly encountered situations.
ILO 3: Ethical Leadership; Students will understand the cultural and ethical
complexities of conducting business on a global scale and the importance of
and techniques for measuring the impact of firms on people and their natural
environment.
ILO 4: Critical Thinking; Students will identify, analyze, and evaluate
arguments as they occur in their own and others’ work as well as develop
alternative well-reasoned arguments to predict implications and
consequences and construct conclusions with fact.
ILO 5: Entrepreneurship; Students will develop a critical understanding of
to familiarize students with the fundamental of organizational behavior theory

- to discuss the major challenges faced by executives today in a globalized,
complex and
competitive marketplace
- to learn about the role of culture in managing private and public
organizations
- to learn how to motivate staff effectively
- to examine the major challenges of working in groups and to offer solutions
ENGLISH
to working
effectively
- to examine the main communication problems in the workplace and to offer
possible ways
of dealing with these problems
- to develop effective leadership skills as a foundation for further MBA work
and daily
organizational challenges
Upon completion of this course, you should be able to:
•Detect the ethics upon which choices and decisions in the area of
organizations and businesses management are based.
•Analyze the ethical aspects of business practices and operations.
•Evaluate in the most consistent way the moral character of choices before
us each time.
•Organize management so as to be characterized by social responsibility, but
also of ethical sensitivity
The aforementioned course ILOs are linked with the MBA Program’s ILO’s,
which are the following:
1.Strategic thinking: Students will develop a strategic level of thinking in
order to integrate the key functions of business: accounting, finance,
environment.
2.Communication: Students will develop abilities of communication in order
to learn effectively, express ideas and concepts clearly, and apply knowledge
to newly encountered situations.
3.Ethical/social responsible mentality: Students will understand the cultural
and ethical complexities of conducting business on a global scale and the
ENGLISH
importance of and techniques for measuring the impact of firms on people
and their natural environment.
4.Critical Thinking: Students will identify, analyze, and evaluate arguments
as they occur in their own and others’ work as well as develop alternative
well-reasoned arguments to predict implications and consequences and
construct conclusions with fact.
5.Entrepreneurship: Students will develop a critical understanding of
6.Global mindset: Students will broaden their perspective to focus not only
on the domestic market, but also on the opportunities and challenges faced
in the international market.
7.Group spirit: Students will develop an ability to work in teams in order to
collectively undertake and carry out various business tasks by
complementing knowledge, skills, and capabilities with others.
8.Problem solving: Students will develop an ability to properly define various
types of business problems and use appropriate tools and techniques to
provide sound solutions to them.
SYLLABUS ATTACHED ENGLISH

SYLLABUS ATTACHED ENGLISH
This course attempts to “resolve” the aforementioned paradox through

academic articles, book chapters, case studies, biographies, documentaries,
films, poems, paintings, songs and self-awareness exercises. It takes a non-
conventional route to studying leadership since leadership is, after all,
characterized by thinking in unconventional ways.
The course stresses the value of emotional intelligence (EQ) for leadership
and tries to convey the importance of critical thinking and willingness to "think ENGLISH
outside of the box" in the preparation of effective leaders. It highlights that
leadership is not a “position” but a “process” and adheres to the principle that
leadership is dynamic and continuously developing, not a static point in time.
Particular topics covered include the characteristics and values of leaders,
the differences between leaders and managers, the power of story-telling,
asking “why,” and the importance of critical followers.
MODE OF
TEACHING
PHYSICAL, COURSE DESCRIPTION
VIRTUAL,
BLENDED
A. LISTENING IN ACADEMIC CONTEXT Week 1: The Lecture CultureWeek 2:

Characteristics of Spoken English and Strategies for CopingWeek 3: Listening and Taking
Blended (virtual Lecture NotesB. READING IN ACADEMIC CONTEXTWeek 4: Developing Efficient
attendance for YUFE Reading SkillsWeek 5: Asking Questions as a Way of ReadingWeek 6: Authorship and
students and physical IntentionC. WRITING IN ACADEMIC CONTEXTWeek 7:Writing a Synopsis and a
attendance for all the rest ParaphraseWeek 8: Writing a Description and a NarrationWeek 9: Developing an Opinion
of the students) PaperD. DEVELOPING SEMINAR SKILLS FOR ACADEMIC PURPOSESWeek 10: Five
Steps for Speech Preparation / Capturing AttentionWeek 11: Delivering a Presentation /
Peer-Reviewing a PresentationWeek 12 / Week 13: Student Group Presentations
Blended (virtual
attendance for YUFE
students and physical
attendance for all the rest
of the students)
Blended (virtual
attendance for YUFE
of the students)

Blended (virtual
attendance for YUFE
of the students)

Understanding Research: Thinking, Researching and Writing as Parts of the Same
Blended (virtual Process, *Working with theLibrary and on line Databases: Searching through Library
attendance for YUFE Catalogues and Online Databases for Books, *Working with the Library and on line
students and physical Databases: Searching through Library Catalogues and Online Databases for Journal
attendance for all the rest Articles, *Working with the Internet: Searching the Internet and Evaluating Sources; Using
of the students) the Credibility, Accuracy, Reasonableness, Support Checklist (CARS), *Copyright and
Intellectual Property: Working with Sources and Avoiding Plagiarism; Academic Ethics.
Understanding Research: Thinking, Researching and Writing as Parts of the Same

Blended (virtual Process, *Working with theLibrary and on line Databases: Searching through Library
attendance for YUFE Catalogues and Online Databases for Books, *Working with the Library and on line
students and physical Databases: Searching through Library Catalogues and Online Databases for Journal
attendance for all the rest Articles, *Working with the Internet: Searching the Internet and Evaluating Sources; Using
of the students) the Credibility, Accuracy, Reasonableness, Support Checklist (CARS), *Copyright and
Intellectual Property: Working with Sources and Avoiding Plagiarism; Academic Ethics.
Blended (virtual
*Working on Research Project: Following a Research Plan and Preparing a Research
attendance for YUFE
Proposal, *Working on Research Project: Introducing MS-WordxWorking on Research
Project: Introducing Power PointxCitation Methods: MLA Documentation StylexCitation
Methods: APA Documentation Style: Presentations
of the students)
Blended (virtual
attendance for YUFE
of the students)
Blended (virtual
Introduction: What is poetry?How do we read it?•Hearing Voices in Poetic Texts•Rhythm
attendance for YUFE
and Meter•Figurative Language•Poetic Metaphor•Tone and Irony•Ambiguity•Poetry and
Genre: The Sonnet•Introducing Contexts•Poetry, Discourse, History•The Locations of
Poetry, Post-Colonial Poetry
of the students)
Blended (virtual
The science of language: What is communication? What is language? Do animals have
attendance for YUFE
languages? What is linguistics? Why do we do linguistics? Subfields of linguistics.Linguistic
principles and language myths.Languages of the world: How many languages are there?
What counts as a language? What is a dialect? Do languages change? Is it bad that
of the students)
Blended (virtual 2they do?Phonetics: Sounds of language. How are they produced? How are they
attendance for YUFE perceived?Phonology: How do sounds work within the language system?Morphology:
students and physical Making words from smaller pieces.Syntax: Putting words together.Semantics: Meaning in
attendance for all the rest language.Pragmatics: Using language in communication.Sociolinguistics: Language
of the students) variation and how it is linked to society.
The rise of the novel in the 18th century; differences and similarities between the early
novel and pre-novelistic antecedents of prose fiction; cultural, philosophical and
Blended (virtual
sociohistorical implications of the rise and increasing cultural hegemony of the
attendance for YUFE
novel.Fundamental genres and generic interplay in the 19th century novel (the domestic
novel, the Bildungsroman, the Gothic, the social novel, etc.); the importance of Realism
and Naturalism as fundamental aesthetic codes in the 19th century.•Questions of race,
of the students)
class, gender, national identity, colonialism and imperialism, cross-cultural contact,
translation as a cultural process.
Blended (virtual
attendance for YUFE
of the students)
The course enlarges knowledge and understanding of nineteenth-century Romantic and

Victorian poetry by moving beyond the shorter, lyrical forms to focus on long narrative
poems by female and male poets of the nineteenth century. There will be an in-depth focus
Blended (virtual on the significance of verse narrativein British Romantic and Victorian poetics. Specifically,
attendance for YUFE we will read poems and excerpts from longer works by the following poets:William
students and physical Wordsworth,John Keats, George Gordon (Lord Byron), Percy Bysshe Shelley,Anna Laetitia
attendance for all the rest Barbauld,Elizabeth Barrett Browning, and Christina Rossetti. Attention will be given to
of the students) themes and issues of Romantic poeticsand aesthetics in the critical writing of the period
and in contemporary critical studies. We willconsider the importance of politics and sage
discourse as well asthe further development of modern poetics and ofnew themesin
Victorian poetry.
A. THEORY, PRACTICE, AND THE CRITIQUE OF CULTUREWeek 1: Foundations of

Blended (virtual Cultural Criticism(Stuart Hall), Weeks 2-3: The Communist Manifesto (Karl Marx), Weeks
attendance for YUFE 4-5: Hegemony and Force (Antonio Gramsci), Weeks 6-7: Mass Culture (Theodor Adorno),
students and physical Week 8: Film Viewing (Metropolisby Fritz Lang)B. ISSUES OF RACE AND GENDER IN
attendance for all the rest LITERATURE, Weeks 9-10: Race and Language (Frantz Fanon), Weeks 11-12: Gender
of the students) and Sexuality (Judith Butler), Week 13: Cultural Criticism and Literature (Sulaby Toni
Morrison)
The course presents an overview of the grammar of English and focuses on topics
Blended (virtual in English grammar that are relevant to the EFL teacher. It aims at both improving
attendance for YUFE students’ own English usage and analyzing problems in English usage of EFL learners.
students and physical [taken from the UCY undergraduate catalogue; to be adapted along the following lines:]
attendance for all the rest This course offers a descriptive survey of English grammar with the background of core
of the students) theoretical notions and as such is the perfect preparation for ENG 260–269, in which we
will explore theoretical syntax and morphology more systematically
Blended (virtual
attendance for YUFE
of the students)
Blended (virtual
attendance for YUFE
of the students)
This course serves as an introduction to the phonetics and phonology of the English
Blended (virtual
language. The first part of the course will introduce students to (mainly) articulatory
attendance for YUFE
phonetics by familiarising them with the use of the International Phonetics Alphabet with
special emphasis to the sounds encountered in the world’s Englishes. In the second part,
students will be introduced to the concept of phonology, i.e. the organisation and function
of the students)
of a language’s sounds in the human
Translation as process and translation as product§The translation process: A

Blended (virtual methodological construct§Translation strategies and translation procedures: macro-vs.
attendance for YUFE micro-§Translation procedures: Methods of transfer in relation to strategy§The functional
students and physical approach to Translation: Skopos theory, Action theory§The functional approach to
attendance for all the rest Translation: Nord’s functional model §The functional approach to Translation: Case study
of the students) §Text typology, genre theory and translation methodology§Terminology§Translation as an
‘ethical’ activity§Translation ethics
Blended (virtual
attendance for YUFE
of the students)
A. Thinking Critically About Criticism and the Limits of Logic - Learning to think in terms of
Questions, Negative and Positive Criticism; Some Basic Rules of Logic; Inductive and
Blended (virtual
Deductive Arguments; Common Logical Fallacies and Inconsistencies; and Untested
attendance for YUFE
Presuppositions. B. Thinking Critically about Knowledgeand Truth - Plato on the Theory of
Formsand the Allegory of the Cave, Renee Descartes' Radical Skepticism, David Hume's
Redical Empericism, A critique of Descartes C. Thinking Critically about Ethics and Politics
of the students)
- Plato On Morality, John Stuart Mill, Immanuel Kant, John Lock and Robert Nozick - Jane
Flax and Bernard R.Boxill on Race and Gender - On Animals - The Environmen
The course will explore how the technological and political upheavals of the twentieth and
twenty-first centuries altered the formal and generic features of drama and performance as
well as the experiences and expectations of the audiences. A central theme in this course
Blended (virtual
will be Brecht’s theories of epic theatre that aimed to emancipate the audiences from their
attendance for YUFE
“attachment” to theaesthetics of 18thand 19thcentury sentimentaldrama. We will also
investigate how Brecht’s theory of “alienation effect” informs the work of postmodern
playwrights such as Handke and Yazji and filmmakers such as Abu Assad, who address
of the students)
issues of war, refugees, and authoritarian politics. Finally, given the global concerns on
covid19, the course will also explore how epidemics have preoccupied the attention of
modern and postmodern filmmakers and playwrights such as Ai Weiwei and Tony Kushner.
Blended (virtual
attendance for YUFE
students and physical Introduction to Language Acquisition
of the students)
Blended (virtual Phonological Development Lexical Development The development of Syntax and
attendance for YUFE MorphologyIntroduction to Language ChangeLexical and Semantic Change Phonological
students and physical Change Morphological Change Syntactic Change Acquisition and change: how babies and
attendance for all the rest children change language Social and historical pressures upon language Pidgins and
of the students) Creoles
This course is designed to introduce students to different language teaching methods,

approaches, techniques and principles as well as to teaching practice. It aims to familiarize
students with new developments in language teaching, a wide range of practical teaching
Blended (virtual
ideas reflecting current methodological practice, the role of English as a world language,
attendance for YUFE
evaluation of new technologies in the classroom. An increased focus will be on teacher
development, learner autonomy, context-sensitive teaching, lesson planning, classroom
management and language assessment. Students will also become familiar with reflective
of the students)
teaching via individual and collaborative teacher development activities, decision making,
planning and action, classroom and peer observation, reflection, self-inquiry, self-
evaluation and teaching practicum as a means of professional development.
Blended (virtual
attendance for YUFE
of the students)
The aim of this course is to offer students the basic theoretical background required for the
comprehension and analysis of issues relating to Gender Studies. Given the multiplicity of
methodologies and perspectives, the course is not designed to be comprehensive and will
Blended (virtual
not cover systematically the history of women’s movements. It will focus, instead, on key
attendance for YUFE
issues and debates in Feminist and Gender Theory. Through the study of selected texts
(both classic and more recent contributions to feminist thought), the students will have the
opportunity to discuss the major concerns and intellectual developments in Feminist
of the students)
Theory. They will also be encouragedto compare and evaluate different theoretical
approaches by bringing them into dialogue and by considering each in light of specific
literary texts or films
Blended (virtual
attendance for YUFE
of the students)
Blended (virtual
Introduction - •More than words.... •Plato on Art, Censorship and Love Thinking About
attendance for YUFE
Love•Simone de Beauvoir, Karen Horney and Hannah Arendt•Bell Hooks, Marilyn Frye and
Audre Lorde•Love Fragments•Escape to Love•The Meaning(s) of ErosLoving•Inspired by
Love•Not About Love•Betrayal•Love in Cinema
of the students)
This course is an introduction tofantastic literature, through shortfictional works, novels and
films, and includes narratives of the eighteenth to the twentieth centuryin English, French,
German, Spanishand Russian. All non-anglophoneworks will be readin translation. We will
Blended (virtual consider the significance of the irrational, uncanny and marvellous in the context of
attendance for YUFE theories of literature, literary history and the history of ideas. Particular attention will be
students and physical given to the shaping influence of the Romantic movement, but also the entire period from
attendance for all the rest the early eighteenth century in Europe to the present, and the pervasiveness of Romantic
of the students) themes in the fantastic today. We will examine the contribution ofliterary
theories,narratology and psychoanalysis to the analysis offantastic, gothicand uncanny
literature. Equal attention will be given to the unique amenability of thefantastic for socio-
political critique from the eighteenth centuryto the present.
Blended (virtual
attendance for YUFE
of the students)
Blended (virtual
attendance for YUFE
of the students)
Blended (virtual
attendance for YUFE
of the students)
Sociophonetics lies in the interface between sociolinguistics and phonetics. This course is
a theoretical and practical introduction to studying the phonetic aspects of sociolinguistic
variation and the social significance of phonetic variation and change. The course will focus
Blended (virtual on the acoustic analysis of conversational speech (with attention paid to the particular
attendance for YUFE challenges that arise in dealing with data collected in the field), in order to investigate how
students and physical fine phonetic detail is used for the construction of social identity. The course will also
attendance for all the rest present how the application of experimental techniques can probe listeners’ uses of
of the students) sociophonetic detail in speech perception. Through hands-on experience with designing
and conducting experiments, students will develop skills throughout this course that will
enable them to make appropriate methodological choices when planning research projects
in sociophonetics.
This course constitutes an introduction to thetranslationof dramatic texts.Although

translation has been an indispensable part for the staging of plays acrosslanguages and
Blended (virtual culturesas early as classical Rome, the theoretical study of TheatreTranslation has had a
attendance for YUFE belated appearancein the 1980s. Recently, though, ithas been attracting strong
students and physical attentionand vigorous debates. The aim of this course is to present a historic overview of
attendance for all the rest drama and its translation, introduce basic theoretical approaches to the translation of
of the students) dramatic texts for the page or the stage, as wellastranslation strategies and
techniques to deal with particular featuresof drama translation, both through theoretical
texts and case-studies from various genres, periods, and traditions.
Blended (virtual Research question(s), design(s) and instrumentation, Research structure and report,
attendance for YUFE Research in Translation and Interpreting Studies, Product-oriented research I (Corpora),
students and physical Product-oriented research II (Critical discourse analysis), Process-oriented research I
attendance for all the rest (Design and data elicitation), Process-oriented research II (TAPs and keylogging/eye-
of the students) tracking), Participant-oriented researchResearch ethics, Citations and referencing
Week 1: Course overview –Introduction to interpreting, Weeks 2-5: Interpreting skills

Blended (virtual I(Sight translation and consecutive interpreting), Weeks 6-7: Interpreting skills II
attendance for YUFE (Dialogue/liaisoninterpreting), Week 8: Introduction to public service/community
students and physical interpretingWeek 9: Interpreting in media settings, Week 10: Interpreting in business
attendance for all the rest settings, Week 11: Interpreting in healthcare settings, Week 12: Interpreting in police and
of the students) legal settings, Week 13: Ethical considerations in public service/community interpreting
-Course revision
Text Linguistics and Discourse Analysis: The text as a communicative unit, *What is a text?
Blended (virtual
The standards of textuality, *Cohesion, Coherence and Deixis,Theme-Rheme-Organization
attendance for YUFE
(TRO), *Thematic Progression§Semantic Isotopy, *Structural Isotopy, *Co-text, Context
and Implicature, *Language functions and textual function and speech acts, *Register: On
the relationship between Stylistics and Text Linguistics , *Text types and genres,
of the students)
*Intertextuality, *Application fields
Course purpose and objectives: This course both introduces and surveys the field(s) of
Applied Linguistics, with particular reference to Language Pedagogy and Teaching,
Language Management and Planning, Lexicography, Forensic Linguistics. Students will be
Virtual
acquainted with debates and foundational issues, as well as the different empirical
methodologies involved. Along the way, they will also be familiarized with the interplay
between Interdisciplinary (or ‘’hyphenated’’) Linguistics and Applied Linguistics.
Course Purpose and Objectives: The course is an advanced introduction to the part of
fundamental concepts in linguistics that deals with sounds and their structure. Focusing on
phonetics, phonology, and their interplay at morphophonology, it presents the essentials of
Virtual
these areas of linguistic analysis through a range of contemporary research issues.
Competing theoretical models will also be discussed with reference to a variety of different
languages, through with emphasis on English.
European spirit gave birth to what we call the West. Its roots are to be found in Athens,
Rome and Jerusalem, in Constantinople, Bagdad and Cordova. Europe has expanded in
order to dominate the world, or to put it in the very words of Hegel, incorporated the world
in the World History. Contemporary democratic systems are as indebted to Pericles and
Cato as they are to Franklin and Jefferson. Europe's actual civilization is enriched by the
Virtual
cultures if its former colonies and then became global. What is today a "European" culture?
What is the difference with globalized culture of modern bourgeois democracy and
contemporary big cities around the world? What is its difference with East and West?
When the degree of cultural interaction transforms difference in identity and vice versa, the
birthplace of Western civilization seems to lose its specific difference.
Equal treatment for women and men is one of the European Union's fundamental values,
and one that can be traced back to 1957 when the Treaty of Rome laid down the principle
of equal pay. Ever since then, the European Union (EU) has worked to eliminate
discrimination and achieve gender equality, in part through legislation. However equal
treatment has also been the motivation behind a number of important grass-roots
movements, such as the suffragettes' movement in the UK or the more recent FEMEN
Virtual activism- originally from Ukraine and now based in Paris. After offering a historical survey
of these grass-root movements (Duby & Perrot, Offen, Scott), and the EU stance on the
issue (Reding's proposals for instance), we investigate how key concepts such as 'gender
roles' (Goffman), 'stereotype' (Lippman, Amossy) and 'prejudice' (Allport, Dovidio) structure
these gender equality movements. We also consider how the same concepts are
constructed, reproduced or challenged in popular cultural artefacts such as
advertisements, comic strips, songs, etc.
Ce cours présente d'abord une courte histoire de la réflexion traductologique (théories

prescriptives, descriptives et prospectives), puis quelques approches contemporaines
comme celles de R. Jakobson, W. Benjamin, M. Blanchot, G. Mounin, J. R. Ladmiral, G.
Physical Steiner, R. Amossy, A. Berman, H. Meschonnic, P. Ricoeur, U. Eco. Il présente ensuite
quelques lieux communs concernant l'activité de la traduction (les notions de la fidélité, de
la lisibilité et de la transparence, le mythe de Babel, la traduction herméneutique, etc.).
Enfin, il propose à titre indicatif des travaux sur des textes d'obédience généraliste.
Ce cours examine les rapports entre littérature et peinture depuis l’antiquité gréco-romaine
jusqu’à nos jours, à l’aire du numérique, à travers des grands mouvements esthétiques
Physical européens. L’approche transversale permettra aux étudiants de saisir les spécificités de la
littérature et de la peinture à l’intersection du visible et du lisible, à travers l’analyse des
textes théoriques, critiques, ainsi que l’analyse des textes littéraires et picturales.
Contenu du cours : Présentation de concepts centraux à la discipline du FLE, en particulier
: position du FLE dans la didactique des langues étrangères et secondes ; FLE et sciences
de l’éducation ; FLE et sciences du langage ; la langue comme objet d’enseignement et
d’apprentissage ; la variété des situations d’enseignement et d’apprentissage ; les
conditions d’appropriation d’une langue étrangère ; la salle de classe et ses acteurs ; les
Physical compétences fondamentales qui structurent les programmes d’apprentissage. Examen
critique de différentes méthodologies et approches propres au domaine de la didactique
des langues : par exemple, méthode dite « Grammaire Traduction », méthode directe,
méthode audio-orale,méthode structuro-globale audiovisuelle, approche communicative,
théorie socioculturelle (Vygotski), nouveaux modèles interactionnistes pour l´acquisition
des langues étrangères (focalisation sur la forme, négociation du sens, etc.).
I- Communication ; Sens ; Signe linguistique, II- Lexicologie : Types de dictionnaires ; La

définition dans les dictionnaires de langue, III- Les analyses du sens lexical : analyse
Physical sémique ou componentielle, Prototypes et stéréotypes, IV- Relations sémantiques :
hyperonymie et hyponymie, synonymie, antonymie, co-hyponymie, V- Polysémie et
homonymie, métaphore, métonymie, synecdoque, VI- Formations des mots.
Comment le citoyen français d’aujourd’hui perçoit-il « l’union sans cesse plus étroite entre
Physical les peuples européens » du traité de Lisbonne ? Quels sont les nouveaux défis de l’Union
européenne ? Quelle est la place de l’Union européenne dans la cartographie mondiale ?
Le cours propose l’examen du processus de la transformation du texte littéraire en d’autres

formes de représentation (adaptation télévisuelle, théâtrale ou scénique,
Physical
cinématographique, plastique, musicale etc.) et comment ce processus met en lumière les
nouveaux rapports entre texte et transformation, et la création d’une œuvre nouvelle.
Le cours porte sur la notion de communication et met l'accent sur la publicité. Il traite
différentes formes de communication (verbale, non-verbale, directe et indirecte) et il
Physical
examine la façon dont les informations sont transmises au destinataire dans les messages
publicitaires.
ν μαθήματα αποκλειστικά στα Αγγλικά κατά το Χειμερινό Εξάμηνο 2020-21. Στην περίπτωση που υπάρξει ενδιαφέρον μπορεί να συζητήτηθεί το ενδεχό
physical
physical
physical
physical
physical
physical
This General Advanced English course introduces students to the English language and
physical skills required in a university setting. It is specifically designed to help students develop
competency in speaking, reading, writing, and listening in an academic setting and to
physical understand the importance of sociolinguistic aspects of the language. Whilst developing
and improving all language areas, the course also promotes 21st century skills such as
physical critical thinking, creativity, problem solving and digital and information literacy-key skills that
are transferable to the academic world and the world of work.
physical
physical
physical
virtual
physical
physical
This Topics in Academic English course is designed for undergraduate students from all
physical departments of the university. Whilst building and practicing more extensively the key skills
and academic English language developed thus far in both LAN 100 General Advanced
English and LAN 101 Academic English, this course will give opportunities to investigate
virtual and build specific 21st century skills in areas such as media literacy and global
awareness.
Intermediate French II (LAN 108.1) was developed in accordance with the Common
European Framework of Reference for Languages (CEFRL, new descriptors 2018) and is
the first stage of B1 Level (B1.1). This course aims to develop the linguistic skills of the
students through a variety of activities and tasks in an effort to provide achievement in
competences of ‘reception’ (e.g. listening, reading, observing), ‘production’ (e.g. spoken
and written monologue), ‘interaction’ (e.g. spoken, written exchange, face to face or at a
Virtual
distance), ‘mediation’ (e.g. mediating communication, texts or concepts). In addition, the
course will also develop the socio-emotional, cognitive and technical skills useful for their
social integration. This course will focus on promoting cultural awareness of students
regarding the French-speaking world, providing them the necessary language tools, would
they wish to go to France or any other French-speaking country for personal, academic
and professional reasons.
This LAN 107 course is the continuation of the course LAN 105 and LAN 106 (A1, A2.1
levels). At this level, students will have the ability to deal with simple, straightforward
information and begin to express oneself in familiar contexts. At the end of the semester,
students are expected to meet the A2 level requirements of the Common European
Framework of Reference for Languages (CEFRL, new descriptors 2018).The third level
(LAN 107) was developed in accordance with the Common European Framework of
Reference for Languages (CEFRL, new descriptors 2018) and will allow students to reach
A2 Level, as well, would they need it, to take any official certifications in French at a A2
level (e.g. DELF). Methodology is based on learner-centered approach, multimodal online
Virtual interaction, autonomous and collaborative learning. The course aims at enhancing
communicative competences and strategies as well as providing an integrated and
student-centered approach assessment. The skills will follow a variety of activities and
tasks in an effort to provide achievement in competences of ‘reception’ (e.g. listening,
reading, observing), ‘production’ (e.g. spoken and written monologue), ‘interaction’ (e.g.
spoken, written exchange, face to face and remotely), ‘mediation’ (e.g. mediating
communication, texts...). In addition, this course will allow students to build transversal
skills in order to promote social inclusion while giving value to plurilingual and pluricultural
profiles. The course will also focus on bringing cultural awareness on nowadays France to
students.
The Beginner's LAN 050 course is designed for students who have no prior knowledge of
Turkish. It aims to introduce students to Turkish as well as to prepare them to use it in their
workplace and in their day-to-day social activities. The course will help students to be able
to introduce themselves, talk about their everyday life, and describe different objects and
people in their surrounding environment. In addition, they will be able to understand simple
discussions and be able to make simple sentences regarding their routine and activities.
Virtual Apart from the weekly scheduled courses, there are some other outdoor activities such as
language café, movie nights, cultural trips, discussion groups, theatrical events that make
the course more interactive and joyful. Within the course students acquire all the language
skills: listening, speaking, reading and writing, giving priority to the communicative aspect
of the language based on the Common European Framework of Reference for Languages
A1.1. (CEFR) and with the successful completion of the course they will be able to register
at the next level GL051: Turkish beginners II.
υτή τη στιγμή δεν προσφέρεται στην ΙΣ κανένα μάθημα αποκλειστικά στην αγγλική γλώσσα.
The course will cover the three major classes of biological molecules: proteins,
carbohydrates and lipids. Emphasis will be on the chemical properties and three-
dimensional structure of these molecules in relationship to their biological function, as well
as laboratory techniques for their isolation and characterization. Topics include: Protein
structure and function, Hemoglobin-Structure, function and genetic disorders, Sugars and
PHYSICAL Polysaccharides, Lipids and biological membranes. Principles of thermodynamics, the
mechanisms of enzyme action, enzyme kinetics, and the control mechanisms which
regulate enzymatic reactions will be discussed. Principles governing metabolism, including
bioenergetics, compartmentalization, the operation and control of pathways, the major
metabolic pathways of carbohydrate metabolism, oxidative metabolism and lipid
metabolism (i.e., triglycerides, phospholipids and sterols).
Biological macromolecules – information flow. Overview of Computational Biology and

Bioinformatics. Molecular biology databases. Computational analysis of macromolecular
sequences (similarity, homology, principles of molecular evolution). Sequenec comparison
algorithms, database search and statistical significance estimates. Sequence substitution
PHYSICAL matrices. Low complexity, compositionally biased sequences and repeats. Multiple
sequence alignment. Probabilistic models for representing sequence families. Machine
learning techniques in computational biology (principles and applications). Principles of
structural bioinformatics: comparative modeling, predictions in 1.5/2D features. Special
topics: gene/protein networks, biomedical literature text mining.
This fundamental course is an introduction to immunology, with attention to the genetics,

molecular, and cell biology of antibody production; T-cell mediated immune responses and
PHYSICAL
innate immunity. Topics include the nature of antigens, hypersensitivities, transplantation,
cytokines, autoimmunity, response to infection, and vaccines.
This course involves laboratory or field research supervised by a faculty member of the
Department of Biological Sciences. Only students with superior academic performance are
eligible for this course. Student assessment is based on a ten-minute public presentation of
PHYSICAL
the lab/field work results in front of his/her Academic Advisor and Internship Supervisor.
Students may sign up for this course after completion of their second year of studies, but
not concurrently with their diploma thesis research.
The thesis can either be carried out in a laboratory or be of a bibliographical nature.

Students, who choose to carry out their thesis in a laboratory, must secure a position in
PHYSICAL one of the available laboratories, in consultation with their academic advisor. A
bibliographical thesis is carried out under the supervision of a thesis advisor, who is also
responsible for the topic selection.
The thesis can either be carried out in a laboratory or be of a bibliographical nature.

Students, who choose to carry out their thesis in a laboratory, must secure a position in
PHYSICAL one of the available laboratories, in consultation with their academic advisor. A
bibliographical thesis is carried out under the supervision of a thesis advisor, who is also
responsible for the topic selection.
1. Introduction. Basic principles and the history of ecology.

2. Ecology in an evolutionary framework.
3. Abiotic factors and conditions where biotic interactions are taking place.
4. Basic resources of organisms: sun, carbon, oxygen. Photosynthesis and
evapotranspiration. Trophic resources. The ecological niche.
5. Population ecology. Life histories. r and K selection.
6. Intraspecific competition. Density dependence.
PHYSICAL 7. Interspecific interaction. Allelopathy. Competitive exclusion. Lotka-olterra logistic model.
8. Predation. Predator-prey interactions. Foraging strategies.
9. Parasitism. Symbiosis and mutualism.
10. Community structure. Ecological diversity. Spatial and temporal gradients. Succession.
11. Energy flow in ecosystems. Productivity and biomass. Food webs.
12. Biogeochemical cycles and nutrients flow.
13. Practical tests in spatial patterns and diversity estimation.
14. Field work.
The history of evolutionary thinking. The Tree of Life. Natural Selection and Adaptation.
Mutation and Variation. The Genetical Theory of Natural Selection. Phenotypic Evolution.
Genetic Drift: Evolution at Random. Evolution in Space. Species and Speciation. Sex and
PHYSICAL reproductive success. The evolution of life histories. Cooperation and Conflict. Interactions
among Species. The Evolution of Genes and Genomes. Phylogeny: The Unity and
Diversity of Life. The History of Life. The Geography of Evolution. The Evolution of
Biological Diversity. Macroevolution: Evolution above the Species Level.
PHYSICAL same as Fall semester

MATLAB’s environment. MATLAB functions. For, while and if loops. Graphics in two and
three dimensions. Programming. Polynomials. Reading from and writing in files. Computer
Physical arithmetic and error propagation. Symbolic computing. Special topics and applications
(solution of nonlinear algebraic equations and linear systems, eigenvalue problems,
numerical integration, ordinary differential equations).
Counting methods, combinatorics, probability measure space though σ-algebras,

independence of events, random variables, cumulative distribution function, discrete and
continuous random variables, mean value, multivariable distributions, multivariable normal
Physical distribution, sums of random variables, distributions of functions of random variables,
covariance function, independence of random variables through the cumulative distribution
function, moment generating function, characteristic function, introduction to the law of
large numbers, introduction to the central limit theorem.
Random samples, statistical experiments, statistics, estimation methods (e.g., method of

moments, method of maximum likelihood), properties of estimators (e.g., unbiasedness,
sufficiency, completeness), exponential families, Rao-Blackwell theorem, Lehmann-Scheffe
theorem, Cramer-Rao variance lower bound, confidence intervals, minimum length
Physical
confidence intervals, hypotheses testing, properties of tests. Statistics, sufficiency,
completeness, exponential families, unbiasedness, uniformly minimum variance unbiased
estimators, Cramer-Rao lower bound, moment estimators, maximum likelihood estimators,
confidence intervals, hypothesis testing.
Sources and propagation of error. Numerical solution of non-linear equations. Numerical

Physical
solution of linear systems of equations. Polynomial interpolation. Numerical quadrature.
Complex numbers, analytic functions, Cauchy-Riemann equations. Harmonic functions.
Exponential, trigonometric and logarithmic functions. Integration, Cauchy’s theorem,
Physical Cauchy’s integral formulas and inequalities. Liouville theorem and the fundamental
theorem of Algebra. Maximum modulus principle. Taylor and Laurent series, residues. The
argument principle. Conformal mappings and Mobius transformations.
Blended (virtual
Basic principles of Logic Programming and implementation using the language Prolog.
attendance for YUFE
Relation of Logic Programming to modern considerations regarding Artificial Intelligence.
Solving application problems drawn from the fields of Artificial Intelligence and the
Semantic Web, making use of Logic Programming and Constraint Logic Programming.
of the students)
Blended (virtual
attendance for YUFE Binary Image Representation. Image Histogram and Point Operations. Discrete Fourier
students and physical Transform. Linear Image Filtering. Non Linear Image Filtering Pipeling. Image
attendance for all the rest Compression. Image Analysis I. Image Analysis II. Digital Video Processing.
of the students)
Network management is an essential component in today’s networks, as the world

increasingly relies on networked systems and services to function. Network Management
and Services, provides you with an accessible overview of network management covering
management not just of networks themselves, either ‘physical’ or ‘virtualised’, but also of
services running over those networks. This course aims to introduce the Network
Management Fundamentals, explain the different technologies that are used in network
management, and how they relate to each other. In particular it will provide more detail into
PHYSICAL the different management reference models, such as Fault, Configuration, Accounting,
Performance, and Security (FCAPS), the different building blocks of network management,
the protocols used, e.g. SNMP, the organization of data, and the management
communication aspects. Newer trends in networking and its management, including
virtualisation of the network itself (e.g. Software Defined Networks, OpenFlow, Network
Function Virtualisation, Virtual Infrastructure Management, Network Service, NFV
Management and Service Orchestration). Other services, such as the cloud (e.g.
OpenStack) will also be studied.
Advanced topics in Computer Networks and the Internet, such as: IPv6, Multicast Routing,
QoS Routing, TCP Congestion Control, Performance Analysis, Multimedia Networking
Applications, Realtime services and protocols, Quality of Service, MPLS, Traffic
BLENDED Engineering, Mobile and Wireless Networks, Issues in Security for Computer Networks.
Introduction to advanced research topics (e.g. Internet of Things, wireless sensor networks,
VANETs, 5G, Nanonetworks). Introduction to Network Management, Software Defined
Networks. Cloud and Fog Computing.
Scene construction, scene hierarchies, camera specification, projections of primitives,

clipping, visible surface determination, polygon rasterisation (z-buffer), texture mapping,
PHYSICAL
local and global illumination, shadows, ray tracing, radiosity, real-time acceleration
techniques.
Programming of embedded systems. Introduction to the Internet of Things. Introduction to

the mobile processors of ARM for embedded systems. Interruptions and memory
BLENDED consumption. Programming for embedded and mobile systems. Mobile computing.
Architecture of mobile processors of ARM. Programming in smartphones and applications.
Network connectivity: Bluetooth. Cloud Computing. Connectivity on the cloud.
Software reuse. Distributed software engineering. Service oriented architectures. Real-time
systems. Project Management. Human-Computer Interaction for Software Engineering
BLENDED
(interaction design, design rules, implementation and evaluation, universal design, user
support).
Basic elements of cognitive science and the relation between logic and argumentation.
Computation models for cognitive intelligence that follow representational models from
cognitive psychology. The structure of knowledge and the human mechanism for common
BLENDED
logic. The architecture of cognitive systems and their dynamic development cycle.
Utilization of STAR, IBM Watson and other similar systems in the development of cognitive
systems.
Binary image processing, intensity transformations, the discrete Fourier transform, linear
and nonlinear filtering, image compression, image analysis, basic principles of video
processing. Basic principles of 3Dgraphics: polygonal representations, transformations,
local and world coordinate system, scene graph, camera and field of view specification,
PHYSICAL
orthographic and perspective projection, clipping in 2D & 3D, polygon rasterization, back
face elimination, visible surface determination with the Z-byffer method and Binary Space
Partitioning Trees, local illumination - flat, Phong & Gouraud shading, real-time graphics,
applications.
Blended (virtual Introduction to Internet and Networking Technologies. TCP/IP suite of protocols, Quality of
attendance for YUFE Service (QoS), New Networking Architectures. Protocols and Standards (e.g.
students and physical DiffServ, IPv6, MPLS). Network Performance Evaluation (e.g. queueing theory, and
attendance for all the rest simulation tools). Traffic Modeling and Traffic Engineering. Congestion Control and
of the students) Resource Allocation. Network Design and Optimization
Course Purpose and Objectives

The practice of graduating students in a modern laboratory environment is a necessary
ingredient and an essential asset of a degree in physics, regardless of the direction and
professional orientation that will follow later. In particular, modern labor market requires
students to gain experience in modern technologies, computing, electronic data acquisition
systems, detector devices, microelectronic circuits, calibration techniques etc.
The subject matter of the course includes a series of fundamental experiments in Atomic
and Nuclear Physics, with focus on the autonomy of each experiment and its contribution
Blended (virtual to the development of physics. Particular attention is provided to the utilization of
attendance for YUFE computers for both the acquisition and analysis of experimental data.
students and physical Introduction:
attendance for all the rest 1.1 Gauss and Poisson Distributions, 1.2 Least Squares Method
of the students) 1.3 Interaction of Charged Particles with Matter, 1.4 Basic Nuclear
Electronics Experiments:
2.1 Measurement of the Specific Charge of the Electron
2.2 Observation of the Zeeman Effect, 2.3Electron Spin Resonance, 2.4The Compton
Effect
2.5X-Ray Fluorescence and Moseley´s Law, 2.6Rutherford Scattering,
2.7Spectroscopy of αParticle, 2.8Spectroscopy of βParticles, 2.9Spectroscopy of
γRays, 2.10The Geiger-Müller Counter
To introduce students to the concepts of the Standard Model of particle physics and guide
them to acquire sound knowledge and understanding of the fundamental principles and
applications of particle physics in understanding nature. To present the current theoretical
and experimental developments and scientific achievements and demonstrate the related
technological advancements in the field and their applications in everyday life.
By the successful completion of the course, the students are expected to:
•Know the elementary particles that compose the natural world, their basic properties and
quantum numbers and interactions.
•Develop good understanding and knowledge of relativistic kinematics and to be apple to
apply the concepts in scattering, decays and cross section calculations.
•Describe the basic concepts of the Standard Model of particle physics, the symmetries
and related conservation laws and invariant quantities, and to be able to explain and
illustrate them in problem solving.
Blended (virtual
•Understand the basic elements of relativistic quantum mechanics and their predictions for
attendance for YUFE
the properties of particles.
•Be in position to demonstrate and explain the key concepts of Quantum Electrodynamics
and Weak Interactions with emphasis in particle interactions.
of the students)
•Be able to use the Feynman diagrams to classify and quantify the interactions between
quarks and leptons.
•Calculate the cross section for simple electromagnetic scattering processes.
•Describe the properties of the W and Z bosοns and the basic elements of the theory of the
weak interactions and the works of the Higgs mechanism and CP violation.
•Describe the experimental observation of neutrino oscillations and explain its implications
on the masses of the neutrinos.
•Appreciate the limitations of the Standard Model and how they can be alleviated in other
models.
•Acquire a good knowledge of the basic principles of particle detectors and accelerators.
•Be in position to argue about the advantages or disadvantages of the various identification
systems.
•Be able to propose the appropriate detectors based on the relevant situations and needs.
To expose the students to the power and applicability of various computational methods in
solving physics problems that are otherwise very difficult to be solved with the ordinary
methods provided by an experimental or theoretical approach. To emphasize the
pertinence of using computational methods in solving problems from other scientific
disciplines and every day life. To introduce the students to a modern programming
Blended (virtual language like C++ and to expose the power of the object oriented programming. To enable
attendance for YUFE students develop the necessary skills for applying the various computational methods for
students and physical solving physics problems by providing adequate time and opportunities for hands on
attendance for all the rest experience instead of the presentation of the abstract ideas of the various algorithms.
of the students) A C++ based computational physics course covering topics such as solving problems in
linear algebra, finding of eigenvectors and eigenvalues, solutions of ordinary and partial
differential equations, methods for chaotic and stochastic situations, use of Markov chains,
Monte Carlo simulations with applications in physics, Metropolis algorithm and applications
in physics problems, random walks and the 2-D Ising model, fitting techniques with and
without constraints.
Concepts in Supramolecular Chemistry. Host-guest Chemistry. Energetics of

Supramolecular Complexes: Experimental Methods. Templates and Self-assembly.
Physical
Fullerenes and Carbon Nanotubes. Molecular Channels. Hydrogen-bonded Molecular
Capsules. Molecular Vehicles.
Instrumental Analysis Methods: Classification, Analytical Instrumentation, Characteristics of
Methods, Figures of Merit, Signal-to-Noise Ratio, Sources and Elimination Methods of
Noise, Signal-to-Noise Enhancement.
Atomic Spectroscopy: Atomic Absorption Spectrometry, Atomic Fluorescence
Blended (virtual
Spectrometry, Atomic Emission Spectrometry, Atomic Mass Spectrometry, Atomic X-Ray
attendance for YUFE
Spectrometry.
Molecular Spectroscopy: Ultraviolet-Visible Molecular Absorption Spectrometry, Molecular
Luminescence Spectrometry, Infrared Spectrometry, Raman Spectroscopy, Nuclear
of the students)
Magnetic Resonance Spectroscopy, Molecular Mass Spectrometry.
Electroanalytical Methods: Potentiometry, Coulometry, Voltammetry.
Separation Methods: Gas Chromatography, High Performance Liquid Chromatography,
Capillary Electrophoresis, Capillary Electrochromatography.
Heterocycles: furan, thiophene, pyrrole, pyridine, quinoline, isoquinoline and indole.

Organic Free Radical Chemistry: mechanisms; functional group manipulation; C-C bond
formation; Alicyclic Chemistry: ring strain; cycloalkanes (3-7) and larger (8-14 membered)
rings. Non-Aromatic Heterocycles and Natural Products: small (3 & 4) and medium (5 & 6-
membered) rings, steroids, β-lactams, carbohydrates; alkaloids, stereo-electronic, kinetic &
Physical thermodynamic control, NGP, phenolic oxidative coupling. B, Si & Sn: hydroboration,
silylenolethers, Shapiro reaction, electrophilic substitution with allylic rearrangement,
Crotylsilanes, Brook, Sila-Pummerer & Si-Baeyer-Villiger rearrangement,
hydrostannylation, Crotyl-stannanes, Sn-Li exchange. Pd(0/II), Co & Fe: applications in
synthesis; C-C bond formation via transmetallation, cyclisation, carbonyl/alkene insertions.
Mixed Mechanism Workshops.
Risk Evaluation: R/S risk and safety codes; COSHH compliance. Unknown Identification:
purification; spectroscopic analysis and identification. Laboratory Techniques: azeotropic
distillation with use of Dean-Stark apparatus, vacuum distillation; vacuum sublimation;
short path distillation; microscale; multi-step synthesis; thin layer chromatography (TLC),
Physical spectroscopic analysis NMR, IR and UV. Project Synthesis: searching the literature,
chemical abstracts; planning and costing a 3-step synthesis; evaluating and choosing best
synthetic route based on cost and safety. Report Writing: journal format; use of word
processing and chemical drawing software. Literature Review: based on any topic from the
Organic Chemistry literature.
To develop techniques, skills and strategies for more effective practical implementation of
the content of the curriculum of physical education of preschool education Study of the
content of physical education in preschool education. Emphasis is placed on the
Physical
understanding, analysis and application of the content of physical education in preschool
education. Study and application of movement skills appropriate for children of preschool
age.
This course aims at promoting student teachers’ understanding about how primary school
students construct, acquire and inquire science knowledge. In addition, the student
teachers will be introduced to conceptual understanding and change theories in order to
understand how students’ naïve ideas emerge. Moreover, the student teachers will be
supported in order to develop the necessary lesson design and teaching skills. Modern
teaching theories, pedagogies and strategies, as well as recent research findings from the
domains of science education and cognitive psychology will be introduced. A great
emphasis will be placed on inquiry as a teaching method, as well as on the science method
and thinking skills associated with it. Finally, the teachers will be requested to design and
implement their one lessons in an attempt to move from theory to practice.
•Science education challenges: primary school students insufficient performance in science

related domains.
•Science education remedies to primary school students insufficient performance in
Physical
science related domains.
•General science education objectives
•The nature of science and science education
•Learning in science education.
•The process of Inquiry and inquiry skills
•Discovery learning
•Science core concepts
•Scientific practices
•Cognitive development and science education: Using cognitive understanding and change
theories in science education.
•Formal, informal and non-formal science education: Teaching models, teaching tools,
teaching methods and strategies, lesson design and implementation, assessment and
evaluation.
•Research and science education
Develop fundamental mathematics concepts that are included in the Cyprus mathematics
curriculum of primary school
-Investigate the way in which the historical development of mathematics concepts is related
with mathematics teaching methodology
-Connect mathematics concepts with the vertical and horizontal development of the
mathematics curriculum
The structure of the course is based on the study of basic mathematical concepts, which
are necessary for the conceptual understanding of the content of mathematics curriculum
in primary school. Prospective teachers will study important curriculum concepts, such as
number systems, algorithms of operations, the concept of divisibility and the Euclidean
division, numerical and geometric patterns, sequences, key elements of Euclidean
geometry and geometric transformations. The teaching approach is through the
interconnection with the curriculum of primary school and the further deepening and study
of relevant properties and theorems.
The course is based on the following program and consists of four thematic units. Teaching
focuses on exploring the following concepts and the teaching methodology of the following
WEEKLY SCHEDULE
Physical
THEMATIC 1 – NUMBERS: Weeks 1-4
Sets, set operations
Number sets (real numbers, rational numbers, integers, natural numbers) Decimal number
system and historical number systems, Pythagorean Arithmetic
Operations with real numbers (integers, fractions, decimals, percentages) Rate and ratios
THEMATIC 2 – DIVISIBITY-NUMBER THEORY: Weeks 5-8
Properties of divisibility
Euclidean division and divisibility criteria Prime and composite numbers
Greatest common factor, Least common multiple, fundamental theorem of arithmetic
THEMATIC 3 – ALGEBRA: Weeks 9-10
Numerical and geometric patterns, square and triangular numbers
Pascal’s triangle, Fibonacci sequence, arithmetic and geometric sequences
THEMATIC 4 – GEOMETRY: Weeks 11-13
Distinction between Euclidean and non-Euclidean geometry
Euclidean geometry (point, lines, angles, parallelism and perpendicularity, polygons,
parallelograms, inclusion relations in parallelograms, sum of angles of polygons)
Geometric transformations (symmetry, rotation and translation)
• Investigation and in-depth study of basic mathematical concepts and processes
connected to the first mathematical concepts that children encounter and develop in the
preschool years
• Application of basic mathematical concepts and processes in scientific and everyday
Physical problems and activities in the kindergarten
Basic theoretical trends in psychology concerning the development of pre-
mathematical concepts in early childhood. The importance of language in the
development of the first mathematical concepts. Critical analysis of the arithmetic of natural
numbers.
To present the major developmental theories from embryonic period through childhood
This course presents the major developmental theories from conception till birth and from
infancy to pre adolescence. Theories regarding cognitive, personality, social, emotional,
Physical moral and biological development are discussed and the relevant empirical findings are
also presented.
Developmental psychopathology is also discussed with an emphasis on disorders that
affect children and adolescents.
a)the musical development of future teachers, through the development of musical skills
such as vocal skills and the learning of a basic repertoire of songs suitable for the first
school age, the learning of a musical instrument and techniques of performing classroom
percussion instruments, as well as the development of listening skills
b)acquiring basic knowledge about contemporary musical pedagogical approaches and the
collection and development of appropriate teaching material
(c)developing students' creativity through team creative work focused on specialized
musical themes.
This course combines theoretical and practical music knowledge with teaching approaches
appropriate for Primary School and taking into consideration the new philosophy in the field
of Music Education. The objectives of Music Education in primary school will be analyzed
and various effective teaching approaches will be examined.
1.The Importance of Music in primary school years
2.The musical development of the child of school age and its extensions in relation to
Music Pedagogy.
3.Rhythmic concepts: Beat, Rhythm (values and pauses), Measures, Simple, Compound
Physical and mixed
4.Melodic Concepts: Melodic line, pitch, Staff, graphic notation and music notation,
Major/Minor/Pentatonic
5.Sound: Qualities, Voices, instruments
6.Concepts of Expression: Loudness, Articulation, Speed
7.Structure Concepts: Pattern, Phrase, Binary Form, Ternary and Rondo , Program Music.
8.Texture: Monophonic, polyphonic, homophonic.
7.Harmony: Ostinato (melodic and rhythmic), round , chords.
8.Voice: mechanism, Child's voice and its abilities (physical placement and exercises)
10.Teaching a song in Primary School
11.Music and Movement: Role and activities
12.Music Listening and activities (eg listening maps)
13.Listening Skills
14.Composition and Improvisation
15.Music curriculum - Lesson Planning - Evaluation
16.Recorder Playing and Percussion Instruments
17.Repertoire for Primary School
18.Intercultural Music Education
•Music Skills: Listening, Performing and Creating Music,- Theoretical Background and
Practical applications
•Methodological Approaches to Music Teaching ( i.e Collaborative Learning, Differentiated
Teaching, Interdisciplinary approaches, creative and critical thinking in the music lesson)
•Music Curriculum program
Physical
- Musical concepts, skills, attitudes and behaviors
•Educational material / textbooks for the teaching of Music in kindergarten
•Basic principles of music lesson planning - lesson plan
•Pedagogical Approaches Dalcroze, Orff, Kodaly and Gordon- Basic principles and
practical applications
familiarize students with the basic concepts of art language

-reinforce understanding of basic principles in art and play in the early years education and
its contribution to children’s development
-cultivate students’ skills in making and viewing art
-Introduce students’ to basic principles of designing and implementing play – based art
activities
Physical
Theoretical studies emphasizing the social, affective and cognitive dimension of art and its’
relation to early year’s education.
Introduction to Visual Arts Language through engagement in creative processes and art
play. Young children’s artistic development: Making and viewing. Planning and designing
play-based art activities for
young children in early childhood settings.
•To educate further the students and deepen their knowledge in the content of Physical
Education in the Primary School.
•To develop the technique, skills and strategies of students for effective practical
application of the content in physical education of elementary school.
Physical
The course helps students to understand and examine closely the content of physical
education in the primary school.
Emphasis is placed on application of the content.
Develop familiarity with a variety of approaches to teaching and learning in the
Kindergarten with emphasis on helping children enrich their experiences with natural
phenomena and interact verbally using observation an experimentation as a starting base.
Acquire experience with interaction with children in the early years in the context of
activities relating to the natural and artificial environment.
Develop self-confidence in selecting and enacting activities with emphasis on free
exploration of natural phenomenal and on developing the attitudes and practices that are
characteristic of the sciences.
Develop an interest in observing children and collecting evidence on learning of individual
Physical children and of children working in groups.
Aims and Objectives for Science in Early Childhood.

Teaching approaches and evidence for learning in the Kindergarten: free exploration of
phenomena, structured observation, inquiry-oriented learning.
Planning, enacting and evaluating teaching-learning activities for science in early
childhood. The role of the teacher.
Reasoning and discourse strategies. Scientific practices and skills.
Representations and scaffolds to promote classroom discourse in early childhood.
Enriching children’s experiences with natural phenomena. Emergent scientific thinking.
The course aims to enable students to learn and experience the moral values and
principles of Olympic ideal, to study the main parameters of the Olympic Movement and its
contribution to modern society and to shape attitudes and behaviors consistent with
Olympic Ideals.
The course emphasises the principles of sport education and Olympism as a practical
philosophy. Students can learn and experience the ethical principles of Olympic Ideals,
Physical study key parameters of the Olympic Movement, acquaint themselves with Olympism and
form attitudes aligned to Olympic Ideals. It emphasises ancient and modern Olympic
Games and Sports, and key forums e.g. International and National Committees and the
Olympic Charter, and studies the history, organization, operation and spiritual content of
the Olympic and other Games. Through studying implemented Olympic Education
Programmes, it also analyses Olympism and Olympic Education in their application to
other disciplines.
The course aims at systematic and in-depth analysis of the music listening, improvisation
and composition activities. Students through the role of composer learn basic techniques of
improvisation and composing. In addition, students are expected to further develop their
vocal skills as well as their instrumental performing. And finally, to have the ability to use
the above creatively through various teaching approaches appropriate for preschool.
1.Vocal and Instrumental Skills
Emphasis will be placed on the development of performative skills (percussion instruments
- rhythmic and melodic). It will also be important for students to develop their vocal skills
through a variety of solfege and melodic exercises. Orchestration of simple children's
songs suitable for kindergarten.
2.The Music Listening in Kindergarten
Music Listening Repertoire and Teaching Approach
3.Creative work - improvisation and composition Improvisations (initially small and
gradually larger) answers to given rhythmic and melodic questions
Experiments with sounds (conventional and non), selection and organization in a musical
Physical
creation / composition
Soundstories Composition (musical elements eg Loudness ,AB etc) Graphic score
Teaching approaches
4.Audacity - Sound recording and audio editing software
5.Teaching Approaches in Preschool
1.Musical Development of Preschool Children

2.Philosophy - music education in Preschool - New curriculum
3.Designing music lessons
4.Teaching material and approaches in relation to the curriculum and teaching modules
5.Music and movement in kindergarten Activities
6.Orff, Dalcroze, Kodaly and other pedagogical methods/ approaches that are appropriate
for Preschool
7.Interdisciplinary Approach to Preschool - Connection of Music with other subjects.
8.Music education for children with special needs
This class examines the formation of gender and sexual identities in the context of
schooling. We look into issues such as gender socialization, gender and social class,
gender stereotypes and the role of the media. Special attention is devoted to the
relationship between school achievement and gender as this emerges through research
Physical
findings from the last few decades. The course also examines how learning processes,
school organization and discipline determine what is proper in terms of gender socialization
and the expression of sexuality. The class will examine all these issues through the lens of
feminist thinking and its influence in educational systems.
To understand theories of democratization and how international pressures influence

democratisation processes. To understand episodes of democratisation from 3-4 particular
countries in different regions of the world.
Why do countries democratize? What are the barriers to democratization? What role can
international actors play in promoting democracy? In this course students will engage with
cutting-edge research and commentary that answers these questions, and students will
become familiar with various data sources used to measure the quality of democracy. We
Physical
will focus first on the problem of democratization, and the symptoms of “low quality”
democracy that plague many countries around the world. We will then explore how the
international community seeks to promote democracy, focusing on particular tools of
democracy promotion, including election monitoring, foreign aid, and post-conflict
reconstruction. We will explore the many challenges associated with the external
imposition of democracy, as well as the reasons for current democracy promotion “fatigue”
on the part of Europe and the U.S.
This course will enable students to understand and critically evaluate the role of the legal
profession in Cypriot and other European legal systems, and in society as a whole. It
adresses ethical concerns within the law, the legal profession, the judiciary, legal education
and empirical legal research. The course aims: to provide students with the ability to
recognize and understand the role of the legal profession within Cypriot and other
Physical European legal systems; to introduce students to the developing field of ethics, both
specific to the legal profession, and as a broader subject of philosophical and academic
inquiry; to provide students with a basic introduction to the professional responsibility of
lawyers and judges; to introduce students to different approaches to educating and
regulating lawyers in order to ensure that quality legal work is maintained; and construct
models for the development of ethical thought, knowledge and judgment.
Sociology of law is a scientific field of study that draws upon theoretical and empirical
studies. The course provides sociological, interdisciplinary and comparative perspectives
on the relationship between law and society through a critical analysis of the basic
processes of law and legal institutions, and law reform and social change. The course
focuses on different theoretical understandings of legal practices and decision-making, the
Physical
challenges in defining and implementing rights, access to justice and the "crisis" being
experienced by civil courts, and the challenges facing the legal profession, wherever
possible with reference to Cyprus. Students should draw upon knowledge from recently
published sources in journals and books published by reputable publishers. Particular care
is advised when using material from the internet.
The module introduces the organizational structure of the

EU and focuses on its legal system. Specifically, the
emphasis is placed on the constitutional principles, that the
Court of Justice has formulated (particularly direct effect, supremacy, and state liability) on
the peripheral and
PHYSICAL interconnected legal premises, that complement the
procedural law of the Union. Finally, the approach is one
that examines simultaneously the legal response of the
national legal orders, on the basis of the analytical
hypothesis stating that the evolution of EU law is the
product of judicial dialogue.
The aim of this course is to acquaint the students with the

concepts, institutional structure, legal rules and policies of
international economic relations. It will begin with the
trajectory of international economic cooperation and will
then critically present the hybrid character of international
economic law (IEL), with an emphasis to the sources and
the actors of IEL. The course will then focus on specific
fields of IEL. It will give emphasis on the basic principles
and legal rules of international trade law, particularly the
PHYSICAL
General Agreement on Tariffs and Trade (GATT) and the
institutional role of the World Trade Organization,
especially with regards to the settlement of trade disputes.
The course will also give an overview of the substantive
rules of international investment law as well as the dispute
settlement procedure of the International Center for the
Settlement of Investment Disputes (ICSID). Lastly, the
normative and institutional framework of international
monetary and banking law will be briefly presented.
The course regards basic elements of public and private air
law, pursuant to international, EU and Cypriot law.
Regarding public air law, the course analyses fundamentals
of the 1944 Chicago Convention on International Civil
Aviation, the international status of airspace, including
issues of national sovereignty and air traffic control, as well
as issues of aviation criminal law. Private air law deals with
the provisions of the 1999 Montreal Convention on
PHYSICAL
passenger and cargo liability of international air carriers,
third-party liability of aircraft operators, passenger rights in
cases of flight disruptions (delay, cancellation, denied
boarding) according to Regulation (EC) 261/2004, as well as
rights of passengers with reduced mobility pursuant to
Regulation (EC) 1107/2006. Students are asked to interpret
and apply relevant legislative provisions and case law
through case problems based on actual cases
The aim of the course is to examine the philosophical approaches concerning the nature of
the law and its bonds with power and ethics. The course explores the division among the
positivist and the natural law theories. The ideas of the most important philosophers of
PHYSICAL modernity, like Hobbes, Kant, Rousseau, Hegel, Marx and Nietzsche on law and the state
are also taken into consideration, so that the students better understand the work of major
legal philosophers of the 20th century, like Hart, Kelsen, Rawls, Dworkin and Habermas, as
well as the contribution of the Legal Realists and the Critical Legal Studies movement.
The course considers the contribution of Psychology
(especially experimental and social psychology) to law in a
number of areas. After examining how the gap between
psychology and law could be bridged, attention is focused
on the factors that impact adversely on the accuracy of
eyewitness testimony, children as eyewitnesses, the
psychology of the jury, sentencing as a human process and
Physical
persuasion in the courtroom. Finally, lie–detection
methods are considered as are suspect recognition
procedures and police psychology. The aim of the course is
to equip students with the specialist knowledge and skills
required, in order to answer certain questions in law,
utilizing knowledge in empirical psychology from a critical
perspective.
The aim of this module is to introduce students to the fundamental principles, function, law-
making and law-enforcement means of international law. The first part of the module
examines the theoretical approaches to international law, the subjects, focusing on the
PHYSICAL state (statehood and recognition, jurisdiction of states), and the sources (treaties, custom
etc). The second part of the module examines the fundamental principles of international
law, focusing on the prohibition on the use of force and its exceptions, and on the principle
and means of peaceful settlement of disputes.
The course examines the historical development, the notion and general characteristics of
International Criminal Law, and the major international crimes (genocide, war crimes,
crimes against humanity, etc.). It further examines the basic elements of individual criminal
PHYSICAL
responsibility, criminal prosecution and punishment in the case-law of domestic and
international criminal courts. Finally, the course attempts a critical evaluation of the use and
effectiveness of the system of international criminal justice.
The module constitutes an introduction to oil&gas law that allows for a basic understanding
of the regulatory and institutional framework on a national, European and international
level. In this context, basic parameters of oil and gas law (historical evolution, economic,
technical and geopolitical dimension of research and exploration of hydrocarbons, the
energy profile of Cyprus and hydrocarbons discoveries in the Eastern Mediterranean) will
be presented in the introduction. Subsequently, a first part of the analysis will be dedicated
PHYSICAL to public international law and, more in particular, to the delimitation of maritime zones, the
rights of the coastal State and hydrocarbons research, exploration and exploitation at sea.
A second part of the analysis will be related to legal issues surrounding production sharing
agreements, licensing and joint operating agreements. A third part of the analysis will be
related to the protection of the environment and safety issues arising from energy activities
at sea while its final part focuses on dispute resolution. The last lectures will be dedicated
to current challenges in the field of oil&gas.
This course is offered in light of the critical and global importance of climate change,
affecting every country in the world in different ways. This course aims to provide a
thorough understanding of climate change law, focusing on the international legal
framework and key aspects of the regulatory regime of the European Union. The course
covers the evolution of the international framework, from the United Nations Framework
Convention on Climate Change to the 2015 Paris Agreement on Climate Change, as well
PHYSICAL as key aspects of EU climate change regulation, including renewable energy policy and
emissions trading. Τhe course analyses and critically assesses the multi-level governance
involved in regulating climate change both within and outside the EU’s borders, with
division of powers being shared between the EU and the Member States, and EU law
coexisting and dynamically interacting with international law on climate change. Also, the
course examines how climate change issues find their way in the courtroom by analysing
climate change litigation in different parts of the world.
1. Consumer sales – guarantees (Directive 99/44/ΕC)
2. Consumer rights (Directive 2011/83/ΕU)
3. Product liability (Directive 85/374/ΕEC)
4. Unfair terms in consumer contracts (Directive 93/13/ΕEC)
PHYSICAL 5. Unfair commercial practices (Directive 2005/29/ΕC)
6. Electronic commerce (Directive 2000/31/EC)
7. Alternative Dispute Resolution (Common types of ADR, Negotiation basics, Directive
2008/52/ΕC, Recommendation 98/257/ΕC , Regulation (ΕU) 524/2013, Directive
2008/52/ΕC, Directive 2013/11/ΕU)
Labour Law aims to examine the main features and sources of Cypriot Labour Law, as well
as the contribution and influence of EU law and the case law of the Court of Justice of the
PHYSICAL
European Union in shaping and interpreting concepts and fundamental principles of
individual and collective labour law.
The course provides a critique of the criminal justice system. Following an introduction to
the topic, it examines the international literature on police and policing in western countries,
including police powers, citizens. rights and police corruption. Attention is then drawn to
PHYSICAL judicial discretion in sentencing in common law countries and sentence severity, penal
aims (i.e., rehabilitation, retribution, deterrence, social protection and denunciation). Finally,
the course examines the use and impact of imprisonment and other sanctions imposed by
the courts on convicted offenders.
The module constitutes an introduction in energy law that allows for a basic understanding
of the regulatory and institutional framework on a national, European and international
level. In this context, basic notions of energy law (sources in the energy mix and
characteristics of the energy market) will be presented in the introduction. Subsequently, a
first part of the analysis will be dedicated to the relevant regulatory framework (by
PHYSICAL presenting the basic sources of energy law on a national, European, international level)
and the specific institutional framework (specialised national and supranational institutions).
The second part of the module will focus on specific themes that are of particular interest to
the Cypriot Democracy: the latter relate to market regulation, the environment, security of
supply and hydrocarbons. The final classes will be dedicated to current challenges in the
field of energy law (including digitalisation, smart grids and the emergence of shale gas).
This course is offered in light of the critical and global importance of climate change,
affecting every country in the world in different ways. This course aims to provide a
thorough understanding of climate change law, focusing on the international legal
framework and the regulatory regime of the European Union. The course explores the
application of different kinds of regulation to the phenomenon of climate change, including
economic incentive instruments, such as emissions trading, and more traditional command
PHYSICAL and control regulation. The course covers the evolution of the international framework, from
the United Nations Framework Convention on Climate Change to the most recent Paris
Agreement on Climate Change, as well as key aspects of EU climate change regulation.
Τhe course analyses and critically assesses the multi-level governance involved in
regulating climate change both within and outside the EU’s borders, with division of powers
being shared between the EU and the Member States, and EU law coexisting and
dynamically interacting with international law on climate change.
Τhe course aims to provide a thorough understanding of the basic principles of European
Union law governing public administration at EU level by examining the role of
administrative law as a means of control and accountability of the EU institutions. The
course examines various ways of accountability, including political control of the
administration through the principle of institutional balance at the EU level and
administrative control through the European Ombudsman. The course then focuses on
judicial review by the Court of Justice of the EU (CJEU), which fulfills a key supervisory role
for checking that the administration abides by the law and ensuring the effective functioning
of the rule of law. The study of judicial review covers both issues of access to the EU
PHYSICAL
courts (standing) and the intensity of judicial review of Union action. The course examines
key principles of EU administrative law as developed through the case law of the CJEU
when reviewing the legality and validity of Union acts on the basis of the grounds of
annulment provided for in the Treaty on the Functioning of the EU. In particular, the course
examines the principle of good administration and procedural rights, such as the right to be
heard, as well as the general principle of transparency of Union action, in particular the
obligation to state reasons and the right of access to documents held by the institutions.
The course also examines the review of legality of EU acts based on general principles of
law such as the principle of proportionality.
The aim of this module is to introduce students to the fundamental principles, function, law-
making and law-enforcement means of international law. The first part of the module
examines the theoretical approaches to international law, the subjects, focusing on the
PHYSICAL state (statehood and recognition, jurisdiction of states), and the sources (treaties, custom
etc). The second part of the module examines the fundamental principles of international
law, focusing on the prohibition on the use of force and its exceptions, and on the principle
and means of peaceful settlement of disputes.
(a) To provide students with an introduction to the field of learning and

conditioning/behavior modification and the behavioral basis, terms and techniques
(b) To familiarize students with behavioral activities (both research and applied) and
methods
(c) To be ethical and thoughtful when using behavioral techniques for behavior change;
and
(e) To learn about single case methodology and its use in the presentation and evaluation
Physical of data, and be able to link the findings with the scientific bibliography
A basic skill and field of study of psychologists has to do with the observation, monitoring
and modification of behavior, both in humans and animals. This course deals with the
systematic methodology of observation, recording, and analyzing mostly human behavior
and the principles of learning and conditioning and behavior modification. This course
discusses the behavioral theory, its development and its application for dealing with a
variety of behavioral problems. Finally, this course presents new developments in the field
both in theory and research along with the support for use of this approach in practice.
Understanding motivation, ie what motivates individuals to act and pursue various goals or
perform behaviors that are necessary for survival. The course will first introduce students to
motivation, meet specific internal / biological needs (eg sexuality, food intake) and then
deepen into modern motivational theories, mainly in the field of performance and
achievement of goals. The role of emotions and the concept of self in mobilization will also
be studied.
Specific issues to be covered:
Introduction in motivation psychology (Franken 1)
Motivations to meet internal / biological needs
oHunger and food intake (Franken 3)
Physical oSexual Behavior (Franken 4)
Internal and external sources of incentives
oEmotions (Geen 8)
oPhysical stimulation (Franken 5)
oExternal motivation: reinforcement and punishment, internal mobilization (Deckers 10)
Motivation for success
oGoals (Geen 2)
oSocial Environment (Geen 10)
oConcept of self (Geen 4)
Self-regulation and regulation of behavior (Franken 14)
The aim of this course is to synthesize the science of clinical psychology with the practice
of the clinical profession and is aimed primarily at students who want to deepen in this
specific field of psychology. The main approach will be the holistic understanding of some
of the basic and more frequent mental disorders through the study of contemporary
research in clinical psychopathology, as well as the understanding of the cases and the
way of handling these disorders.
This course will focus on a few disorders and will be studied in depth. The course will be
divided into 3 sections.
The first part will deal with the understanding of clinical psychology as a
science, study, and career path in this field so that interested students
can decide on their future and prepare themselves to follow this direction.
The second part has to do with the process of case conceptualization through some of the
The course providesbasic the theoretical
theories such andas practical
behavioural,framework cognitive for the andstudy and analysis of
entrepreneurship
psychodynamic. Students will study the basic way of thinkingplans,
and innovation. Topics covered include business and the business
modeling, funding
principles sources,
of thesethe intellectual
approaches property protection, innovation processof and
The course introduces concept ofand how they
marketing and apply
its roleto the formulation
in corporate activity. It
management
analyzes the forces of the micro- and clinical cases.
macroenvironment of an organization and examines
Entrepreneurship The third refers
partart to
will the
use process
the knowledgeof identification, assessment and development of
how •Understanding
these affect the theprocess ofof taking
problem formulationof
marketing casetheir
decisions.
from conceptualization
Itdescriptive
also examines and
form the
intomarketing
their
opportunities,
synthesize regardless of the resources that we have available to us. Today, mainly
informationthem with the
system, research
behavior findings
of consumer
mathematical for someequivalent.
basic
and disorders such
organizational buyersas depression, social
and the process
because of economic phobia, and social personality
antisocial conditions, entrepreneurship
disorder and substance is difficult but imperative.
of•Understanding
target marketing. theInclassic
addition, it provides aofbroad
methodologies solving investigation
business of theuse.
problems keyinelements
Management of the
The aim of the course is to explain the process of innovation and entrepreneurship in an
marketing mix program, namely products, pricing, distribution channels and promotion.
Science.
understandable and simple way. Additionally, the course provides guidance to students to
•The study of applications Marketing: of Management
creating and Science capturing incustomer
the contemporary value business world.
Blended (virtual The
identifyobjective
a business of thisopportunity,
course is totointroduce set up and students
grow atobusiness,
the theory andand to practice
have a successful
of Human
Company and marketing strategy: partnering to build customer relationships
attendance for YUFE Resource Management (HRM) through exit. lectures and applied projects.
This course examinesMODULE how organizations
1: Introduction
Analyzing the could highlight
to Operations
marketing issues related
environment
Management to cultural
– Chapter 1 diversity.
students and physical The- lectures are based
Introduction to HRM on academic
(Definition, theory,
historicalbut the emphasis
evolution, is focused
importance, on the practical
challenges and
Thus, the course
MODULE focuses Method
2: Graphical on the meaning
Creating forcompetitive
Solving andLinear
importance
advantagePrograms of culture in management,
- Chapters 2 and 3
attendance
Blended for(virtual
all the rest application of this theory. The series of lectures trends) is designed to familiarize students with
studies the role of
MODULE cultural
Managing values
3: Computer
marketing andSolution
their impact
information toongain
of Linear organizational
Programs
customer–insights behavior,
Chapter 3 and explains
attendance
of the students)
for YUFE theories and practices about entrepreneurship
-Strategic and Internationaland the HRM management of new businesses
the importance of cross-cultural
MODULE Consumer similarities
4: ΕApplications
markets andofand differences
consumer
Linear Programs
buyer in behavior
management
– Chapter 4 at the local and
students and physical while simultaneously elaborating -Approaches on the role playedthe
to organizing byHRMnew business
function ideas in the economy.
MODULE 5:Business Linear Programming
markets international
andand level.
business
the Simplex
buyer behavior
Method – Chapter 5
attendance
Blended for(virtual
all the rest -Job analysis and HR planning
It is designed
MODULE for students
Customer-driven
6: Transportation, from
marketing different
Assignment,
strategy: European
and
creating countries,
Tran-shipment
value for target including
Problems Cyprus,
customers
- Chapterand7
attendance
of the students)
for YUFE Specifically, the course provides -Personnelthe theoretical
recruitment basisandregarding
selectionthe principles of innovation,
therefore aims at Products,the development
MODULEservices, of and
7: a cross-cultural
Network brands: Models
buildingdialogue
– Chapter
customer and 9 common
value understanding
students and physical entrepreneurship -Trainingand andsmall development:
business management techniques,but processes
also the and practical
evaluation
application of this
1.To examine MODULE the various
Developingamong
8: Project theories/models
newpeople
Planning
products with different
and ofmanaging
- Lecture consumer
cultural
notesthe behavior
background.
productand
furnished by their
cycleapplication to
lifeinstructors
attendance
Blended for(virtual
all the rest knowledge so that students-Performance develop the ability managementto createsystems and manage a business effectively
The main
•Understand
feature
Pricing of
thethis
importance
course
strategies: marketing
is oftheISencouragement
understanding indecision-making.
operational
and capturingsupport,
of the customer
participants
marketplace to position
value substantially
attendance
of the students)
for YUFE and efficiently. The main -Career practicaland aimtalent
of themanagement
course is to develop a business plan.
contribute
2.To investigate
throughout
improvement
methods
its development
forand
Additional researching
organizational
duringand
pricing thesegmenting
strategy
semester.
considerations realization.
In
theparticular,
consumerthey market.
will be
students and physical Part 1: Introductory concepts -Reward systems •Basics of entrepreneurship
constantly 3.To
•Distinguish
invited
analyze
to submit
and
the internal
Marketingevaluate
theirchannels:
own
anddifferent
cultural
external types
features
influences
delivering of customer
ISonexisting
aonvariety
consumer
in organizations.
value of issuebehavior.
relevant to the
attendance for all the rest •Its importance for the economy -Employment•Roles and relations
skills management
of entrepreneurs •Historical overview of
•Understand
4.To explain thethe
challenges
management Consumer of of using
Decision
organizations
Retailing information
Process,
andand systems
as well as
wholesaling
generally in human
to supporting
the purchasing the organizational
behavior. act and its
of the students) -Health
the concept and safety of entrepreneurship
at the workplace
strategy, through familiarization
Communicating customer value: with the outcome.
managerial
integrated and operational
marketing communications issues that arise, as
strategy
PHYSICAL •Entrepreneurship -Downsizing today •The entrepreneurship
and firing ecosystem
well
5.Toasdiscuss
with thetrends
Advertising methods
Course andin Outline
theused
publicconsumer
to handle
relations market.
them.
Part
-Employers
2: Innovation, of choice creativity,
and employerentrepreneurship
branding
•Understand the use of various
Introduction
Personal types of IS
toselling
the in supporting
Cross-Culture
and important operational activities in
Management
sales promotion
•Concepts and the -Diversity,
innovation equality
framework
and Justice •Types of innovation
the electronic
DirectConsumer
markets
and online era,
Behavior:
such
Theas
marketing: Meeting
Electronic
meanings
building Changes
Commerce
ofdirect
culture and Challenges
customer (e-commerce)
relationships Systems,
PHYSICAL •Creativity •Differentiation •Ideation•Market analysis •Entrepreneurship process
Knowledge
Organizational
Management The
CultureConsumer
Systems Research
and International
and developments Process
Business such Management
as Web 2.0.
Part 3: Business model •What is business model
•Understand the ethical Market Segmentation
Fundamentals
and social issues and
thatStrategic
of Cross-Cultural arise from Targeting
Interaction
the use of IS, as well as the
•Business model canvas •Success factors •Problems of new businesses
Consumer
Hall’s
importance Cultural ofMotivation
Dimensions
IS security.
PHYSICAL Part 4: Business plan •Content and design •Business plan structure •Business plan
Personality
Trompenaars’ andCultural
Consumer Behavior
Dimensions
evaluation
The course uses various types Hofstede’s
ofConsumer
IS in Cultural
supporting
Perception
Dimensions
important operational activities in the
Part 5: Founding and growing a new business •Legal forms
electronic markets era, such as Electronic Consumer
Comparing Commerce
Learning
Cultures (e-commerce) Systems, Knowledge
•First administrative decisions •The first phase of development
Management Consumer SystemsInternational
Attitudeand developments
Formation
Encounters andsuch Change as Web 2.0.
•Alternative growth strategies
Communication
Reconcilingand Cultural
ConsumerDilemmas Behavior
Part 6: Funding •Finding resources•Sources and funding stages •Venture capitals,
The
NationalFamily Cultures
and Itsand SocialCorporate
Class StandingCulture
business angels •The business plan as a funding tool •Initiatives for financing SMEs •Stock
Influence Global of Culture
Management on ConsumerChallenges Behavior
Exchange Listing (advantages, disadvantages) •Alternative options •Exit strategies
Subcultures and Consumer Behavior
(bankruptcy, transfer of ownership etc)
Cross Cultural and Global Consumer Behavior
The course addresses important aspects of this topic and deepens on the opportunities
and challenges generated for organizations. More specifically, it emphasizes on:
•the development of practical knowledge through case studies of actual uses of e –
business
•the understanding of the theoretical background needed for the development of strategic
•Provide with an understanding plans in of the
keycontext
issues involving
of e –business
today’s organizations and build
critical thinking
•theskills
gainingby analyzing
of hands-on how training
these issues
throughcan targeted
affect projects
a firm’s strategy and
PHYSICAL performance
•Familiarize
The term electronic
of students
commerce
with the(e-commerce),
multiple factors which
affecting
initially
behavior
associated
at workonlyatto
theonline
individual,
sales
and purchases, is now being group
usedand as identical
organizational
to electronic
levels business (e-business) and
PHYSICAL •Analyze
includes thea multiple
wide range factors
of corporate
affecting activities.
behavior at These
workIn activities
this course,
employ students
advanced study
This course aims to explain the ways in which issues related to HRM have been studied
technologies
individual
This course and
soprovides
group
as to organize
processes
a generalall within
production
overvieworganizations
ofstages
ethicaland
performance
in depth.
aim at The
financially
incourse
business,
benefiting
adoptstheir
anby
and researched through cases and academic projects.
interactive
newinvolvement
communication
and critical
in CSRmethods
approach
activities
intoorder
and
thesethe
toissues
connect
relevant
through
with
role customers,
ofcases
HRMand in today’s
business
examples competitive
partners
that students
and
Issues that will be examined include: the strategic importance of HRM, the role of
PHYSICAL will study to understand the multiple factors environment.
affecting behavior at the individual, group and
markets.
managers and employees of the organization in HRM issues, recruitment, selection,
organizational levels. Topics covered include job satisfaction, group dynamics, leadership,
This course introduces
performance appraisal, students
HR planning,to thecompensation
major issue ofand leadership
benefits on andthe basis that
training and
The course will focus work-life
on analyzing
issues, culture
and understanding
and organizational
factorsprocesses.
that affect the behavior of
leadership is dynamic and not static.development. It covers a variety of important leadership theories
PHYSICAL individuals and groups in the workplace, as well as familiarizing students with the wider
and research. It takes a non-conventional route to studying leadership since leadership is,
The course
context in strategic
of business and international
ethics, HRM aims to help
sustainable development, students
corporate to think systematically
governance, responsible
after all, characterized by thinking in unconventional ways.
and strategically
value about managing
chain management, people and
stakeholders’ implementing
social responsibilityrelevant
as wellpolicies to achieve
as International
PHYSICAL competitive
initiatives foradvantage.
promotingItthe addresses
above such human resource
as the Globaltopics
Compact fromand a strategic perspective
the 17 Sustainable
The course covers particular topics that include, the characteristics and values of leaders,
and emphasizesDevelopment
an international Goalsandintroduced
comparative by the
perspective
United nations.
to the management of
the differences between leaders and managers, the power of story-telling, the importance
human resources.
of asking “why,” and “seeing with new eyes.” The course also stresses the importance of
PHYSICAL The course focus is on international HRM (IHRM), considering how cultural and institutional
cultivating a “growth mindset” in one’s self and in others and the value of reframing
differences influence the management of human resources, adopting a critical comparative
“failure.”
perspective. It discusses HRM in multinational companies and the implications of
managing
The course talent. Also,students
provides it focuses withonanstrategic HRM to
introduction (SHRM) to discuss
accounting, the strategic
corporate reporting,role of
the
PHYSICAL the HRM function,
business andincluding the SHRM-performance
legal environment, and the need for relationship,
credibility SHRM in different
in reporting.
organizational settings and its implications for employee well-being.
This course, Management Accounting, will teach students to plan, control and evaluate
business activities, as well as take the appropriate decisions. Topics addressed include
basic cost classification and cost behavior concepts, new manufacturing environment and
PHYSICAL activity-based costing (ABC), use of cost data in cost-volume-profit analysis, budgets,
standard costs and variance analysis, accounting responsibly and using management
accounting in decision making. Cases and problems illustrating the techniques appropriate
to differing managerial contexts are discussed.
The course provides students with the knowledge and decision-making skills to manage
their money and personal finances. Specifically students will become familiar with the time
value of money, compound interest, inflation, risk, diversification, understand the multiple-
facets of personal financing such as education, career planning, money management,
credit, taxes, insurance, retirement, learn how to manage personal finances such as
savings plans and payment accounts, consumer credit, loans and scholarships, learn how
PHYSICAL to make major purchasing decisions such as buying a car or a house based on purchasing
strategies, consumer protection, cost of credits, learn about health and disability and life
insurance, learn how to insure resources such as automobiles and houses, understand the
fundamentals of investing in stocks, bonds, mutual funds, real estate, other alternatives,
manage their financial future as it relates to retirement, personal estate and learn about the
operations and functions of financial institutions such as Banks, insurance companies,
pension firms, investment advisors, and the institution of the Financial Ombudsman.
This course presents students with financial theory related to investments (e.g. building on
traditional finance theories such as portfolio theory, arbitrage pricing theory, the efficient
PHYSICAL
market hypothesis) but also presenting the complementing view of behavioral finance,
always motivated by contemporary topics in the financial press.
The course provides students with an introduction to financial derivatives (e.g. futures,
forwards, swaps and options). Using the risk theory the course then develops the need for
PHYSICAL
risk minimization and how this can be accomplished through trading strategies using
financial derivatives.
The primary objective of this course is the study of the principles of labor economics. The
course includes discussion of the behaviors of workers and employers in the labor market
and how these may affect labor supply and demand, wages, unemployment, wage
differentials, and labor mobility.
This course is devoted to the study of key issues of labour economics. First, the course
PHYSICAL
covers the behavior of workers and employers in the labor market, and how their decisions
affect labor supply and demand, employment, and wages. The course then examines
various key topics, including unemployment, wage differences across workers, human
capital and returns to education, labor market discrimination, compensating differentials,
labor mobility, wage inequality, unions, and labor market policy. Throughout the course,
relevant case studies and empirical evidence from various countries are discussed.
Develop unbiased critical thinking when evaluating international economic policies

Develop team-work
Develop oral and writing skills in forming and debating arguments
Develop respect towards opposing political/socioeconomic views
Develop academic research and writing skills
1. Trade Models a. Mercantilism b. Ricardian Model

c. Heckscher-Ohlin Model
2. Trade Barriers Vs Trade Openness
a. Tariffs, Quotas, Subsidies, Non-Tariff Barriers
b. Valid and Invalid Criticisms of Trade Openness
c. Foreign Direct Investment, Multinational Firms, Outsourcing
d. Tax policy on profits earned abroad
3. Preferential Trade Agreements
PHYSICAL
a. GATT, WTO b. NAFTA, TPP, TTIP, CETA, ASEAN, MERCOSUR, ATUC
c. Multi-Fibre Arrangement
4. Trade Disputes a. Dumping b. Doha
c. Aircraft manufacturer subsidies d. Genetically Modified products
5. Trade and the Environment a. Strict Vs loose environmental standards
b. Kyoto Protocol, Paris Agreement
6. Trade and Labor/Immigration a. US/EU immigration policies; legal/illegal immigrants,
refugees b. Wage inequality: skilled Vs unskilled, gender bias
7. International Macro/Finance
a. Balance of Payments Accounts, Global Imbalances
b. Historical Monetary Systems: Gold Standard, Bretton
Woods, Floating Rates c. Exchange rates and currency manipulation
d. The role of the World Bank, IMF, EMU e. US Subprime Mortgage crisis
f. Sovereign debt crises g. Fiscal Austerity h. Brexit
Understand the notion of efficient markets and no arbitrage opportunities
Understand the alternative ways of financing a corporation
Understand the role of shareholders, creditors, and management of a firm
Evaluate investment opportunities using alternative investment criteria
Apply stock and bond valuation methods
Understand the risk-return trade-off in choosing an optimal portfolio of stocks
Understand how capital structure changes the value of the firm
Predict exchange rate movements based on interest-rate differentials
Efficient Market Hypothesis and No Arbitrage Opportunities
Relationship between risk and expected returns
PHYSICAL
Time Value of Money
Bond valuation (annuities, perpetuities)
Term Structure of Interest Rates
Net Present Value (NPV) and Internal Rate of Return (IRR)
Stock Valuation Models (Dividend Discount Model, Free Cash Flow model, P/E ratio)
Predictability and uncertainty of stock returns
Capital Asset Pricing Model (CAPM)
Optimal stock portfolio choice based on the risk-return tradeoff of individual stocks
Capital Structure in Perfect and Imperfect Markets
Covered and Uncovered Interest Parity
Successful students will be able to analyse consumer and producer decisions. They will
also be able to analyse markets using game theory.
This course covers microeconomic theory at an advanced level. The course provides
PHYSICAL
detailed knowledge of the neoclassical theory of consumer and producer behavior. It also,
develops the basic principles of game theory under conditions of both complete and
incomplete information and applies these to the analysis of problems such as collusion,
bargaining, auctions, moral hazard, and adverse selection.
The course will introduce students to the foundations and methodology of dynamic
macroeconomic theory and main classes of macroeconomic models, with a review of
useful mathematical tools such as dynamic programming and optimal control as well as
business cycle measurement. The objective is to deepen the understanding of aggregate
fluctuations, as well as the role of economic policy. The course aims to develop rigorous
understanding of dynamic macroeconomic models as well as model solving skills, to
develop critical thinking about the current state of macroeconomics and macroeconomic
policy and to enable students to make connections between theory and data.
1. Real Overlapping Generation Models (OLG), Competitive Equilibrium, Planner’s

Problem, Fiscal Policy.
PHYSICAL
2. Infinite Horizon Dynamic Optimization in Continuous Time under certainty. The Ramsey
model.
3. Consumption - Savings problem, Permanent Income Hypothesis, Dynamic
Programming.
4. Uncertainty, Stochastic Dynamic Programming, Complete Markets.
5. The Stochastic Growth Model (Real Business Cycle model), Rational Expectations,
Competitive Equilibrium, Representative Agent.
6. Uninsurable Idiosyncratic Shocks and Incomplete Markets (Heterogeneous Agents).
7. Money in OLG and other doctrines, Monetary Policy.
8. Non-instantaneous adjustment of nominal prices: Imperfect Competition and Staggered
pricing, Intro to New Keynesian Macroeconomics.
The aim of this course is to provide technical background in statistical distributional theory,
inference and asymptotic analysis required for econometrics analysis. These techniques
are applied in details for the finite and large sample analysis of the OLS and ML estimators.
The technical background provided in this course enables students to follow in depth
subsequently more specialized methods in econometrics such as IV, GMM as well as
specialized courses in time series econometrics, financial econometrics and panel data.
PHYSICAL Probability spaces. Random variables, distribution functions and moments. Moment
generating functions, characteristic functions, random sums. Functions of random
variables, Joint distributions. Conditional distributions and expectations. Transformations of
random variables.
Laws of Large Numbers, the Central Limit Theorem, asymptotic statistical theory. Statistical
inference, uniformly most powerful tests. OLS, statistical analysis of the linear model. Finite
sample and infinite sample inference. Maximum likelihood estimation of the linear model,
the Cramer-Rao bound.
This course provides a brief review of essential mathematical methods and presents some
advanced mathematical topics that are used in graduate courses of economics. With the
use of theory and exercises, emphasis will be given on the abilities that are necessary in
advanced static and dynamic economic problems.
PHYSICAL
Linear models and matrix algebra, Multivariable calculus, Constrained and unconstrained
optimization, Continuous-time dynamics and optimization, Discrete-time dynamics and
optimization.
This course aims to study the financial markets and financial institutions. The main
objective of the course is the critical presentation of recent developments in research.
Subjects to be addressed may include: financial markets, the financial system, prices and
exchange rates, money, interest rates, inflation, stocks, bonds, interest rates, foreign
PHYSICAL
exchange markets, financial institutions, banking and non-banking financial institutions,
portfolio selection, interest rate and inflation convergence (in the European Union),
influence of money and capital markets on economic activity, European economic
integration, etc.
This course aims to teach the students the fundamental principles of microeconomic theory
so that, through the application of these principles, they can analyze in a scientific,
systematic and analytical way the implications of exogenous changes, including changes in
policy, on the economic behavior and welfare of economic agents.
This is a master’s course in microeconomic theory. It is concerned with the systematic

PHYSICAL study of the fundamental principles and methods in microeconomic theory that are the
basis for further examination of other microeconomic topics that have to do with the
functioning of a modern economy. It introduces consumer and producer theory and
examines the functioning of the perfectly competitive market and other market structures
such as monopoly and alternative forms of oligopoly. It also examines decision under
uncertainty and problems that arise due to incomplete information and develops the basic
principles of game theory.
The primary objective of this course is to help students understand the functioning of the
macroeconomy as the aggregate outcome of the actions of heterogeneous agents. The
course presents and analyzes macroeconomic models that can help us understand the
behaviour of macroeconomic variables and their responses to policy shocks. The course
includes an in-depth discussion of a wide range of concepts and topics in the area of
macroeconomics, including economic expectations and monetary policy.
PHYSICAL
The course provides students with a structured approach to selected topics of modern
macroeconomics. This includes macroeconomic models with simple forms of
heterogeneity, such us the OLG model, macroeconomic models with imperfect information
and modeling of the economic expectations formation process of households and firms.
Particular emphasis will also be placed on monetary policy issues and on other
applications related to the above theoretical models.
The aim of this course is to provide knowledge of standard modern econometric

techniques, statistical inference, and some basic theoretical background that will enable
students to follow subsequently more specialized courses in econometrics such as time
series econometrics, financial econometrics and panel data.
PHYSICAL
The linear regression model. Estimation methods: least squares (LS) and maximum
likelihood estimation (MLE). Misspecification testing (e.g. heteroscedasticity,
autocorrelation, functional form). Non-linear regression models and Non-linear Least
Squares (NLS). Endogeneity and IV and 2SLS methods of estimation.
Provide appropriate theoretical and analytical tools to facilitate a broad understanding of
microeconomic theory, with particular emphasis on interpreting the economic behavior of
individuals and firms.
This course mainly provides help to students in order to understand how the economic
Physical forces of the market create both opportunities and constraints for making profit. Its primary
goal is to teach students the economic way of reaching business decisions, emphasizing
critical thinking skills and showing how economic theory provides a logical way of analyzing
these decisions. The course brings together those topics in microeconomic theory that can
be applied to business decision making to create a powerful, timeless way of
understanding how markets, consumer preferences and business decisions interact.
Provide appropriate theoretical and analytical tools to facilitate a broad

understanding of business behavior and the functioning of markets.
Physical
Help MBE students comprehend how modern markets function and the strategic
interaction among firms. Emphasis will be given to topics such as quantity and price
competition, product position, advertisement, R&D, etc.
Learning basic skills required for the empirical analysis of financial phenomena using
descriptive and inferential statistics . The course aims to prepare to train executives and
managers to combine knowledge in business administration, analysis and data
management techniques and analytical tools based on statistical and econometrics to
optimize business decisions. The increasing level of complexity in today’s business The
world requires decision makers to base their choices on a correct appraisal of quantitative
Physical
information. The students will be trained to describe and analyze business data in order to
take informed decisions.
The course will cover Data and Basic Statistics, Probability and Theoretical Distributions,
Statistical Inference, Multiple Regression, Index Numbers and Time Series Models and
Forecasting.
The mastering and comprehension of psychological findings related to decision making.

The development of tools in order to analyze economic issues from a non-standard
perspective
Physical
Provide an introduction to the field of behavioral economics, emphasizing the
methodology and techniques of behavioral economics and their applications to a wide
range of real-life business problems.
Students are assumed to have knowledge of accounting. Also, basic computational skills
are required as the used software is simple and compatible with usual spreadsheet
programs.
Physical
The course learning objectives are to acquaint students with the theory and practice of
financial management of industrial food and other companies.
Provide appropriate theoretical and empirical tools to facilitate a broad understanding of
economic theory in performance evaluation and productivity measurement. The
methodology used in the course is based mainly on linear algebra including matrices and
vectors rather than set theory methods. Basic computational skills are required as the used
software is simple and compatible with usual spreadsheet programs.
Physical
The ability to quantify efficiency and productivity provides management with a control
mechanism with which to monitor the performance of production units under its control. For
doing so the course will address conceptual and methodological issues of non-parametric
approaches of efficiency and productivity measurement.
Through a series of lectures, cases, readings and exercises students develop

competencies in launching and growing of technology-based new ventures, with particular
emphasis on understanding the implications of current and emerging technologies for
decision-making, and for identifying key problems and reviewing related information to
develop and evaluate options and implement solutions.
Physical
The course aims at providing students with a solid understanding of the process of
developing new technology ventures, focusing on emerging technologies opportunities,
market analysis, competition, managing innovative teams, intellectual property rights, legal
and regulatory issues, and entrepreneurial finance. Company valuation methods will
enable students to adopt an investor's perspective for assessing venture.
The course studies the Urban Design Project and makes

use of the theoretical background on Urban Design taught
in the previous semester. Looking at the various contexts,
in which Urban Design is inscribed (physical, temporal and
pragmatic), students are asked to develop strategies based
Physical
on dynamic relations between analysis and proposal on an
in-between scale of action (between building and city
scale). Issues related to dynamics between local/translocal,
temporary/permanent are significant for the project.
Lectures support the design studio.
Advanced Architectural Design where students are
encouraged to examine the programme and analyse the
impact it may have on the various aspects of the resulting
Physical design. The apparently innocent description of the desired goals and needs is
consequently examined, in order to reflect on the paradigm it is based on or the ideology it
promotes. Depending on their interests, students have the opportunity to select a specific
project approved by the instructor.
This module introduces the moving image as α theoretical and design tool for the study,
documentation and representation of space through time. Based on a
transdiciplinary approach that derives theoretical,
conceptual and practical knowledge from cinematic
Virtual
language, video-art, photography, video installation and
performance, the module aims at cultivating critical
thinking for the interpretation and construction of spatial
narratives.
Architectural Design of a site-specific building of advanced technical requirements leading
to 1:1 detailing. Focus on
Architectural Technology, with accompanying lectures on the methodology of the
integrative approach to design.
Preliminary urban investigation, functional requirements and building form. Structure as
VIRTUAL
primary component in
Architectural Design, development of design alternatives. Building Envelope,
Transparency, Selection of Systems and Materials, Technical Requirements. Integration of
Technical Development Systems for environmental control of the
interior, energy efficiency.
Students are asked to research a topic of personal interest, form a programme and
develop a design proposal that will be assessed for its soundness regarding all aspects of
VIRTUAL
architecture, for its qualitative and quantitative efficiency, as well as the way in which the
thesis is defended.
Defining Architectural Theory, problems and potential

developments. Nature of Architectural Parameters and
their relationships. Analytic and Normative Theories.
VIRTUAL Tradition, Reflective Thinking and Theory. Theory and
practice. Architectural Hypotheses and Research.
Epistemological investigations and the nature of
architectural knowledge.
Subjects in this course will vary according to emerging students’ needs or requests and the
faculty’s educational and research interests. The coursework consists of a workshop and a
survey course based on best practices in sustainable urban design and development, with
VIRTUAL a particular focus on the challenges facing the Eastern Mediterranean region. The
coursework is organized in the form of a workshop and includes thematic presentations,
the analysis of cases studies, role playing and visioning exercises and a final master-
planning exercise in a location to be specified by the instructor.
Review of Basic Properties of Discrete-Time (DT) Signals and Systems

• DT Signals, DT Systems: Basic Properties.
• Linear Systems: Superposition. Linear-Time Invariant (LTI) Systems: Convolution Sum.
• Linear-Time Invariant Systems: General Solutions, Recursive Solutions.
• Block Diagram Representation of LTI Systems.
• State Description of LTI Systems.
Fourier Representation of DT Signals
• Response of LTI Systems to Harmonic Signals.
• Definition of DT Fourier Series (DTFS) Representation of Periodic
• Signals: Properties.
• Analysis of LTI Systems via DTFS Representations.
• Definition of DT Fourier Transform (DTFT) of Aperiodic Signals:
• Properties.
Blended (virtual • Convergence Issues of DTFTs.
attendance for YUFE • Analysis of LTI Systems via DTFTs.
students and physical The Z-Transform
attendance for all the rest • Response of LTI Systems to Complex Exponentials.
of the students) • Definition of the Two-Sided Z-Transform: Region of Convergence.
• Properties of the Two-Sided Z-Transform.
• Analysis of LTI Systems via Z-Transforms: Causality, Stability.
• Definition of the Unilateral Z-Transform: Applications to LTI Systems (Zero-Input, Zero
State Responses).
Frequency Analysis of DT Signals and Systems
• Magnitude and Phase Representations of DTFT: Bode Plots.
• Frequency Response of LTI Discrete-Time Systems.
• Ideal Frequency Selective Filters: Low Pass, High Pass, Band Pass.
• Frequency Analysis of First and Second Order DT Systems.
• Finite-Impulse Response (FIR), Infinite-Impulse Response (IIR).
• Filter Structures: Moving Average Filters.
• Sampling of Continuous-Time Signals: Aliasing, Signal Reconstruction.
• Discrete-Time Processing of Continuous-Time Signals
Blended (virtual
Analysis of Algorithms; Brute Force and Exhaustive Search; Divide-and-Conquer; Fast
attendance for YUFE
Fourier Transform ; Decrease-and-Conquer; Transformations; Greedy Algorithms; Dynamic
Programming; Iterative Improvement (Linear Programming); Decision Trees; P, NP, and
NP-Complete Problem.
of the students)
Definition of continuous time signals, basic transformation of signals, representation of
continuous signals using linear vector spaces, their extension to norm linear vector spaces,
such as, finite energy signals, bounded signals, and finite power signals. Basic properties
of linear time varying and time invariant systems, such as, superposition principle,
causality, bounded input bounded output systems etc. Time invariant systems described by
convolution integral, impulse response function, step response, etc. Analysis of differential
equations of arbitrary degree with constant coefficients in time domain. Fourier series
representation of continuous time periodic signals, response of linear time invariant
systems to periodic signals. Fourier transform of continuous time signals and generalized
blended
signals, such as, delta functions, and basic properties. Analysis of bounded input bounded
output linear time invariant causal systems by Fourier transform methods. Frequency
response of time invariant systems, filtering properties of such systems, Bode plots.
Laplace transforms of continuous time signals and regions of convergence, double sided
and single sided. Analysis of linear time invariant system via Laplace transform methods,
including unstable systems and non-causal systems. Relation of region of convergence of
transfer function to causality and bounded input and bounded output stability. Analysis of
differential equations via Laplace transform methods. Applications to communication
systems, control systems, circuits. Fundamental theorem of sampling.
Geometrical optics: total internal reflection, refraction, guidance in optical fibers, the ABCD
matrix, optical resonator stability and introduction to laser resonators. Wave optics,
blended diffraction. Interaction of light with matter: Group and phase velocity, dispersion and
attenuation. Review of electromagnetic plane waves. Polarization and Jones calculus,
Fresnel’s equations and slab optical waveguides
This course provides education in digital circuit analysis and design. Students will learn to
analyze and design basic digital circuits, particularly with applications to combinatorial logic
gates, sequential logic and regenerative logic circuits. Students will further improve their
Physical circuit simulation skills (e.g. PSpice) for the analysis of logic circuits. The course will cover
topics such as Semiconductor BJT’s & Diode Logic Circuits, MOSFET Structure &
Mathematical Modeling Equations, MOSFET Logic Circuits, Regenerative Logic Circuits,
Analog-to-Digital & Digital-to-Analog Converters and Semiconductor Memories.
This course is an introduction to numerical methods for the solution of real engineering
problems. Topics covered include numerical integration and optimization and solution of
ordinary and partial differential equations (ODEs and PDEs). Methods that are used for the
solution of ODEs include the Implicit and Explicit Euler method, the Runge-Kutta methods
Physical and the Adams-Bashforth-Moulton methods. The solution of PDEs is performed with the
finite difference method in one and two-dimensions. Both steady state and time-dependent
problems are solved. The course also covers a brief introduction to the finite element
method. It includes a programming component for writing algorithms for the numerical
solutions in FORTRAN and Matlab.
The course introduces a unified approach for modeling real dynamic systems. Modeling is
accomplished using appropriate graphical or state-space equation models, in order to meet
the requirements during the use of the models in design and automatic control. System
analysis is used to calculate behavioral characteristics and to evaluate the accuracy of
modeling assumptions. Topics taught include lumped parameter models; models with
Physical
electric, fluid and thermal elements; interfaces; state-space equations; block diagrams;
Laplace transforms – transfer functions; time and frequency domain response; stability.
Students use Matlab/Simulink as a computational analysis tool. Laboratory exercises are
used to identify parameters and demonstrate the interaction between different physical
phenomena.
Introduction to modern Computer-aided Design and Manufacturing Technology, with
emphasis on geometrical aspects (material aspects are covered in MME 348). Design by
CAD, representation of 2D/3D lines, surfaces and objects, geometric processing by
homogeneous transformations. Rapid prototyping with material deposition - technologies,
systems and applications. Machining processes, material removal, non-traditional
technologies, manufacturing by CAM. Shaping by deformation/flow of foil and bulk material,
CAE analysis. Surface patterning by lithography, coating and etching, micro- and
Physical nanotechnology. Metrology, microscopy, scanning and machine vision, instruments and
image processing. Tolerances, fits, surface quality and defects. Assembly and
transportation with automation, robotics and navigation systems. Applications of design
and manufacturing systems.
Laboratory Exercises
• Metrology
• Screws and thread-generating processes
• Manual turning exercises and project (spinning top competition)
Manufacturing technologies are used to produce components of various shapes and sizes.
This course focuses on manufacturing technologies commonly used by industry, with the
focus on forging and sheet metal forming. The topics covered in the course include:
scientific understanding of cold, warm and hot forging and cold and warm sheet metal
forming processes, component and tooling design principles to maximize mechanical
performance of produced components, modelling theory and analytical analysis of material
Physical
behavior under cold, warm and hot operations, innovations in metal forming to maximize
component performance.
• Cold and hot forging
• Material strengthening
• Sheet blanking, bending and forming
The course is divided into two parts. In the first part, the mechanical properties of polymers
(e.g., elasticity, viscoelasticity, strength, etc.) and the effect of their structural and chemical
characteristics on their mechanical behavior are discussed. The structure-properties
correlation, the thermal transitions of polymers and how these are capable of affecting their
properties, as well as the rheological characteristics of polymeric solutions and melts are
analyzed. In the second part, different methods used in polymer processing such as
mixing, reinforcement, molding, etc. are discussed. Moreover, the students are involved in
laboratory demonstrations and exercises including the synthesis of physically-crosslinked
Physical
polymer networks having variable crosslinking density, the fabrication of polymer
nano/micro fibers by electrospinning and the determination of the thermomechanical
properties of polymers by Dynamic mechanical analysis.
• Thermomechanical testing by Dynamic Mechanical Analysis
• Fabrication of polymer nanofibers by electrospinning
• Rheological characterization of polymers
• Synthesis of physically crosslinked polymer networks
Selection, operational analysis, utilization and replacement of equipment for civil
engineering works. Engineering economy. Project planning, scheduling and controlling.
Budgeting, resource and cost allocation, cost control and time-cost tradeoff analysis of
Physical
construction projects. CPM/PERT analysis. Health and safety measures during
construction. Term project using specialized computer software for construction
applications.
Origin and composition of rocks. Geomorphology and geological structures. Engineering

properties of rocks. Mechanical behavior of rock formations. Rock mass classification
Physical systems. Hoek-Brown failure criterion. Stability of rock slopes – Landslides. Bearing
capacity of shallow foundations in rock. Rock mass hydraulic conductivity – Injection well
testing. The role of geology in the design of dams and tunnels.
Application of physical laws of motion and energy as they relate to calculations of

resistances to motion, power, and energy requirements. Acceleration-deceleration limits.
Capacity of various modes of transportation. Techniques of analysis and planning for
Physical transportation services. Demand-supply interactions. Evaluation of transportation
alternatives. Integrated model systems. Demand estimates for transportation system.
Location, design, and operations of transportation facilities. People participation in decision
making; proposal writing.
The mathematical description of the non-linear behavior of solid materials and how it is
used to calculate deformations and collapsed loads in engineering applications. Definition
of stress and strain, elasticity theory, yield criteria, plasticity theory, elastic-perfectly plastic
Physical
model, hardening and softening, yield criteria for metals and pressure sensitive materials,
finite element implementation, limit analysis, bounds theorem, method of characteristics,
fracture mechanics.
The course is a graduate course in construction engineering and management (a core

course for the Construction and Transport Infrastructure Management, CTIM, area of
Physical
studies), aiming to provide graduate students with fundamental knowledge and know-how
in Building Information Models (BIM) technology.
Identification and physical properties of asphalt materials, asphalt refining, uses and
properties, physical properties of aggregates, aggregate testing, hot mix asphalt (HMA),
cold mix asphalt, HMA design methodology, factors affecting HMA, HMA material
Physical
characterization, quality control, equipment and construction, behaviour of flexible
pavements and typical distresses, maintenance of HMA pavements, pavement
rehabilitation, recycling of HMA, and special mixes and additives.
The module focuses in renewable energy resources available in the marine environment.
Specifically, the module contents spans the physical processes associated with wind, wave
Physical and tidal energy, the funtamental principles of allocation and design of such renewable
energy converters and the framework dictating the development of marine renewable
energy infrastructure.
τμήμα να συζητήσει το ενδεχόμενο προσφοράς ενός αγγλόγλωσσου μαθήματος στο μέλλον αλλά αυτή τη στιγμή—αν ληφθεί υπόψη τις ανάγκες στο ω
ARC 650 The aim of this seminar course is to offer students a cohesive and complete
theoretical, methodological and practical background of settlement- and landscape
Blended (virtual
archaeology as a means of studying built space and the natural environment at a higher
attendance for YUFE
resolution in order to identify, quantify and comprehend past human activity. With the use
of case studies, in situ visits and drills, students will become familiar with (a) state-of-the-art
methods and approaches for examining archaeological landscapes and (b) the technical
of the students)
equipment (e.g. robotic total station, Differential GPS, handheld computers) for recording
and documenting archaeological features in the field.
ARC 653 The aim of this course is to introduce students to the theoretical knowledge and
the fundamental principles in the application of Geographical Information Systems (GIS).
Students will be exposed to a number of past applications of GIS dealing with either
Landscape studies or intra-site analyses to understand the wide spectrum of GIS
Blended (virtual
applications in Archaeology and other Social Sciences. The course will provide theoretical
attendance for YUFE
information regarding the different types of digital data (raster and vector format), the
analysis and editing of them, the digitization of Historical, Topographical or Geological
maps and aerial images and their geo-referencing and rectification, the various projection
of the students)
systems, the derivation and analysis of Digital Terrain Models (e.g. derivatives of it, basic
viewshed analysis, least cost surface, etc.) and the creation of digital thematic maps. The
examples that will be provided, will be drawn from previous investigations that address
various archaeological and historical questions.
ARC 670 The course aims to introduce students to the fundamentals and the actual
Blended (virtual applications of Geomatics in Archaeology. It will make an overview of the terrestrial
attendance for YUFE subsurface mapping techniques, aerial and satellite remote sensing. It will address the
students and physical issue of Geophysical prospection, photogrammetry and UAVs, GPS mapping, terrestrial
attendance for all the rest and aerial Lidar and the employment of historical aerial and satellite imagery in the course
of the students) of archaeological research with emphasis on Landscape archaeological studies, Cultural
Resources Management (CRM) and the monitoring of historical monuments and buildings.
Blended (virtual
attendance for YUFE The purpose of the course is to convey to the students the concept of maritime landscape
students and physical and its components, so that they are able to plan a comprehensive fieldwork project in the
attendance for all the rest coastal zone.
of the students)
The purpose of the seminar is to introduce the students to nautical and underwater
BLENDED archaeology, with emphasis on the study of shipwrecks, investigated notably in the
Mediterranean, from the Late Bronze Age to the Byzantine Period.
Today it is widely accepted that the most comprehensive archaeological studies are those
which combine traditional methods of typological and stylistic classification with analytical
techniques deriving from the natural and digital sciences. The aim of this course is to
introduce students to a variety of analytical techniques used for the characterization of
BLENDED ancient materials. The focus will be on the physical, chemical and microscopic analysis of
the main groups of inorganic materials namely stone, ceramics, glass, plasters, and
metals. The students will also be instructed on how the analytical data procured can then
be used to answer questions regarding ancient technology, economy, organization of
production and trade.
This seminar-course focuses on methodologies employed to recognize, record, and
quantify ceramics from both excavated and survey contexts. Special attention will be given
to (a) basic principles applied for the classification of ceramics by ware type and identifying
chronological ware-groups, (b) methods to read (interpret) pottery functions, (c) models
BLENDED used to record and quantify ceramic assemblages (with the use of related Software), (d)
practical-classes for both hand- drawing and 3D-scanning and reconstruction of pottery
sherds (with the aid of a 3D scanner). Students will also have the opportunity to get
involved in the quantification of already dated assemblages and/or participate in the study
of ceramic finds.
The particular course aims to give students of History and Archaeology a theoretical base
and practical training in topics concerning the application of information technologies and
computational methods in the Humanities. The course will focus on familiarizing students
with specific software dealing with the analysis, processing and visualization of data which
BLENDED
may manage in the future, either in their working or academic environment The goal of this
course is to provide practical knowledge and training for the statistical analysis of
measurements, creation of charts and thematic maps, the visualization of spatial-temporal
associations and networks, the analysis of digital texts and literature, etc.
The course will build on the basics of GIS I (Introduction to GIS Technologies) and proceed
with the introduction of more sophisticated spatial analyses that can be used in the wider
domain of Humanities but also of Environmental Sciences.
The aim of this course is to introduce students to the theoretical knowledge and the
fundamental principles of advanced spatial analyses through the application of
Geographical Information Systems (GIS) that can combine and analyze a diverse data set
of geodata and geographical information. Students will be exposed to different functions
and analyses of GIS that are necessary in Landscape Archaeology and Spatial History and
they shall be able to learn about the necessary workflows that need to be followed for
achieving specific goals that are fundamental in spatial processing. They shall be able to
BLENDED combine, synthesize and process map layers (both vector and raster), classify different
datasets based on their descriptive statistics and create densities, buffers and catchments
of surface maps. They shall experiment with different Digital Elevation Models (DEMs) to
carry out viewshed and hydrological analysis that can be used for studying settlement
patterns and the exploitation of the archaeolandscapes. In the end they shall also be
trained to work with different models (MCDA and AHP) and create their own workflows in a
more automatic workflow (Model Builder). The course will provide theoretical information
behind each topic to be addressed and it will be also accompanied by practical exercises
(hands-on experience) in ArcGIS software with data provided by the instructor. These
datasets will simulate real archaeological questions and will train students on the
application of similar analyses that can be applied for their own MA or PhD research.
The course will address the state of the art and the last developments in the domain of the
technical advancements and applications of GeoInformatics in Digital Humanities. The aim
of the course is to provide students with a strong stimulation about the latest developments
of GeoInformatics arising from the literature and scientific publications. The topics that will
be addressed will change accordingly to the very recent progress that has been made and
it will inspire and motivate students to follow the particular trends in their MA or PhD
research.Examples drawn for the international literature will be presented and discussed
among students. The course will provide the theoretical knowledge, explain the algorithms
and the ways of processing and application of them in addressing specific
archaeological/historical questions.Students will be exposed to a number advanced level
BLENDED
applications that have been carried out from various international groups and research
projects, covering topics like Cultural Heritage management and monitoring through GIS
and crowd sourcing, Machine Learning/Deep Learning/Artificial Intelligence (ML/DL/AI),
Lidar applications for archaeological and environmental monitoring, satellite remote
sensing and Aerial (historical/recent/multispectral), fusion algorithms for merging diverse
geophysical, archaeological and satellite data, methods for addressing the risk assessment
of monuments and sites, the extraction of archaeological signatures from geophysical data,
the effect of soils in the geophysical measurements, the combination of smart agriculture
with geophysical techniques, the palaeolandscape/archaeoenvironmental reconstruction
methods, etc.
The course aims the study of the Neolithic and the Early Bronze Age in the neighbouring
areas of Cyprus and Anatolia. This will be achieved through the study of architecture
(settlement, sacred), burial habits, lithic industries, pottery technology, metallurgy, trade-
networks, cultural interaction and symbolism.
The deep insight on the above aspects aims to explain the different modes and scales that
allowed an earlier and rapid cultural development in southeastern and central Anatolia and
a delayed one in Western Anatolia and Cyprus in the Pre-Pottey Neolithic, the Ceramic
Neolithic, the Chalcolithic and the Early Bronze Age.
Topics:
-Natural environment of Anatolia and Cyprus
BLENDED
-History of Research in Anatolia and Cyprus
-The Epipalaeolithic in Anatolia and Cyprus
-Pre-pottery Neolithic A and B in Southeast and Central Anatolia
-Ceramic Neolithic of Anatolia
-Pre-pottery Neolithic Cyprus
-Ceramic Neolithic Cyprus
-Chalcolithic Anatolia
-Early Bronze Age Anatolia
-Chalcolithic Cyprus
-Early Bronze Age Cyprus
The course will start at the beginning of the 16th century (ca. 1500), and the Tudor
accession, giving a bird’s eye view of the British Isles on the eve of the Reformation. It will
cover the long Reformation on the British Isles and the political, religious, cultural and
social upheavals related to it, up until the Hanoverian Succession and the Act of Union
(1707). It will also cover Britain’s relationship with other European countries, their political
and religious ties, particularly through contacts with the exiled communities in Geneva,
BLENDED Antwerp, France as well as the Stewart Kings’ disastrous involvement in the Thirty Years’
War. It will also discuss overseas exploration, trade and settlements in the new world,
before turning to developments in science and thought (the scientific revolution and the
enlightenment period). It will discuss the American war of independence, as well as
Britain’s role in the balance of power in Europe in the 18th century. Finally, it will focus on
the industrial revolution, developments in politics, as well as Britain’s role as a
colonial/imperial power throughout the 19th century until the eve of the First World War.
Blended (virtual
The aim of the course is to introduce the students to the technology of the basic raw
attendance for YUFE
materials used by humans since early prehistory namely stone, ceramics and metals but
also faience and glass. We will look at the chaine operatoire from the procurement of the
raw material to its processing and to the formation of the final product.
of the students)
(1) to introduce the students to the genre of the ancient novel.

(2) to familiarise the students with Latin prose and especially with the language and the
style of the Roman novelists.
(3) to interpret and evaluate the narrative techniques of the Roman novelists.
(4) to address the historical and cultural context in which the respective novels were
written.
virtual, if YUFE students
participate, otherwise
In antiquity, no definition existed for the classification of invented prose narratives which we
according to UCY norm
would nowadays classify as novels. However, several fictitious prose-texts which conform
to this category have been transmitted from antiquity. To the Latin tradition of the genre
belong the Satyrica of Petronius, the Metamorphoses of Apuleius and the anonymous
Historia Apollonii regis Tyri. In the course we will discuss the development of the Roman
novel as well as the narrative structure of the mentioned works. Selected passages of
these works will be analysed in a close reading.
(1) to introduce the students to the main principles of Roman love elegy, focusing on the
work of Propertius.
(2) to interpret Propertius’ literary techniques and to determine his particular poetic
characteristics.
(3) to investigate Propertius’ position within the historical and cultural context of the
Augustan period.
Together with Gallus, Tibullus and Ovid, who all flourished in the reign of the emperor
virtual, if YUFE students
Augustus (31 BC-14 AD), Sextus Aurelius Propertius in known as one of the four canonical
participate, otherwise
Roman love elegists. The seminar introduces the students to Roman love elegy as a
according to UCY norm
particular literary genre, to its major representatives and their main themes. The seminar
focuses on Propertius and his contribution to the evolution of the elegiac genre in Rome.
Special emphasis is placed on Propertius’ literary program, his attitude towards other
literary genres, the peculiarity of his linguistic choices and his relation with other love
elegists as well as earlier Greek and Latin literary models. In the course we will also
discuss the political, social and cultural developments in the Augustan period and the
question of how these developments are reflected in Propertius’ poetry.
The course Modern Greek A1 represents the first level in knowledge of Greek and does not
presuppose any previous knowledge of Greek language. The course content and
objectives follow the guidelines of the Common European Framework of Reference for
Languages; upon successful completion of the course, students are expected to be able to
understand and use everyday expressions familiar to them, as well as the most basic
Virtual phrases in order to satisfy some practical needs, as presented below. Specifically, upon
completion of this course, students are expected to be able to introduce themselves and
others. They will be able to form and answer questions about themselves, such as where
they live, about the people they know and the things that they own. They will be able to
communicate in a simple way, provided their interlocutor is talking slowly and clearly and is
willing to help in the conversation.
The course Modern Greek A1 represents the first level in knowledge of Greek and does not
presuppose any previous knowledge of Greek language. The course content and
objectives follow the guidelines of the Common European Framework of Reference for
Languages; upon successful completion of the course, students are expected to be able to
understand and use everyday expressions familiar to them, as well as the most basic
Physical phrases in order to satisfy some practical needs, as presented below. Specifically, upon
completion of this course, students are expected to be able to introduce themselves and
others. They will be able to form and answer questions about themselves, such as where
they live, about the people they know and the things that they own. They will be able to
communicate in a simple way, provided their interlocutor is talking slowly and clearly and is
willing to help in the conversation.
The course Modern Greek A2 presupposes the completion of the course Modern Greek A1
of the School of Modern Greek (University of Cyprus) or the equivalent A1 level in
knowledge of Greek. The course content and objectives follow the guidelines of the
Common European Framework of Reference for Languages; upon successful completion
of the course, students are expected to be able to use the language, both written and oral
(in a formal or friendly manner), in order to respond adequately in simple and basic
communication situations, but also in everyday circumstances, needs and activities, to
understand the usual and simple sentences and expressions that are used and related to
Virtual situations of everyday transactions, communication and direct need, and are related to
personal/private life, as well as the public life (e.g. personal information, family, social
relations, shopping, entertainment, local geography, traveling, etc.).
Furthermore, the students of this particular level will be able to use Greek in a simple and
understandable way in order to communicate and to give the basic and necessary
information on aspects of their personal life or on their direct or wider environment. They
will be able to describe and to talk in a simple way and to present/express and exchange
their opinions on familiar topics and necessities (work, health, etc.) that concern them in
their everyday activities and relationships.
The course Modern Greek B1 presupposes the completion of the course Modern Greek A2
of the School of Modern Greek (University of Cyprus) or the equivalent A2 level in
knowledge of Greek. The course content and objectives follow the guidelines of the
Common European Framework of Reference for Languages; upon successful completion
of the course, students are expected to be able to use the language with a greater degree
of fluency and accuracy in comparison to the previous level (A2) and to function as
independent users of the language, that is to meet the requirements of the Threshold Level
Physical
B1 as described in the relevant curricula
(http://www.greek-language.gr/certification/node/99.html#genikos).
Specifically, they are expected to be able to understand informative texts and produce
speech in various circumstances of everyday life. Moreover, they are expected to be
familiar with basic characteristics of contemporary Greek culture (living conditions, social
life, fundamental values etc.) and be aware of cultural differences and relevant habits and
customs.
Excellent communication skills have become extremely important in the workplace.
Employers rank communication skills among the primary skills they look for in employees,
but at the same time report dissatisfaction with the communication skills of new recruits.
Consequently, these skills have become critical for getting a job, progressing in your
careers and succeeding in interactions with supervisors, colleagues and clients.
The purpose of this course is to help students to understand the significance and
complexity of effective communication at the workplace and to further develop their core
business communication skills. The course adopts a training seminar approach aiming
PHYSICAL primarily to enhance students’ skills, making them more competent in interpersonal, written
and verbal business communication.
Special features of the course:
Emphasis on developing communication skills, including interpersonal, written, oral and
research skills, through an experiential learning approach.
Opportunity to engage in a process of self-reflection using a series of diagnostic tools to
identify communication areas that could be addressed.
Emphasis on participation, discussion and collaboration for the creation of a collective
and supportive learning environment.
PHYSICAL SYLLABUS ATTACHED
Managerial Economics applies economic theory and methods to business in order to

examine how an organization can achieve its aims or objectives more efficiently. The
objective of this course is to provide the students with useable knowledge of economics
(both micro & macro) as it applies to business. It teaches them the essential tools to apply
in: business plans, production cost, demand estimation and forecasting, financial analysis,
market research and marketing. An important objective of the course is to train the
students in the economic way of thinking e.g. consideration of alternatives, opportunity
costs, marginal analysis, decision making by consideration of costs and benefits etc.
Analyzing and understanding government policies, such as fiscal and monetary policy and
PHYSICAL
their effects on business are also among the objectives of the course.
The course focuses on the application of economic principles and methodologies to
business decision problems by introducing the microeconomic and macroeconomic tools
used in the analysis of business problems. In this course students will increase their
understanding of economics and learn a variety of techniques that will allow them to solve
business problems relating, among others, to costs, prices, revenues, profits, and market
structure. Students will also use computer simulation exercises to examine how the macro
economy works (inflation, unemployment, government deficits etc) and the difficulties
confronting economic policy makers using monetary and fiscal policies.
PHYSICAL SYLLABUS ATTACHED
The goal of the course is to give students a basic awareness of the fundamentals of
organizational behavior. Students will discuss the problems faced by executives today as
they try to manage and lead in public and private organizations, while being exposed to the
PHYSICAL major theories surrounding these discussions in the academic world. Emphasis will be
placed on the role of culture, motivation, communication and acceptance of diversity in
organizations and the perspective(s) that managers and leaders should adopt in order to
excel in today’s competitive global environment.
•The course will not insist on the structure, the content and the most proper wording of a
company’s report on Corporate Social Responsibility. This is really an easy task. Today,
every organization and every business firm formulates CSR reports in a very beautiful way
and declares very nice things at all levels.
•It will stick more to the causes that ultimately lead companies, despite their proclamations,
to take decisions of high social irresponsibility and act in a manner that in no way could be
PHYSICAL considered ethical.
•The course will follow the approach of narration of actual events, of true stories from the
business world. As they are narrated by journalists, experts, citizens, these stories reveal
the ethical view of the public as regards to particular business events. In our opinion, they
constitute the best material for discussion and reflection on Corporate Social Responsibility
and Ethics since we need to know what the society "reads" in the particular case of
business firm management.
The course is organized around three broad learning modules. The first module aims at
enhancing students’ understanding of the contents and use of financial statements. The
second module is devoted to building a solid understanding of accounting treatments and
measurement arising from important financial transactions leading to an in-depth
understanding on how financial statements are prepared. We will then use this knowledge
to analyze firm performance for managerial decision making, credit and investing
PHYSICAL decisions. In doing so, we will discuss why financial information is important, how it can be
used to help value companies and mitigate agency costs, the role of financial analysts as
information intermediaries and how the quality of earnings can be assessed. Even though
book-keeping skills are not part of the objectives of this course, please note that a good
understanding of the effects of transactions on financial statements (module 2) is
necessary in order to better comprehend the importance and effects of financial information
in capital markets.
In today’s world, vast amounts of data are collected, stored and utilized in various ways in
a wide spectrum of application domains. Managers should develop an appreciation for the
substantial value that can be drawn from suitable analyses of overabundant data. They
should become comfortably familiar with fundamental statistical concepts and associated
techniques that can be applied in order to support more informed and effective decisions.
They should acquire a solid understanding of basic statistical methods and develop skills to
apply them to practical problems. Thus, they will acquire a clear appreciation for the critical
importance of statistical analysis approaches as essential decision support methods in
virtually all fields and functions of business. This course aims to help prospective managers
to acquire fundamental knowledge of statistical concepts and to develop skills so as to
apply them in practical settings.
Extensive use of data is prevalent in all business functions. As aspiring managers, MBA
students must develop practical skills for collecting, organizing and analyzing relevant data
using statistical tools. They must understand the scope of applicability, the use,
PHYSICAL
advantages and limitations of various statistical measures and fundamental techniques, so
as to apply suitable choices of these alternatives to problems encountered in practice and
to appropriately support decision- problems under investigation.
This course is designed to cover fundamental/common statistical concepts and techniques
that are very frequently applied to business problems. The course does not assume prior
familiarity with Statistics as it starts from the basics.
The course covers concepts and techniques that concern data acquisition and analysis,
tabular presentations and graphical visualizations of data, numerical methods for
descriptive statistics, fundamentals of probability distributions, sampling, basic statistical
inference (parameter estimation, confidence intervals and hypothesis testing for means of
numerical variables and proportions), basic regression analysis, and correlation. Students
should develop problem-solving skills using both manual computations and statistical
software tools. Emphasis is given not only on the statistical m methods and calculations but
also on statistical thinking, and interpretation of the results.
Traditional notions of leadership portray leaders as invulnerable, obsessed with power and
control, unaccepting of criticism, and basking in the glory of success. Leaders are tough,
distant and inconsequentially rational. In popular culture also they are portrayed as
captains or warriors who never leave their “soldiers” behind and always sink with the ship
— figuratively and literally.
Or so was the image of the leader in the past. Today, businesses and organizations have
other requirements for their leaders. For one, modern companies require leaders to
encourage and to inspire, not to control, to give advice, not orders, and to show empathy
rather than distant logic. The leader of the new era must be able to work together with
PHYSICAL others, to encourage collective decision-making, to show understanding, emotion and
passion. He or she must be present, available, and part of “what's going on.” He or she
must be able to move inside the organization but also think "outside of the box" to find new
and innovative solutions to old problems. And while managers must handle the everyday
complexity of running an organization, leaders are expected to bring change, to carry
forward a vision and to act as a "bow with great tension" without "moral myopia." In this
context, the role of Business Schools is ever so important as we are asked to resolve a
paradox — to train leaders who, although they do not follow a particular path, they pave a
new way; and to prepare leaders who can “survive” leadership as they forge onward with a
vision that may not even be widely acceptable.
BIBLIOGRAPHY
Huxley, Aldous. Brave New World. London: Vintage Books, 2007. Print.
Orwell, George. Animal Farm. New York: Harcourt Brace & Company,
2003.Print.
2003.Print.
2003.Print.
Maimon, Elaine P., Peritz, Janice H. and Blake Yancey, Kathleen. A Writer's
Resource: A Handbook for Writing and Research (fifth edition). NY: McGraw
Hill 2016, *Eco, Umberto. How to Write a Thesis.MA: The MIT Press, 2015.
Maimon, Elaine P., Peritz, Janice H. and Blake Yancey, Kathleen. A Writer's
Resource: A Handbook for Writing and Research (fifth edition). NY: McGraw
Hill 2016, *Eco, Umberto. How to Write a Thesis.MA: The MIT Press, 2015.
H. Porter Abbott, The Cambridge Introduction to Narrative, second

edition(Cambridge: Cambridge University Press, 2008).Andrew Bennett and
Nicholas Royle,Introduction to Literature, Criticism and Theory,
4thedition(London: Routledge, 2009). Stephen Crane, Maggie: A Girl of the
Streets and Other Tales of New York (Harmondsworth, Middlesex: Penguin
Books, 2000). Lilian R. Furst, ed., Realism (London and New York:
Longman, 1992).
Dorothy J. Hale, ed., The Novel: An Anthology of Criticism and Theory

(Oxford: Blackwell, 2006). Jeremy Hawthorn, Studying the Novel, 6threvised
edition (London: Bloomsbury, 2010).Vassiliki Kolokotroni, Jane Goldman and
Olga Taxidou, eds., Modernism: An Anthology of Sources and Documents
(Edinburgh: Edinburgh University Press, 2004).Wendy Martin, ed., The Art of
the Short Story (Boston & N.Y.: Houghton Mifflin, 2006). Donald Pizer, ed.,
The Cambridge Companion to American Realism and Naturalism: Howells to
London (Cambridge: Cambridge University Press, 1995).Patricia Waugh,
Metafiction: The Theory and Practice of Self-Conscious Fiction(London:
Methuen, 1984). Seymour Chatman, Coming to Terms: The Rhetoric of
Narrative in Fiction and Film (Ithaca: Cornell University Press, 1990). Mieke
Bal, Introduction to the Theory of Narrative (Toronto: Toronto UP,
1985).Dorrit Cohn, Transparent Minds: Narrative Modes for Presenting
Consciousness in Fiction (Princeton: Princeton UP, 1978).Gerald Prince, A
Dictionary of Narratology (Lincoln: University of Nebraska Press,
1987).Shlomith Rimmon-Kenan, Narrative Fiction: Contemporary Poetics
(London: Methuen, 1983).
extbook:Tom Furniss and Michael Bath, Reading Poetry: An

Introduction, 2nded. (Harlow: Pearson Longman, 2007).List of books
available on short loan in the library:Attridge, Derek, Poetic Rhythm: An
Introduction(Cambridge: Cambridge University Press, 1995).Attridge, Derek
and Thomas Carper, Meter and Meaning: An Introduction to Rhythm in
Poetry (London: Routledge, 2003).Carper, Thomas, Meter and Meaning:
Introduction to Rhythm in Poetry (London: Routledge, 2003).Cook, Judy,
Introduction to Poetry: Forms and Elements Study Guide(New York:
Progeny Press, 2003).Eagleton, Terry, How to Read a Poem(Oxford:
Blackwell, 2006).Fenton, James,An Introduction to English Poetry (London:
Penguin Books, 2003).Hopkins, Chris, Thinking About Texts (London:
Palgrave Macmillan, 2001).Lennard, John, The Poetry Handbook(Oxford:
Oxford University Press, 2006).Matterson, Steven & Darren Jones, Studying
Poetry(Hodder Arnold, 2000).Perrine, Laurence and Thomas Arp, Sound and
Sense: An Introduction to Poetry, 8thed. (New York: Harcourt, 1991).Strand,
Mark, The Making of a Poem: A Norton Anthology of Poetic Forms (London:
W. W. Norton, 2001).Tambling, Jeremy, Re: Verse: Turning Towards Poetry
(London: Longman, 2007).Vendler, Helen, Poems, Poets, Poetry: An
Introduction and Anthology, 2nded. (Bedford: St. Martin’s, 2002).Wolosky,
Shira, The Art of Poetry: How to Read a Poem (Oxford: Oxford University
Press, 2008)
TEXT BOOKS•Victoria Fromkin, Robert Rodman, Nina Hyams(2017). An
Introduction to Language(11th Edition). Boston, MA: Cengage.Additional
BibliographyΦοίβος ΠαναγιωτίδηςΜίλα μου για γλώσσα: μικρή εισαγωγή στη
γλωσσολογίαP121.P363 2013Ian RobertsThe Wonders of Language Or How
to Make Noises and Influence PeopleP121.A4384 1990Adrian Akmajian [et.
al.]Linguistics: an introduction to language and communicationP121.A4384
1990William O'Grady, Michael Dobrovolsky, Francis KatambaContemporary
linguistics: an introductionP121.C5854 1997Andrew Radford [et
al.]Linguistics: an introductionP121.L528 1999Donna Jo NapoliLinguistics:
an introductionP121.N36 1996Neil SmithLanguage, bananas and bonobos:
linguistic problems, puzzles and polemicsP112.S65 2002Neil Smith
Armstrong, Nancy. Desire and Domestic Fiction. Oxford UP, 1989. Bannet,
Eve Tavor.The Domestic Revolution: Enlightenment Feminisms and the
Novel. Johns Hopkins UP, 2000. Brown, Homer Obed. Institutions of the
English Novel. U of Pennsylvania P, 1997. Davis, Lennard. Factual Fictions.
U of Pennsylvania P, 1996. Eagleton, Terry. Heathcliff and the Great Hunger:
Studies in Irish Culture. Verso, 1995. Gilbert, Sandra and Susan Gubar. The
Madwoman in the Attic: The Woman Writer and the Nineteenth Century
Literary Imagination. Yale UP, 1984. Gilmour, Robin. The Victorian Period:
The Intellectual and Cultural Context, 1830-1890.Longman,1993. Hunter,
Paul J. Before Novels: The Cultural Context of Eighteenth-Century
Fiction.Norton, 1990.Huet, Marie-Helene. Monstrous Imagination. Harvard
UP, 1993. PN56. M536H84 1993.Lynch, Deidre. The Economy of Character:
Novels, Market Culture and the Business of Inner Meaning.U of Chicago P,
1998. McKeon, Michael. The Origins of the English Novel, 1600-1740. Johns
Hopkins UP, 1987. Miller, D.A. Jane Austen, Or the Secret of Style.
Princeton UP, 2003. Moretti, Franco. Atlas of the European Novel 1800-
1900.Verso, 1999. Trumpener, Katie. Bardic Nationalism. Princeton UP,
1997. Watt, Ian. The Rise of the Novel. Hogarth, 1987. PR851 W3.
The Norton Anthology of English Literature: The Sixteenth Century /

The Early Seventeenth Century, 10thed., ed. by Stephen Greenblatt et al.
(W. W. Norton, 2018) –ISBN-10: 0393603032 –ISBN-13: 978-
0393603033Selected secondary materialwill be distributed to students during
the course of the semester(either in class or electronically). Students will
alsobe given a list of secondary material placed on reserve in the
library and will furtherbeencouraged to explore books on regular loan, as well
as journals articles (many of which may be accessed electronically
throughthe library).
1. Abrams, M.H., The Mirror and the Lamp: Romantic Theory and the Critical
Tradition(Oxford University Press, 1985)2. Armstrong, Isobel, Victorian
poetry : Poetry, Poetics and Politics(London: Routledge, 1993)3. Avery,
Simon, Elizabeth Barrett Browning(Tavistock, 2011)4. Bristow, Joseph (ed),
The Cambridge Companion to Victorian Poetry(Cambridge UniversityPress,
2000)5. Butler, Mary, Romantics, Rebels and Reactionaries: English
Literature and its Background 1760-1830(Oxford Paperbacks, 1981)6. Byron,
George Gordon, Byron: Poetical Works(Oxford UP, 1970)7. Elfenbein,
Andrew, Byron and the Victorians(Cambridge UP, 1995)8. Harrison, Antony,
H., Christina Rossetti in Context(University of North Carolina Press, 1988)9.
Fischer, Hermann, Romantic Verse Narrative: The History of a
Genre(Cambridge UP, 1991)10. Mermin, Dorothy, Elizabeth Barrett
Browning: The Origins of a New Poetry(University of Chicago Press,
1989)11. Richards, Bernard, English Poetry of the Victorian period, 1830-
1890(London: Longman, 1988) 12. Shaw, W. David, The Lucid Veil: Poetic
Truth in the Victorian Age(London : Athlone Press, 1987)13. Slinn, E.
Warwick, Victorian Poetry as Cultural Critique : The Politics of Performative
Language(Charlottesville: University of Virginia Press, 2003)14. Watson,
John Richard, English Poetry of the Romantic Period, 1789-1830(London:
Longman, 1985)15. Wu, Duncan (ed), A Companion to Romanticism(Oxford:
Blackwell, 1999)
Adorno, Theodor W. ‘The Schema of Mass Culture.’ The Culture Industry:

Selected Essayson Mass Culture. Ed. Bernstein, J. M. London and New
York: Routledge, 1991. 61-97. Print, *Butler, Judith. ‘Subjects of
Sex/Gender/Desire.’ The Cultural Studies Reader. Ed. During, Simon.
2nd ed. London and New York: Routledge, 1999. 340-53. Print, *Fanon,
Frantz. ‘The Negro and Language.’ Trans. Markmann, Charles Lam.
Black Skin, White Masks. London: Pluto Press, 1986. 17-40. Print,
*Gramsci, Antonio. ‘Hegemony, Relations of Force, Historical Bloc.’ The
Gramsci Reader: Selected Writings 1916-1935. Ed. Forgacs, David.
New York: New York University Press, 2000. 189-221. Print, *Hall, Stuart.
‘Cultural Studies and Its Theoretical Legacies.’ The Cultural Studies Reader.
Ed. During, Simon. 2nd ed. London and New York: Routledge, 1999. 97-109.
Print, *Lang, Fritz. Metropolis. 118 minutes. Germany: Universum-Film AG,
1927. Film, *Marx, Karl, and Frederick Engels. ‘Manifesto of the Communist
Party.’ Trans. Milligan, Martin. Economic and Philosophic Manuscripts of
1844 and the Communist Manifesto. Amherst, New York: Prometheus
Books, 1988. 203-43. Print, *Morrison, Toni. Sula. New York: Penguin
Books, 2004. Print
All classes will follow the same pattern: (i)I will assign you readings,
(ii)which you will read for next class, (iii)when I will lecture on that
material.Coupled with the fact that the material we will cover might be
quite abstract and difficult at times, this also means: It is very
important that you attend all classes — if you want to pass the
course! Classes will be crucial and equally crucial will be that you (try to)
understand everything we do.On the syllabus you’ll find your reading
assignments. Feel free to take a stab at all the exercises that are provided
within an assigned reading unit; we will discuss most of them in the lab
classes as well.There is one required textbook which every student should
have a copy of:Olaf Koeneman & HeddeZeijlstra (2017). Introducing Syntax.
Cambridge: CUP. [=K&Z
EXT BOOKS•Peter Ladefoged & Keith Johnson (2015).A Course in
Phonetics, 7th Edition. Cengage learning.•Peter Roach (1998).English
phonetics and phonology: a practical course, 2nd edition. Cambridge:
Cambridge University Press.Additional BibliographyCarr, P. & Montreuil, J.-
P. Y. (2013). Phonology(2nd edition). London: Palgrave
Macmillan.Davenport, M., Hannahs, S.J. (2010). Introducing Phonetics and
Phonology(3rd Edition). London : Hodder Education.Kennedy, R. (2016).
Delisle, J., Lee-Jahnke, H. & Cormier, M. C. (eds) (2008) Ορολογία της

Μετάφρασης [Translation Terminology] (Greek adaptation: G. Floros).
Athens: Mesogeios (Ellinika Grammata).Hatim, Basil & Munday, Jeremy
(2004): Translation: an advanced resource book. Abingdon:
Routledge.Munday, Jeremy (2001): Introducing translation studies: theories
and applications. London: Routledge.Nord, Christiane (1997): Translating as
a purposeful activity: Functionalist approaches explained. Manchester: St.
Jerome.Snell-Hornby, Mary (2006): The Turns of Translation Studies: New
Paradigms or Shifting Viewpoints? Amsterdam/Philadelphia: Benjamins.
Plato. Republic. In Collected Dialogues. Ed. Edith Huntington and Huntington

Cairns. Trans. Michael Joyce. New Jersey: Princeton University Press, 1996,
575-844.Sample, Ruth J. Charles W. Mills and James P. Sterba
eds.Philosophy: The Big Questions. Oxford: Blackwell Publishing, 2004
(Required)
Bertolt Brecht, Mother Courage and Her Children (Methuen) ISBN
9780413492708 (Parga bookstore)Bertolt Brecht, “On Mother Courage and
her Children; Plans and Appendices;” (excerpts) Peter Handke, Kaspar and
Other Plays (Parga bookstore)Mahmoud Abu Hashhash, “On the Visual
Representation of Martyrdom in Palestine.”
https://www.tandfonline.com/doi/full/10.1080/09528820600901008Hany Abu
Assad, Paradise NowBronstein, Phoebe, “Paradise Now.” Jump CutLiwaa
Yazji, Goats (Parga bookstore)Tony Kushner, Angels in America(packet,
excerpts) Peter Szondi, “Tableau and Coup de Theatre. On the Social
Psychology of Bourgeois Theatre” https://www/jstor.org/stable/469014Martin
Buber, I and Thou, https://archive.org/details/IAndThou_572
Bowern, Claire and BethwynEvans (eds.) The Routledge Handbook of

Historical Linguistics. 2015.Brinton, Laurel J. (ed.). English Historical
Linguistics: Approaches and Perspective. 2017.Guasti, Maria Teresa.
Language Acquisition: The Growth of Grammar (2nd edition). 2016.Hoff,
Erika. Language Development (5th edition). 2014.Joseph, Brian D. and
Richard D. Janda (eds.) The Handbook of Historical Linguistics.
2003.Lightbown, Patsy M. and Nina Spada. How Languages are Learned
(4th edition). 2017.Lightfoot, David. How New Languages Emerge.
2006.Lightfoot, David. The Development of Language: Acquisition, Change,
and Evolution.1999.Lust, Barbara C. and Claire Foley (eds.). First Language
Acquisition: the Essential Readings. 2004.Lust, Barbara C. Child Language:
Acquisition and Growth. 2006.Roberts, Ian. Diachronic Syntax.
2007.Rowland, Caroline. Understanding Child Language Acquisition.
2014.Saxton, Matthew. Child Language: Acquisition and Development.
2017.Trask’s Historical Linguistics (3rd edition) edited by Robert McColl
Millar. 2015.
(2012). Corpora and Language Education. London: Palgrave
Macmillan.Gebhard, J. (1996). Teaching English as a Foreign or Second
Language: A Teacher Self-development and Methodology Guide. Ann
Arbor, MI: University of Michigan Press.Grabe, W. (2009). Reading in a
Second Language: Moving from Theory to Practice. Cambridge:
CambridgeUniversity Press. Harmer, J. (2007). How to Teach English.
Harlow: Pearson. Harwood (ed.) (2010). English Language Teaching
Materials: Theory and Practice. Cambridge: Cambridge University Press.
Gower, R., Phillips, D. and Walters, S. (2005). Teaching Practice: A
Handbook for Teachers in Training.Oxford: Macmillan. Howards, A. and
Donaghue, H. (eds.) (2014). Teacher Evaluation in Second Language
Education. London: Bloomsbury. Hutchinson, T., and Waters, A. (1994).
English for Specific Purposes. Cambridge: Cambridge University
Press.Hyland, K. (2009). Teaching and Researching Writing. Harlow:
Pearson Education. Jenkins, J. (2007). English as a Lingua Franca: Attitude
and Identity. Oxford: Oxford University Press. Johnson, K. (2005). Expertise
in Second Language Learning and Teaching. London: Palgrave
Macmillan.Koda, K. (2010). Insights into Second Language Reading.
Cambridge: Cambridge University Press. Kramsch, D. (1995). Language
and Culture. Oxford: Oxford University Press. Larsen-Freeman, D. (2011).
Techniques and Principles in Language Teaching, 2ndedition. Oxford:
Oxford University Press.Leech, G., Cruickshank, B., and Ivanic, R. (2001).
An A-Z of English Grammar and Usage, new edition. London:
Longman.Lewis, M. (2000). Teaching Collocation: Further Developments
in the Lexical Approach.Hove: Language Teaching Publications.Lewis, M.
(1997). Implementing the Lexical Approach. Putting Theory into Practice.
Hove: Language Teaching Publications.Lewis, M. (1993). The Lexical
Approach: The State of ELT and a Way Forward. Hove: Language Teaching
Publications.Lewis, M. (1986). The English Verb.Hove: Language Teaching
Publications. Lightbown, P. and Spada, N. (1999). How Languages are
Learned, 2ndedition. Oxford University Press.Matsuda, A. (2017). Preparing
Teachers to Teach English as an International Language.Bristol:
Multilingual Matters.Macaro, E. (2003). Teaching and Learning a Second
Language: A Guide to Recent Research and its Applications.London and
New York: Continuum. McCarten, J. (2007). Teaching Vocabulary:
Lessons from the Corpus, Lessons for theClassroom. Cambridge:
Cambridge University Press.McCarthy, M. (1991). Discourse Analysis for
Language Teachers. Cambridge: Cambridge University Press. McNiff, J.
(2013). Action Research: Improving Schools and Empowering Educators.
London: Sage. Mishan,F. (2005). Designing Authenticity into Language
Learning Materials. Bristol: Intellect. Mertler, C. (2011). Action Research:
Improving Schools and Empowering Educators. London: Sage. Mishan, F.
Rosemarie Tong, Feminist Thought: A More Comprehensive

Introduction(Boulder, Colorado: Westview Press, 2009), *Caryl Churchill, Top
Girls(London: Methuen, 1982), * Monique Wittig, Les Guérillères, trans.David
Le Vay (Urbana and Chicago: University ofIllinois Press, 2007), *Marjane
Satrapi, Persepolis, London: Vintage Books, 2008, *Julia Kristeva,
Possessions, trans. Barbara Bray, New York, Columbia University Press,
1998.
Bibliography Arendt, Hannah. The Life of the Mind. San Diego: Harvest,
Harcourt Brace, 1977, 1978. Arendt, Hannah. The Human Condition.
Chicago: The University of Chicago Press, 1989. Barthes, Roland. A Lover’s
Discourse: Fragments. Trans. Richard Howard. London: Vintage, 2018.
Carson, Anne. Eros the Bittersweet. Champaign and London: Dalkey Archive
Press, 2015. De Beauvoir, Simone. The Second Sex. Trans. H.M. Parshley.
New York: Vintage Books, 1989.Frye, Marilyn. The Politics of Reality: Essays
in Feminist Theory. Berkeley: Crossing Press, 1983.Hooks, Bell. Feminism is
for Everybody: Passionate Politics. New York: Routledge, 2015.Lorde,
Audre. Zami, Sister Outsider, Undersong. New York: Quality Papeperback
Book Club, 1993. Morrison, Toni. Love. Canada: Knopf, Borzoi, 2003Plato.
Republic. Trans., G.M.A. Grube. Indianapolis: Hackett, 1992. Plato.
Symposium. In Collected Dialogues. Ed. Edith Huntington and Huntington
Cairns. Trans. Michael Joyce. New Jersey: Princeton University Press, 1996,
526-574. Reeve, C.D.C (ed.). Plato On Love. Indianapolis: Hackett
Publishing Company, Inc., 2006Sarrazin, Albertine. Astragal. Trans. Patsy
Southgate. London: Serpents Tail, 2014. Snitow, Ann, Stansell, Christine and
Thompson, Sharon (eds.). Powers of Desire: The Politics of Sexuality. New
York: Monthly Review Press, 1983. Woolf, Virginia. Orlando: A Biography,
London: Penguin Classics, (1993)
I n Course Reader 2018: Jan Potocki, The Manuscript Found in

Saragossa[1814](excerpts) E.T.A. Hoffmann, ‘The Sandman’ [1817]
Sigmund Freud, ‘The Uncanny’ [1919]Nikolay Gogol, ‘The Nose’ [1836] &
‘The Overcoat’ [1842]Guy de Maupassant, ‘The Horla’ [1887]Franz Kafka,
‘The Metamorphosis’ [1916]Texts to be purchased/obtained
separately:*Jacques Cazotte, The Devil in Love[1772]*James Hogg,
Confessions of a Justified Sinner[1824]
*Mary Godwin Wollstonecraft Shelley, Frankenstein, or The Modern

Prometheus[1818text]Film:Guillermo del Toro, Pan’s Labyrinth [2006]
New York: Bedford/St. Martin’s. (pp. 100-123 and 126-211), *Hatim, B.
(2011). Teaching and Researching Translation. London and New York:
Routledge. (pp. 166-172), *Jääskeläinen, R. (2000). Focus on
Methodology in Think-aloud Studies on Translating. In S. Tirkkonen-
Condit, & R. Jääskeläinen (Eds.), Tapping and mapping the processes of
translation and interpreting: Outlooks on empirical research (pp. 71-82).
Amsterdam and Philadelphia: John Benjamins, * Jänis, M. (1996). What
translators of plays think about their work. Target 8(2), 341-64, *Jakobsen, A.
L. (2011). Tracking translators’ keystrokes and eye movements with
Translog. In C. Alvstad, A. Hild, & E. Tiseliu (Eds), Methods and
strategies of process research: Integrative approaches in translation studies
(pp. 37-55). Amsterdam and Philadelphia: John Benjamins, *Jordan, R. R.
(1999). Academic writing course: study skills in English.Essex: Pearson
Education.Available online
at:https://eclass.uoa.gr/modules/document/file.php/ENL102/IFANTIDOU
%20documents/Jordan%2C%20R._Academic_writing_course.pdf, *Kenny,
D. (2011). Translation units and corpora. In A. Kruger, K. Wallmach, & J.
Munday (Eds.), Corpus-based translation studies research and
applications(pp. 76-102). New York: Continuum, *Kraska, M (2010)
Quantitive research. In N. J. Salkind (Ed.), Encyclopedia of research design
(Volume 1). Sage Publications: California (pp. 1166-1171), Leedy, P. D., &
Ormrod, J. E. (2015). Practical research: planning and design. Essex:
Pearson Education Limited. (pp. 70-91), *Lune, H., & Berg, B.
(2017).Qualitative research methods for the social sciences(9th ed., pp.
67-75). Essex: Pearson Education Limited, *Matthews, B., & Ross, L.
(2010). Research Methods: A Practical Guide for the Social Sciences.
Essex: Pearson Education Limited. (pp. 57-60and 206-215), *Munday, J., &
Zhang, M. (2017). Introduction. In J. Munday, & M. Zhang, (Eds.),
Discourse analysis in translation studies (pp. 1-10). Amsterdam and
Philadelphia: John Benjamins, *Niska, H. (1999). Text Linguistic Models
for the Study of Simultaneous Interpreting. In I. Warnke (Ed.),
Schnittstelle Text: Diskurs. Frankfurt: Peter Lang, *Pinto,R. Μ.(2010)
Mixed methods design. In N. J. Salkind (Ed.), Encyclopedia of
research design (Volume 1). Sage Publications: California (pp. 812-818),
*Pöchhacker, F. (2009).Interpreting: Surveying the profession. Translation
and Interpreting Studies4(2), 172-186, *Pöchhacker, F. (2011). Researching
interpreting: Approaches to inquiry. In B. Nicodemus, & L. Swabey (Eds.),
Advances in interpreting research: Inquiry in action (pp. 5-25). Amsterdam
and Philadelphia: John Benjamins, *Ridley, D. (2012). The literature
review: A step-by-step guide for students. London: Sage. (pp. 24-40),
*Saldanha, G., & O'Brien, S. (2013). Research methodologies in
Baxter, R. N.(2015). A discussion of chuchotage and
boothlesssimultaneous as marginal and unorthodox interpreting modes.
The Translator22(1), 59-71, *Braun, S. (2015). Remote interpreting. In H.
Mikkelson, & R. Jourdenais (Eds.), The Routledge handbook of
interpreting (pp. 352-367). London and New York: Routledge, *Castillo, P.
(2015). Interpreting for the mass media. In H. Mikkelson, & R. Jourdenais
(Eds.), The Routledge handbook of interpreting (pp. 280-301). London and
New York: Routledge, *Čeňková, I. (2015). Sight interpreting/translation. In
F. Pöchhacker (Ed.), Routledge encyclopedia of interpreting studies (pp.
374-375). London and New York: Routledge, *Chen, W. (2015). Sight
translation. In H. Mikkelson, & R. Jourdenais (Eds.), The Routledge
handbook of interpreting (pp. 144-153). London and New York: Routledge,
*Corsellis, A. (2008). Public Service Interpreting: The first steps. New York:
Palgrave Macmillan (pp. 24-52), *Corsellis, A. (2008). Public Service
Interpreting: The first steps. New York: Palgrave Macmillan (pp. 24-52),
*Hale, S. B. (2015). Community interpreting. In F. Pöchhacker (Ed.),
Routledge encyclopedia of interpreting studies (pp. 65-69). London and
New York: Routledge, *Hertog, E. (2015). Legal interpreting. In
F.Pöchhacker (Ed.), Routledge encyclopedia of interpreting studies (pp. 230-
235). LondonandNewYork: Routledge, *Merlini, R. (2015). Dialogue
interpreting. In F. Pöchhacker (Ed.), Routledge encyclopedia of
interpreting Studies (pp. 102-107). London and New York: Routledge,
*Ozolins, U. (2015). Ethics and the role of the interpreter. In H. Mikkelson, &
R. Jourdenais (Eds.), The Routledge handbook of interpreting(pp. 319-335).
London and New York: Routledge, *Pöllabauer, S. (2015). Interpreting in
asylum proceedings. In H. Mikkelson, & R. Jourdenais (Eds.), The
Routledge handbook of interpreting (pp. 202-216). London and New York:
Routledge, *Roat, C. E., & Creeze, H. M. (2015). Healthcare
interpreting. In H. Mikkelson, & R. Jourdenais (Eds.), The Routledge
handbook of interpreting(pp. 226-253). London and New York: Routledge,
*Russel, D. & Takeda, K. (2015). Consecutive interpreting. In H. Mikkelson,
& R. Jourdenais (Eds.), The Routledge handbook of interpreting (pp. 96-
111). London and New York: Routledge, *Setton, R., & Prunč, E. (2015).
Ethics. In F. Pöchhacker (Ed.), Routledge encyclopedia of interpreting
studies(pp. 144-148). London and New York: Routledge, *Takimoto, M.
(2015). Business interpreting. In F. Pöchhacker (Ed.), Routledge
encyclopedia of interpreting studies (pp. 38-40). LondonandNewYork:
Routledge, *Αποστόλου, Φ. (2011). Υπηρεσίες διερμηνείας για μετανάστες:
Μια νέα πραγματικότητα στην Ελλάδα. Gramma: Journal of Theory and
Criticism19(1), 77-91.Διαθέσιμο ηλεκτρονικά:
http://www.enl.auth.gr/gramma/gramma11/Apostolou.pdf
An Introduction to Applied Linguistics/Norbert Schmitt 2010

Controversies in Applied Linguistics/ Barbara Seidlhofer 2003
BALLARD, Michel. (1992). De Cicéron Beujcvnin. Traduc/euns, /racluc:lions,

rcf//exions' (2e édition revue et corrigée), Lille. Presses Universitaires de
Lille.
BERMAN, Antoine. [1 985] (1 999a). La traduclion et la le[lre ou I 'auberge
du loin/ain, Seuil, Paris.
BERMAN, Antoine. (1995). Pour une critique des tracluc/ions : .John Donne,
Gallimard Paris.
GUIDERE, (2008). Belgique, De Boeck.
LADIVIIRAL, Jean-René. [1 9791 (1994). : pour la /raduclion, Paris,
Gallimard, « Tel ».
MESCHONNIC, Henri. (1970). Pour lapoétique 1, Paris,
MESCHONNIC, Henri. (1973). Pour la Poétique Il, Episténzologie de
l'écrilure, Poélique de la Iraduclion, Paris, Gallimard.
MESCHONN IC, Henri. (1999). Poétique du traduire, Verdier, Ed. Gallinuu•d.
MOUN IN, George. (1963). Les Probl&lnes théoriques de ICI traduciion,
Paris, Gallimard, « Tel ».
TABER, Charles. (1972). « Traduire le sens, traduire le style », in Langctges,
no 28, Paris.
OSEKI-DÉPRÉ, lnés. (1999). Théories et pratiques cle la traduclion littéraire,
Paris, Armand Colin.
SELESKOVITCH, Danica, LEDERER, Marianne. (2001). Inlerpréler pour
Paris, Didier Erudition.
STEINER, Georges. (1998). Apr&s Babel. Une poétique du dire el de la
Iraduclion, traduit par L. Lotringer, Paris, Albin Michel
VENUTI, Lawrence. (2008). The Translator's Invisibility: A His'tory Q/'
Translation (2nd ed.). Abingdon, Oxon, U.K.: Routledge.
VINAY, Jean-Paul et DARBELNET, Jean. (1977) [1958]. Stylistique el de I
'anglais, éd, Paris, Didier.
Revues en ligne
Meta : Journal cles http://meta.erudit.org/
Gussenhoven, C. & Warner, N. (eds.) 2002. Laboratory Phonology 7. Berlin:

Mouton de Gruyter.
a) Bertocchini, Paola et Constanzo, Edvige (2017) Manuel de formation
pratique pour le professeur de FLE. Paris : Clé International.
b) Cuq, Jean-Pierre et Gruca et Isabelle (2005) Cours de didactique du
français langue étrangère et seconde. Presses Universitaires de Grenoble.
b) Des articles ou extraits d'ouvrages, des plans de cours, etc. distribués en
classe
Eluerd, Roland. (2000). La lexicologie. Paris : Presses Universitaires de

France. Gaudin, François. (2000). Initiation à la lexicologie française : de la
néologie aux dictionnaires. Bruxelles : Editions Duculot, Lehmann, Alise et
Martin-Berthet. (1998). Introduction à la lexicologie. Sémantique et
morphologie. Nathan Université. Mortureux, Marie-Francoise. (1997). La
lexicologie entre langue et discours. Paris . Armand Colin. Picoche,
Jacqueline. (1992). Précis de lexicologie fiunçaise : l'étude et l'enseignement
du vocabulaire. Paris : Nathan. Collignon ; Lucien et Glatigny, Michel. (1978).
Les Dictionnaires: initiation a la lexicographie. Paris: CEDIC.
μπορεί να συζητήτηθεί το ενδεχόμενο το τμήμα να ανοίξει ένα ή δύο μαθήματα

Langan, J. (2015). Ten Steps to Advancing College Reading Skills. West
Berlin, New Jersey: Townsend Press. Langan, J. (2014). Ten
Steps to Improving College Reading Skills. West Berlin, New Jersey:
Townsend Press. Langan, J. (2013). Reading and Study
Skills. New York, NY: McGraw Hill.
Referenced textbook chapters, selected readings, audiovisual sources
N/A
Texto 2 , Méthode de français (Hachette, français langue étrangère, 2016),
Marie-José Lopes, Jean-Thierry Le Bougnec.
● İstanbul Yabancılar için Türkçe Ders Kitabı A1 (2011), Kültür Sanat

Basımevi, İstanbul. ● İstanbul Yabancılar için Türkçe Çalışma Kitabı A1
(2011), Kültür Sanat Basımevi, İstanbul.
Biochemistry
Donald Voet and Judith G. Voet
Wiley 4th edition (2011)
ΙSBN: 978-0-470-57095-1
Molecular Biology of the Cell. Bruce Alberts, Alexander Johnson, Julian

Lewis, Martin Raff, Keith Roberts, Peter Walter.
Garland Pub; 5th edition (2007)
ISBN: 0815341059
Chapters: 1-3, 8-14
1. Understanding Bioinformatics
Author: Marketa Zvelebil and Jeremy O. Baum

Garland Science
ISBN-13:978 0 8153 4024 9, 2009
2. Bioinformatics: Sequence and Genome Analysis (2nd ed)

Author: David W. Mount
CSHL Press, 2004
ISBN 0 87969 597 8
3. Bioinformatics and functional genomics

Author: Jonathan Pevsner
Wiley-Liss, 2003
ISBN 0 47121 004 8
Instructor’s notes
Original research publications and review articles
Janeway’s Immunobiology, 8th ed., Kenneth Murphy

Determined by the supervisor of each student depending on the type and
study subject

study subject of the thesis project

1. Molles M.C.Jr. 2009. Οικολογία. Έννοιες, Εφαρμογές. Εκδόσεις

Μεταίχμιο. ISBN: 978-960-455-535-9
2. Pianka E. 2006. Εξελικτική Οικολογία. Πανεπιστημιακές Εκδόσεις Κρήτης.
ISBN: 978-960-524-229-9.
Recommended Reading:
1. Begon M., Townsend C.R. & Harper J.L. 2005. Ecology: From Individuals
to Ecosystems, 4th Edition. Wiley. ISBN: 978-1-4051-1117-1.
2. Βώκου Δ. 2009. Γενική Οικολογία. University Studio Press. ISBN: 978-
960-12-1769-7.
3. Στάμου Γ.Π. 2008. Οικολογία. Εισαγωγή στην Οικολογία των Πληθυσμών.
Εκδόσεις Ζήτη. ISBN: 978-960-456-120-9.
Evolution by Futuyma & Kirkpatrick (2017). Fourth Edition. Oxford University

Press.
Evolution by Futuyma (2013). Third Edition. Sinauer Associates.
Book chapters and review papers provided to the students during the course.
same as Fall semester

• Γ. Γεωργίου και Χρ. Ξενοφώντος, Εισαγωγή στη MATLAB, Καντζιηλάρης,
Λευκωσία (2007).
• C.B. Moler, Numerical Computing with MATLAB, SIAM, 2004.
• D. Higham and N. Higham, MATLAB Guide (2nd edition), SIAM, 2005.
Grimmett and Welsh. Probability an Introduction, Oxford Science

Publications, 2011
George Casella and Roger Berger. Statistical Inference, Duxbury Press,

1990
• Γ. Δ. Ακρίβης και Β. Α. Δουγαλής, Εισαγωγή στην Αριθμητική Ανάλυση,

Πανεπιστημιακές Εκδόσεις Κρήτης, 1998.
• K. E. Atkinson, An Introduction to Numerical Analysis, 2nd Ed., John Wiley
& Sons, New York, 1988.
• J. F. Epperson, An Introduction to Numerical Methods and Analysis, John
Wiley & Sons, New York, 2002.
1. Knopp, K. Theory of Functions. New York: Dover, 1945. v. 2.
2. Boas, Ralph Philip. An invitation to complex analysis. Random House.
3. Fisher, Stephen D. Complex variables (Dover).
4. Μιγαδικές συναρτήσεις και εφαρμογές. Brown and Churchill,
Πανεπιστημιακές
Εκδόσεις Κρήτης.
1. L. Sterling and E. Shapino, The Art of Prolog, 2nd Edition, The MIT Press,
1994.
2. M. Bramer, Logic Programming with Prolog, Springer, 2009.
R. C. Gonzalez and R. E. Woods, Digital Image Processing, 2nd

Edition, Addison-Wesley, 2002
1. Literature on the EPL 450 website, especially on the network virtualization

(e.g. Software Defined Networks, OpenFlow, Network Function Virtualisation,
Virtual Infrastructure Management, Network Service, NFV Management and
Service Orchestration).
2. M. Subramanian, Network Management: Principles and Practices, 2nd
edition, ISBN-10: 8131734048, ISBN-13: 9788131734049, Prentice Hall, 726
pp, http://www.pearsonhighered.com/educator/product/Network-
Management-Principles-and-Practices/9788131734049.page#downlaoddiv
3. A. Clemm, Network Management Fundamentals, December 1, 2006,
Cisco Press® Fundamentals Series.
1. J. F. Kurose and K. W. Ross, Computer Networking – A Top Down

Approach Featuring the Internet, 7th Edition, Addison-Wesley, 2016.
2. Y.-D. Lin, T.-H. Hwang, and F. Baker , Computer Networks, An Open
Source Approach , McGraw Hill, 2011
1. M. Slater, A. Steed and Y. Chrysanthou, Computer Graphics and Virtual

Environments: From Realism to Real-Time, Addison-Wesley, 2001.
2. P. Shirley, M. Ashikhmin and S. Marschner, Fundamentals of Computer
Graphics, 3rd Revised Edition, 2009.
1. W. Woff, Computers as Components: Principles of Embedded

Computing System Design, Morgan Kaufman.
1. I. Sommerville, Software Engineering, 10th Edition, Addison-Wesley,
2016.
2. A. Dix, J. Finlay, G. D. Abowd, R. Beale, Human Computer Interaction, 3rd
Edition, Prentice Hall, 2004.
not available
A. Watt and F. Policarpo, The Computer Image, Addison–Wesley, 1998.

R. C. Gonzalez and R. E. Woods, Digital Image Processing, 2nd Edition,
Addison–Wesley, 2002.
M.Slater, A. Steed and Y. Chrysanthou, Computer Graphics and Virtual
Environments: From Realism to Real-Time, Addison-Wesley, 2001.
1. L. Peterson and B. Davies, Computer Networks: A Systems Approach, 5th

Edition, Morgan Keufmenn, 2011.
2. J. F. Kurose and K. W. Ross, Computers Networking – A Top Down
Approach to the Internet, 7 th Edition, Addison-Wesley, 2016.
1.H. Tsertos, "Experimental Physics II", comprehensive students manuscript,

University of Cyprus, Nicosia 2016 (main text, in Greek).
2.G. F. Knoll, “Radiation Detection and Measurement”, John Wiley & Sons,
Inc., New York.
3.P. R. Bevington, "Data Reduction and Error Analysis for Physical
Sciences", McGraw-Hill Book Company, New York.
4.W. R. Leo, "Techniques for Nuclear and Particle Physics Experiments",
Springer-Verlag, Berlin , Heidelberg.
5.N. Tsoulfanidis, "Measurement and Detection of Radiation", McGraw-Hill,
New York.
6.A. Melissinos, "Experiments in Modern Physics", Academic Press.
7.K. S. Krane, "Introductory Nuclear Physics", John Wiley & Sons, New York.
«Introduction to Elementary Particle Physics» – D. Griffiths – publ. Wiley
«Introduction to High Energy Physics» – D. Perkins – publ. Cambridge
University Press – also in Greek translation – publ. ΤΥΠΩΘΗΤΩ
«Particle Physics» – B. R. Martin και G. Shaw – publ. Wiley
«Quarks and Leptons» – F. Halzen και A. D. Martin – publ. Wiley
«Modern Particle Physics” – M. Thomson – publ. Cambridge University
Press.
«Numerical Recipes» – W. H. Press et al. – publ. Cambridge University

Press.
«Numerical Methods for Physics» – A. Garcia – publ. Prentice Hall.
«An Introduction to Computer Simulation Methods” – H. Gould and J.
Tobochnik – publ. Addison-Wesley.
«Computational Physics» - N. Giordano – publ. Prentice Hall.
«C++ Primer» - S. B. Lippman, J. Lajoie, B. E. Moo - publ. Addison-Wesley.
1) ATWOOD J., STEED J. Supramolecular Chemistry - 2nd Edition

Chichester: John Wiley & Sons Ltd., 2009, ISBN 978-0-470-51233-3.
1. Αρχές της Ενόργανης Ανάλυσης’, Skoog, D. A., Holler, F. J., Nieman, T.
A.; 5η Έκδοση; Κωσταράκης: Αθήνα, 2005.
2. ‘Principles of Instrumental Analysis’, Skoog, D. A., Holler, F. J., Nieman, T.
A.; 5th Edition; Harcourt Brace College Publishers: US, 1998.
3. ‘Σύγχρονες Μέθοδοι στη Χημική Ανάλυση’, Pecsok, R. L., Shields, L. D.,
Cairns, T., McWilliam, I. G.; 2η Έκδοση; Γ. Α. Πνευματικός: Αθήνα, 1980.
Lecture Handout.
"Organic Chemistry" Jonathan Clayden, Nick Greeves, Stuart Warren and
Peter Wothers, 1st Edition 2001, Oxford University Press (ISBN 0-19-
850346-6)
"Chemistry of the Carbonyl Group" Stuart Warren, 1997, John Wiley & Sons
(ISBN 0-471-92104-1)
"The Art of Writing Reasonable Organic Reaction Mechanisms" Robert B.
Grossman, 1st Edition 1999, Springer (ISBN 0-387-98540-9)
"Advanced Organic Chemistry" Jerry March, 3rd Edition 1985, Wiley-
Interscience (ISBN 0-471-85472-7)
REAXYS Database, ACS Style Guide and the WWW

Hellison., D., and Templin., T. (1991). A reflective approach to teaching
physical education. Champaign : IL. Human Kinetics.
Landalf, H., and Gerke, P.(1996). Movement stories for young children ages
3-6 Smith and Kraus Book.
Logsdon, B., Alleman, L., Straits, S., Belka, D., & Clark, D. (1997).Physical
Education Unit Plans for Preschool Kindergarten. Human Kinetics.
Mc Call, R., & Craft, D. (2000). Moving with a purpose: Developing Programs
for Preschoolers of all abilities. Human Kinetics.
Μanners, H., & Carroll, M. (1995). A Framework for Physical Education in the
early years. The Falmer Press.
Melograno, V., (1998). Professional and student portfolios for physical
education. Champaign, IL, Human Kinetics.
Pangrazi, R., and Dauer, V. (1995). Dynamic physical education for
elementary school (11th ed.). Needham Heights: M.A. Allyn and Bacon.
Purcell., T. (1994). Teaching children dance : Becoming a master teacher.
Champaign, IL, Human Kinetics.
Rink., J. (2002). Teaching Physical Education for Learning (4th ed.). Mc
Graw Hill.
Sanders., S. (1992). Designing Preschool Movement Programs. Champaign,
IL Human Kinetics.
Schiemer, S. (2000). Assessment Strategies for Elementary Physical
Education. Human Kinetics.
Siedentop., D., & Tannehill., D. (2000). Developing Teaching Skills in
Physical Education (4th ed). Mayfield: CA, Mountain View.
Strong, T., & Leferre, D. (1996). Parachute Games. Human Kinetics
Thomas., J., Lee, A., Thomas, K. (1988) Physical Education for children
Concepts into Practice. Champaign, IL, Human Kinetics.
Werner., P. (1994). Teaching Children Gymnastics : Becoming a master
teacher. Champaign : IL, Human Kinetics.
Wetton, P. (2000). Physical Education in the early years. Routledge.
Aναστασιάδης, Α., & Γίδαρης, Δ. (1993). Η γυμναστική στην εκπαίδευση.
Θεσσαλονίκη. Εκδόσεις «ΜΑΙΑΝΔΡΟΣ».
Θεοδωράκου, Κ. (2000) Δημιουργική Γυμναστική. Αθήνα.
Κωνσταντινάκος, Π., & Ρωμανού, Φ. (1994). Η αθλητική αγωγή στο
σχολείο.University Studio Press.
Mουντάκης, Κ. (1993). Ανατομία ενός ημερήσιου μαθήματος φυσικής
αγωγής. Θεσσαλονίκη : Εκδόσεις Σάλτο.
Παπαϊωάννου, Α., Θεοδωράκης, Γ., & Γούδας, Μ. (1990). Για μια καλύτερη
διδασκαλία της φυσικής αγωγής. Θεσσαλονίκη : Εκδόσεις Σάλτο.
Στυλιανού, Σ. (1997). Η φυσική αγωγή στο δημοτικό σχολείο. Λευκωσία.
Τραυλός, Α. (1998). Ψυχοκινητική Ανάπτυξη παιδιών ηλικίας 2-7 χρονών.
Εκδόσεις Σαββάλας.
πολίτη.
Χαλκιά, Κ. (2010). Η μάθηση μέσω μικρών ερευνών-Οι επιστημονικές
διαδικασίες. Στο Διδάσκοντας Φυσικές Επιστήμες, θεωρητικά ζητήματα,
προβληματισμοί, προτάσεις (Α’ Τόμος).
Πλακίτση, Κ. (2008). Η ανάπτυξη των βασικών εννοιών και δεξιοτήτων των
φυσικών επιστημών στην προσχολική και πρώτη σχολική ηλικία. Στο
Διδακτική των Φυσικών Επιστημών στην προσχολική και πρώτη σχολική
ηλικία.
Πατάπης, Στ. Κ. (1995). Εσφαλμένες αντιλήψεις ή διαφορετικές ερμηνείες
των παιδιών για τα φυσικά φαινόμενα. Στο Μεθοδολογία διδασκαλίας της
Φυσικής (σ. 63- 89).
Χρηστίδου, Β. (2008). Οι αντιλήψεις των μικρών παιδιών για τις Φυσικές
Επιστήμες. Στο Εκπαιδεύοντας τα μικρά παιδιά στις Φυσικές Επιστήμες (σ.
9-13).
Ιωαννίδης Χ., Κακανά, Δ., & Καζέλα, Κ. (2008). «Τα βαριά αντικείμενα
βυθίζονται και τα ελαφρά επιπλέουν»: Όταν οι διδακτικές παρεμβάσεις
ενισχύουν τις διαισθητικές αντιλήψεις των παιδιών. Στο Μεθοδολογία
διδασκαλίας της Φυσικής (σ. 109- 124).
Καριώτογλου, Π. Π. (2006). Οι ιδέες των μαθητών και ο ρόλος τους στη
διδασκαλία και τη μάθηση των Φυσικών Επιστημών. Στο Παιδαγωγική
γνώση περιεχομένου φυσικών επιστημών.
Χαλκιά, Κ. (2010). Οι ιδέες των μαθητές για τις έννοιες και τα φαινόμενα του
φυσικού κόσμου. Στο Διδάσκοντας Φυσικές Επιστήμες, θεωρητικά ζητήματα,
προβληματισμοί, προτάσεις (Α’ Τόμος).
Χαλκιά, Κ. (2010). Ηλεκτρισμός (το συνεχές ηλεκτρικό ρεύμα σε ένα
ηλεκτρικό κύκλωμα). Στο Διδάσκοντας Φυσικές Επιστήμες, θεωρητικά
ζητήματα, προβληματισμοί, προτάσεις (Β’ Τόμος).
Πατάπης, Στ. Κ. (1995). Διδακτικές μέθοδοι ή μέθοδοι διδασκαλίας. Στο
Μεθοδολογία διδασκαλίας της Φυσικής (σ. 63- 89).
Χρηστίδου, Β. (2008). Οι παιδαγωγικές πρακτικές στις δραστηριότητες των
Φυσικών Επιστημών & Κοινωνιο-γνωστική προσέγγιση της μάθησης στις
Φυσικές Επιστήμες: διδακτικές προτάσεις. Στο Εκπαιδεύοντας τα μικρά
παιδιά στις Φυσικές Επιστήμες
Knight, R. D. (2006). Η έρευνα στη Διδακτική της Φυσικής. Στο Πέντε εύκολα
μαθήματα- Στρατηγικές για την επιτυχή διδασκαλία της Φυσικής.
Χαλκιά, Κ. (2010). Τα μοντέλα διδασκαλίας στα μαθήματα Φυσικών
Επιστημών.
Στο Διδάσκοντας Φυσικές Επιστήμες, θεωρητικά ζητήματα, προβληματισμοί,
προτάσεις (Α’ Τόμος).
Καριώτογλου, Π. Π. (2006). Διδακτικά μοντέλα φυσικών επιστημών. Στο
Παιδαγωγική γνώση περιεχομένου φυσικών επιστημών.
Bunt, L., Jones, P., & Bedient, J. (1981). Οι ιστορικές ρίζες των Στοιχειωδών
Μαθηματικών, μτφρ. Άννα Φερεντίνου-Νικολακοπούλου. Αθήνα: ΓΑ
Πνευματικός.
Simonson,S.(2011).Rediscovering mathematics. Mathematical Association of
America: USA.
Zazkis, R. (2011). Relearning mathematics: A challenge for prospective
elementary school teachers. Information Age Pub.
Τριανταφυλλίδης, Τ. Α. & Σδρολιάς, Κ. Α. (2007). Βασικές Μαθηματικές
Έννοιες για τον εκπαιδευτικό της πρωτοβάθμιας εκπαίδευσης. Αθήνα:
Τυποθήτω.
Φιλίππου, Γ. (2003). Εισαγωγή στις βάσεις και βασικές έννοιες των
μαθηματικών. Αθήνα: Ατραπός.
In Greek
Γαγάτσης, Α. (1985). Προσέγγιση των μαθηματικών στο νηπιαγωγείο.
Θεσσαλονίκη: Υπηρεσία Δημοσιευμάτων Αριστοτελείου Πανεπιστημίου
Θεσσαλονίκης.
Λεμονίδης, Χ. (2000). Στοιχεία αριθμητικής και θεωρίας αριθμών για το
δάσκαλο. Αθήνα: Πατάκης.
Γαγάτσης, Α. (1987). Συστήματα αρίθμησης και το «πέρασμα» στο φυσικό
αριθμό. Θεσσαλονίκη: Υπηρεσία Δημοσιευμάτων Αριστοτελείου
Πανεπιστημίου Θεσσαλονίκης.
Φιλίππου, Γ. (1995). Εισαγωγή στις βάσεις και στις βασικές έννοιες των
μαθηματικών. Λευκωσία: Σύγχρονη Εποχή Κύπρου.
Εξαρχάκος, Θ. (1988). Διδακτική των Μαθηματικών. Αθήνα: Ελληνικά
Γράμματα.
Εξαρχάκος, Θ. (1991). Εισαγωγή στα Μαθηματικά. Αθήνα. Εξαρχάκος, Θ.
(1997). Ιστορία των Μαθηματικών. (Α΄ Τόμος). Αθήνα
Κ.Ε.ΕΠ.ΕΚ. (2001). Ευκλείδη "Στοιχεία". Σύγχρονη απόδοση με εισαγωγή και
σχολιασμό (Τόμοι Ι, ΙΙ, ΙΙΙ). Αθήνα: Κέντρο Έρευνας Επιστήμης και
Εκπαίδευσης (Κ.Ε.ΕΠ.ΕΚ).
Λόρια, Γ. (1971). Ιστορία των Μαθηματικών. (Α΄ τόμος). (Μετάφρ. Κωβαίου).
Αθήνα: Κούτσουμπος Α. Ε.
Bunt, L.H., Jones, P.S., & Bedient, J.D. (1981). Ιστορικές ρίζες των
στοιχειωδών μαθηματικών. (Μετάφρ. Α. Φερντίνου- Νικολακοπούλου).
Αθήνα: Εκδόσεις Πνευματικός.
Clawson, C.C. (2005). Ο ταξιδευτής των μαθηματικών (Μετάφρ. Ευηνέλλα
Αλεξόπουλου). Αθήνα: Κέδρος.
Eves, H. (1989). Μεγάλες στιγμές των μαθηματικών. (Α΄ τόμος). (Μετάφρ. Μ.
Κωνσταντινίδης & Ν. Λίλης). Αθήνα: Εκδόσεις Τροχαλία.
Heath, T. (2001). Ιστορία των Ελληνικών Μαθηματικών (Τόμοι 1 και 2).
Αθήνα: Κέντρο Έρευνας Επιστήμης και Εκπαίδευσης (Κ.Ε.ΕΠ.ΕΚ)
Kline, M. (1990). Τα Μαθηματικά στο Δυτικό Πολιτισμό. (Μετάφρ. Σ.
Μαρκέτος).
In English
Eves, H. (1976). An Introduction to the history of mathematics. New York:
Holt, Rinehart and Winston.
Fauvel, J., & Gray, J. (1987). The history of mathematics: A reader. London:
The Open University.
Kline, M. (1972). Mathematical thought from ancient to modern times. New
York: Oxford University Press.
Suggate, J., Davis, A., & Goulding, M. (2006). Mathematical knowledge for
primary teachers. Manchester: David Fulton Publishers.
Hayes, N. (1998). Εισαγωγή στην Ψυχολογία. Αθήνα: Ελληνικά Γράμματα

(Eπιμέλεια: Α. Ευκλείδη, Τόμος Α΄ και Ι. Παρασκευόπουλος, Τόμος Β΄).
Salkind, N.J. (1990). Θεωρίες της Ανθρώπινης Ανάπτυξης. Μετάφραση, Δ.
Μαρκουλής. Αθήνα: Εκδόσεις Πατάκη.
Γεωργίου Στ. (2008). Του παιδιού και του σχολείου. Αθήνα: Ατραπός
Cole, M & Cole, S. (2000). Η ανάπτυξη των παιδιών. Δύο Τόμοι. Αθήνα:
ΔΑΡΔΑΝΟΣ (Επιμέλεια Α’ Τόμου: Ζ. Παπαληγούρα και Π. Βορριά.
Επιμέλεια Β’ Τόμου: Ζ. Μπαμπλέκου).
Βοσνιάδου, Σ. (1992). Κείμενα Εξελικτικής Ψυχολογίας. Τρεις Τόμοι (Α’
Γλώσσα, Β’ Σκέψη, Γ’ Κοινωνική Ανάπτυξη). Αθήνα: Gutenberg.
Carson, R.C., Butcher, J.N., and Mineka S. (1996). Abnormal Psychology
and Modern Life. NY: Harper-Collins Publishers.
• Instructor’s Notes
• Collection of Children's Songs
• Selected Musical Pieces for recorder
Δογάνη, Κ. (2012). Μουσική στην προσχολική αγωγή: Αλληλεπίδραση

παιδιού- παιδαγωγού. Gutenberg
Dogani, K (2012). Music in preschool education: Interaction between
children- teacher. Gutenberg
Έπσταϊν, Α. και Τρίμη, Ε. (2006). Εικαστικές Τέχνες και Μικρά Παιδιά.

Επιμέλεια Ε. Τρίμη. Αθήνα: Εκδόσεις Δαρδανός.
Κούβου, Ο. (2016). Το παιδικό σχέδιο. Gudenburg: Γιώργος & Κώστας
Δαρδανός.
Szekely, G. E. (2015). Play and creativity in art teaching. New York:
Routledge
Beaumont, G. (1997). Physical Education . Champaign, IL, Human Kinetics.
Βuschner. C. (1994). Teaching children movement concepts and skills :
Becoming a master teacher. Champaign : IL., Human Kinetics..
Cone, T., Werner, P., Cone, S., and Woods, A. (1998). Interdisciplinary
Teaching Through Physical Education, Human Kinetics.
Graham., G. (2008). Teaching children physical education: Becoming a
master teacher (3rd ed.). Champaign: IL., Human Kinetics.
Graham, G., and Hale S., Parker M. (2010). Children moving: a reflective
approach to teaching physical education (8th ed). Mc Graw Hill Higher
Education.
Hellison., D., and Templin., T. (1991). A reflective approach to teaching
physical education. Champaign : IL. Human Kinetics.
Melograno, V., (1998). Professional and student portfolios for physical
education. Champaign, IL, Human Kinetics.
Pangrazi, R., and Dauer, V. (1995). Dynamic physical education for
elementary school (11th ed.). Needham Heights: M.A. Allyn and Bacon.
Purcell., T. (1994). Teaching children dance : Becoming a master teacher.
Champaign, IL, Human Kinetics.
Rink., J. (2010). Teaching Physical Education for Learning (6th ed.). Mc
Graw Hill Higher Education.
Schiemer, S. (2000). Assessment Strategies for Elementary Physical
Education. Human Kinetics.
Siedentop., D., (2000). Introduction to Physical Education, Fitness, and
Sport. Mayfield: CA, Mountain View.
Siedentop., D., & Tannehill., D. (2000). Developing Teaching Skills in
Physical Education (4th ed). Mayfield: CA, Mountain View.
Strong, T., & Leferre, D. (1996). Parachute Games. Human Kinetics
Thomas., J., Lee, A., Thomas, K. (1988) Physical Education for children
Concepts into Practice. Champaign, IL, Human Kinetics.
Werner., P. (1994). Teaching Children Gymnastics : Becoming a master
teacher. Champaign : IL, Human Kinetics.
Aναστασιάδης, Α., & Γίδαρης, Δ. (1993). Η γυμναστική στην εκπαίδευση.
Θεσσαλονίκη. Εκδόσεις «ΜΑΙΑΝΔΡΟΣ».
Θεοδωράκου, Κ. (2000) Δημιουργική Γυμναστική. Αθήνα.
Κωνσταντινάκος, Π., & Ρωμανού, Φ. (1994). Η αθλητική αγωγή στο
σχολείο.University Studio Press.
Παπαϊωάννου, Α., Θεοδωράκης, Γ., & Γούδας, Μ. (1990). Για μια καλύτερη
διδασκαλία της φυσικής αγωγής. Θεσσαλονίκη : Εκδόσεις Σάλτο.
Gustafson, M., Wolfe, S. & King, C. (1993). Τα ωραιότερα παιγνίδια
Θεσσαλονίκη. Εκδόσεις Σάλτο.
Mosston, M., and Ashworth, S. (1997). H διδασκαλία της Φυσικής Αγωγής,
Θεσσαλονίκη : Εκδόσεις Σάλτο.
Basic Books
1.C. P. Constantinou, G. Feronymou, Ε. Kyriakidou, Chr. Nikolaou Natural
Science in the Kindergarten: Teachers’ Resource (in Greek). Cyprus Ministry
of Education and Culture, Nicosia, 3rd edition, 2010.
2.K. Ravanis
Natural Science in the Early Years (in Greek). Typotheto Publishers, 1999
3.G. Hadjigeorgiou
Physics through the eyes of young children (in Greek). Gregoris Publishers,
1999
Supplementary Books
4.A National Curriculum for the Early Years Angela Anning (editor)
Open University Press
5.Science Experiences for the Early Childhood Years Jean D. Harlan
Macmillan Publishing Company Fifth Edition
6.Science and Technology in the Early Years Naima Brown (editor)
Open University Press
7.Investigating Science with Young Children Rosemary Althouse
Teachers College Press
8.Exploring Science in Early Childhood: A Developmental Approach Karen K.
Lind
Delmar Publishers Inc.
9.Physical Science in Early Childhood
C. Woodard and R. Davitt Charles C. Thomas Publisher
10. Learning Through Play: Curriculum and Activities for the Inclusive
Classroom
K. J. Dolinar, C. Boser and E. Holm. Delmar Publishers Inc.
11. Starting Inquiry-Based Science in the Early Years Sue Dale Tunnicliffe
Routledge
Γκέκα, Π. (επιμ.) (2001). Ολυμπιακοί Αγώνες: Αναφορές – Προσεγγίσεις.
Οργανωτική
Επιτροπή Ολυμπιακών Αγώνων Αθήνα 2004: Ελληνικά Γράμματα.
(http://dide.mag.sch.gr/grfa/Olympiaki_paideia/anafores.pdf)
Μουρατίδης, Ι. (2009). Εισαγωγή στην Ολυμπιακή Παιδεία. Θεσσαλονίκη,
Εκτύπωση: Copy City digital.
Ανδρόνικος, Μ., Γιαλούρης, Ν., & Κακρίδης, Ι.Θ. (1982). Η Ιστορία των
Ολυμπιακών Αγώνων. Εκδοτική Αθηνών Α.Ε.
Βαλαβάνης, Π. (1996). Ολυμπιακοί Αγώνες και Αθλητισμός στην Αρχαία
Ελλάδα: Άθλα, Αθλητές και Έπαθλα. Αθήνα, Εκδόσεις Ερευνητές.
Γκέκα, Π. (επιμ.) (2001). Τα Ολυμπιακά Αθλήματα. Οργανωτική Επιτροπή
Ολυμπιακών Αγώνων Αθήνα 2004: Ελληνικά Γράμματα.
(http://www.edra.gr/pdf/2002-09-16-OAthlimata.pdf )
Γκιόσος, Γ. (2000). Ολυμπιακή και Αθλητική Παιδεία. Αθήνα: Εκδόσεις
Προπομπός.
Μάστορα, Ι. (2012). Η ιστορία της Ολυμπιακής Παιδείας «το Ολυμπιακό
Ιδεώδες ως μορφωτική πράξη-ιστορική κι επιστημολογική ερμηνεία» Αθήνα:
Εκδόσεις Αρναούτη.
Μάστορα, Ι. (2012). Οδηγός Ολυμπιακής και Αθλητικής Παιδείας για
εκπαιδευτικούς. Αθήνα: Εκδόσεις Αρναούτη.
Μουρατίδης, Ι. (1992). Ιστορία Φυσικής Αγωγής (με στοιχεία Φιλοσοφίας).
Εκδόσεις Χριστοδουλίδη
Guttmann, A. (2002). The Olympics: a history of the modern Games.
University of Illinois Press
Miller, S., (1991). Arete: Greek Sports from Ancient sources. University of
California Press.
Naul., R. (1997). Contemporary Studies in the National Olympic Games
Movement: Peter Lang
Sweet, W., (1987). Sport and Recreation in ancient Greece. Oxford
University Press
Toohey., K., & Veal, A. (2000). The Olympic Games: A social Science
Perspective. Cromwell Press
Dogani, K (2012). Music in preschool education: Interaction between
children. Gutenberg
Week 1 & 2 Introduction and Basic Concepts: gender/sex, feminism and
society.
Παπαγεωργίου, Γιώτα, «Φεµινισµός», στο Ηγεµονία και Φεµινισµός, 2004,
Τυπωθήτω, σελ. 86-107.
Beauvoir, Simone de, «Η παντρεµένη γυναίκα» από το βιβλίο Το Δεύτερο
Φύλο, 1949, σελ. 473-486 και 503-511.
Adiche, Chimamanda Ngozi We should all be Feminists, New York: Vintage
Books.
Week 3, 4 & 5 Gender and Socialization
Turner, Patricia (1998). «Βιολογικό φύλο, κοινωνικό φύλο και ταυτότητα
φύλου», Ελληνικά Γράµµατα, Αθήνα, σ. 23-63.
Thorne, Barrie, “Do Girls and Boys Have Different Cultures?” in The Jossey-
Bass Reader on Gender and Education, 2002, Jossey-Bass, p. 125-150.
Duron, Lori, Raising my Rainbow, 2013, pp. 1-46.
Week 6, 7 & 8 Femininity and Masculinity: how are girls and boys made
Connell, R.W. «Το φύλο στην προσωπική ζωή» από το βιβλίο Το Κοινωνικό
Φύλο, 2003, σ. 187-227.
Pollack, William, “Real Boys” in The Jossey-Bass Reader on Gender and
Education, 2002, Jossey-Bass, p. 88-100.
Week 9, 10 & 11 Sexuality and Sex Education
Δεληγιάννη-Κουϊµτζή, Βασιλική «Κατοχυρώνοντας την ανδρική ταυτότητα:
απόψεις εφήβων για την οµοφυλοφιλία» στο Μεγαλώνοντας ως Αγόρι, (επιµ.
Δεληγιάννη-Κουϊµτζή και Σακκά), Gutenberg, 2005, σ. 202-212.
Williams, Walter “Multicultural Perspectives on Reducing Heterosexism:
Looking for Strategies that Work” in Overcoming Heterosexism and
Homophobia, 1997, Columbia University Press, p. 76- 87.
Week 12, 13 & 14 Gender and School achievement
ΚΕΘΙ, «Κατά Φύλο Επαγγελµατικός Διαχωρισµός (Κάθετος και Οριζόντιος):
Διακρίσεις και Ανισότητες κατά των Γυναικών στην Εκπαίδευση», 2008.
Readings for the class will be posted on the course website, or via links that
are included in the syllabus.
Andrew Boon, Lawyers’ Ethics and Professional Responsibility (Oxford, Hart,
2015); Christine Parker & Adrian Evans, Inside Lawyers’ Ethics (Cambridge
University Press, 3rd ed, 2018); Kim Economides (ed.), Ethical Challenges to
Legal Education and Conduct, (Hart Publishing, Oxford, 1998); Kim
Economides and Justine Rodgers, Preparatory ethics training for future
solicitors - The Law Society (The Law Society, London, 2009 +94 pp); John
Leubsdorf, Man in his Original Dignity: Legal Ethics in France (Dartmouth,
Ashgate, 2001); Pawel Skuczynski, The Status of Legal Ethics (Peter Lang
GmbH, Frankfurt, 2013)
Cotterrell, R., The Sociology of Law (Butterworths, 2nd ed., 1992); Davies,
M., Asking the Law Question (Thomson Reuters, 4th ed., 2017) ; Roach
Anleu, S., Law and Social Change (Sage, 2nd ed., 2010); Travers, M.,
Understanding Law and Society (Routledge, 2010)
Paul Craig and Grainne De Burca, EU law: Text, Cases, and Materials, 7th
ed., (Oxford University Press, 2020). Steve Peers and Catherine Barnard,
European Union Law, 3rd ed. (Oxford University Press, 2020) Constantinos
Kombos, The Impact of EU Law on Cypriot Public Law (Sakkoulas
Publications 2015).
Michael Milde, International Air law and ICAO, 3rd ed, Eleven Publications,
2016
Brian F. Havel, Gabriel S. Sanchez, The Principles and Practice of
International Aviation Law, Cambridge University Press, 2014
Pablo Mendes de Leon, An introduction to air law, 10th ed., Wolters Kluwer
International, 2018
Golder, Ben & Fitzpatrick, Peter (2009). Foucault’s Law, Routledge

Hart, H. L. A. (1963). Law, Liberty and Morality, Oxford UP
Hart, H. L. A. (1982). Essays on Bentham. Jurisprudence and Political
Theory, Clarendon Press-Oxford,
Hart, H. L. A. (2012). The Concept of Law, 3rd edition, Clarendon Law
Series, Oxford UP
Jaggar, Alison M. and Young, Iris Marion (eds.) (1998). A Companion to
Feminist Philosophy, Blackwell
Kavanagh, Aileen and Oberdick, John (2009). Arguing About Law, Routledge
Kelsen, Hans (1967). Pure Theory of Law, University of California Press
Kelsen Hans (2000). What Is Justice? Justice, Law and Politics in the Mirror
of Science. Collected Essays, The Lawbook Exchange Ltd, Union, N. Jersey
Leiter, Brian (2007). Naturalizing Jurisprudence. Essays on American Legal
Realism and Naturalism in Legal Philosophy, Oxford UP
Levinas, Emmanuel (1998a). Otherwise than Being. Or Beyond Essence,
Duquesne UP
Levinas, Emmanuel (1998b). Éthique comme philosophie première, rivages
poche/petite Bibliothèque
Litowitz, Douglas (1997). Postmodern Philosophy and Law, University Press
of Kansas
Loizidou, Elena (2007). Judith Butler. Ethics, Law, Politics, Routledge
Manderson, Desmond (2006). Proximity, Levinas, and the Soul of Law,
McGill-Queen’s UP
McCormick, John (1999). Carl Schmitt’s Critique of Liberalism. Against
Politics as Technology, Cambridge UP
McLaughlin, Paul (2007). Anarchism and Authority. A Philosophical
Introduction to Classical Anarchism, Ashgate
Meier, Heinrich (1998). The Lesson of Carl Schmitt. Four Chapters on the
Distinction between Political Theology and Political Philosophy, The
University of Chicago Press
May, Larry, Morrow, Paul (eds.) (2012). Procedural Justice, Ashgate
Mussawir, Edward (2011). Jurisdiction in Deleuze: The Expression and
Representation of Law, Routledge
Papacharalambous, Charis (2010). The Event and the Subject: The
(ΙΜ)possible Rehabilitation of Carl Schmitt, Law and Critique 21, pp. 53-72
Papacharalambous, Charis (2014). Feminist Theory and Criminal Law
Discourse: Countering Violence against Women through Widening
Punitiveness on the Premises of Radical Democracy, in: D. Sorvatzioti, G.
Antonopoulos, G. Papanicolaou, R. Sollund (eds.), Critical Views on Crime,
Policy and Social Control, University of Nicosia Press, pp. 143-54
Papacharalambous, Charis (2015). The Penal Law of the Foe Revisited:
TBA
Cryer/Robinson/Vasiliev, An Introduction to International Criminal Law and

Procedure, 4th Ed. Cambridge UP (2020), Cassese’s International Criminal
Law, 3rd edition, revised by: Cassese and Gaeta et al., OUP (2019), Ambos
K., Treatise on International Criminal Law Vol. I, II, III, OUP (2013/2016),
Schabas W., An Introduction to the International Criminal Court, Cambridge
UP (2007) Werle G./Jessberger F, Principles of International Criminal Law,
3rd Ed., OUP (2014)
C. Jones, EU Energy Law – Volume I – The Internal Energy Market,

Claeys&Casteels, Deventer, 2021; K. Talus, Research Handbook on
International Energy Law, Edgar Elgar, Cheltenham, 2014
• Daniel Bodansky, Jutta Brunée and Lavanya Rajamani, International

Climate Change Law (Oxford University Press, 2017)
• Daniel Klein, María Pía Carazo, Meinhard Doelle, Jane Bulmer, and
Andrew Higham, The Paris Agreement on Climate Change: Analysis and
Commentary (Oxford University Press, 2017)
• Edwin Woerdman, Martha Roggenkamp and Marijn Holwerda, Essential EU
Climate Law (Elgar Edward 2015)
Christian Twigg-Flesner The Cambridge Companion to European Union
Private Law, (Cambridge University Press 2010), Hans-W. Micklitz/ Peter et
al. European Consumer Law (Intersentia 2014), James Devenney and Mel
Kenny (eds), European Consumer Protection Theory and Practice
(Cambridge University Press 2012)
Mauro Bussani /Franz Werro (eds), European Private Law: A Handbook,
(Stämpfli Publishers/Carolina Academic Press 2014)
Achilles C. Emilianides and Christina Ioannou, Labour Law in Cyprus, Kluwer

Law International, 2016; Catherine Barnard, EU Employment Law, Oxford
University Press, 4th edition, 2012; Teun Jaspers, Frans Pennings, Saskia
Peters (eds), European labour law, Intersentia, 2019; Karl Riesenhuber,
European employment law: a systematic exposition, Intersentia, 2012; Brian
Bercusson, European labour law, Cambridge University Press, 2009.
Κ. Talus (ed.), Research Handbook on International Energy Law, Edward

Elgard, 2015; R. Younes (ed.), Oil and Gas, A Practical Handbook; Global
Law and Business, 2018; M. Sambasivan, S. Gopal, Handbook of Oil and
Gas Piping: a practical and comprehensive Guide, Routledge, 2019
M. LORENZ, AN INTRODUCTION TO EU COMPETITION LAW,

CAMBRIDGE UNIVERSITY PRESS, 2013. A. JONES AND B. SUFRIN,
EU COMPETITION LAW, OXFORD UNIVERSITY PRESS
Paul Craig, EU Administrative Law (Oxford University Press, 2018) Hofmann,
Rowe and Türk, Administrative Law of the European Union (Oxford
University Press, 2012)
A. Orakhelasvili, Akehurst's Modern Introduction to International Law (8th ed.

Routledge, 2018), J. Crawford, Brownlie's Principles of Public International
Law (9th ed., OUP, 2019), M. Dixon, R. McCorquodale, S. Williams, Cases
and Materials on International Law (6th ed., OUP, 2016)
1)Gena, Α. (2007). Theory and practice of Behavior analysis, Athens.

Greece: Guttenberg.
2)Additional articles given in class
Mandatory: Notes from Chapters Robert Franken HUMAN MOTIVATION,
Russell Geen, HUMAN MOTIVATION, and articles from scientific peer
reviewed sources.
Supplementary: Ευκλείδη: Psychology of motivation.
1) Berman, P. (2009). Case Conceptualization and Treatment Planning:

Integrating Theory with Clinical Practice.
2) Articles and Handouts.
Supplementary:
1) DSM-V (or any version of DSM-IV – το V does not exist in Greek),
2) Durand & Barlow. Abnormal Psychology (or in Greek),
3) Phares and Trull, Clinical Psychology
•David R. Anderson, David J. Sweeney, Thomas A. Williams, Mik

Wisniewski, An Introduction to Management Science: Quantitative
Approaches to Decision Making, South-Western, Cengage Learning, 2009.
ISBN: 978-1-84480-595-2
•The above book has been translated by Εκδόσεις ΚΡΙΤΙΚΗ, under the
scientific supervision of Γιάννη Κωνστανταρά and the translation by Δημήτρη
Kotler, Philip and Armstrong,
Χατζούδη.
Gary (www.kritiki.gr)
(2017) Principles of Marketing, Global
•Lecture notes provided
Edition,byLondon:
the instructors
Pearson(uploaded
Higher on blackboard)
Barringer, B. and Ireland, D. (2019) Entrepreneurship: Successfully
Susan E.Launching
Jackson and NewRandall
Ventures, 6th Edition,
S. Schuler: NewResource
Human York: Pearson
Management:
Scarborough,
International
N and
Perspectives,
Cornwall, J.10th (2019)
Edition.
Essentials
Thomson,
of Entrepreneurship
South-Western. and
Fons Trompenaars & Charles Hampden-Turner, Riding the Waves of
Small Business Management, 9th Edition, New York: Pearson
Culture: Understanding Diversity in Global Business, New York, McCraw Hill,
Storey, D. and Greene, F. (2012) Small Business and Entrepreneurship,
1998
London: Pearson Education
Curtis
Geert &Hofstede,
Cobham.Gert Business Information
Jan Hofstede and Systems, 5th edition,
Michael Minkov, Chapter
Culture and 1
Ries, E. (2011) The Lean Start-Up: How Today’s Entrepreneurs Use
Organizations: Software of the Mind: and 6 intercultural cooperation and its
Continuous Innovation to Create Radically Successful Businesses. New
O'Brien & Marakas, Intro to Information
importance Systems,
for survival, 2010.15th edition, Chapter 7
York: Crown Business
Schiffman,
Brown et L.
David C. Wisenblit,
al.,
Thomas,
Managing J.Information
(Kanuk, L.)
Cross-Cultural Consumer Behavior:
Management:
Technology, 7th
Essential Global
edition, Edition
Concepts,
Chapter 5
Harvard Business School Case Pack
Pearson
Gallaugher, Information HigherSage,
California,
Systems: Education
20082019
A Manager’s Guide to Harnessing
Gary Ferraro, Cultural Dimension
Technology. of International
Chapter 3 Business, Prentice Hall,
Hansen,&H.
Rainer Schiffman,
Cegielski, L. to
Intro (Kanuk, L.) Consumer
Information
2005 Systems,Behavior: A European
3rd edition, Chapter 3
Rainer & Watson,
Outlook
Πληροφοριακά
Pearson Higher Συστήματα
EducationΔιοίκησης,
2012 Chapter 7
Laudon & Laudon, Management Information Systems, 11th edition (global)
Solomon, M. R. Additional
Consumermaterial
Behavior: available
Buying,onHaving,
Blackboard
and Being Pearson
Higher Education 2020
Blackwell, R.D., Miniard, P.W., Engel, J.F. Consumer Behavior, International

Edition Thomson - South-Western 2006
"Electronic Commerce 2010: Global Edition, 6/E" Turban, Lee, King, Liang,
Turban, ISBN-10: 0137034652 ISBN-13: 9780137034659. Publisher:
Pearson Higher Education
Πρόσθετο υλικό θα γίνει διαθέσιμο στο Blackboard του μαθήματος
•Edwin A. Locke. 2009. Handbook of Principles of Organizational Behavior.
Harvard Business School pack:¬¬
Wiley
Available at:
•Elsbach, Kayes & Kayes. 2016. Contemporary Organizational Behavior:
http://cb.hbsp.harvard.edu/cbmp/access/68083872
From Ideas to Action. Pearson.
(registration needed)
•Neck, Houghton & Murray. 2016. Organizational Behavior: A Critical-
Thinking Approach. Sage.
•Wilton. 2016. An introduction to human resource management. Sage.
•Selected additional Readings
•Dessler. 2014. Fundamentals of human resource management. Pearson.
•Fang Lee Cooke (2015), •Selected
Corporate
CasesSocial
and Responsibility
Exercises and Sustainability
•Kimball. 2016. Cases in Human Resource Management. Sage.
•Simon Sinek,
through EthicalStart
HRMwith Why: How
practices, Great
Chapter 15Leaders Inspire Everyone
in International to Take
Human Resource
Action, Penguin
Management by Anne Wil-Harzing Books,
& Ashly 2011.
H. Pinnington, Sage Publications
•Daniel
•Wilton, Goleman,
Nick, (2013),Richard
Ethical Boyatzis, Anniefrom
Insights Boxes McKee, Primal Leadership:
an introduction to Human
RealizingResource
the Power Management,
of Emotional2nd
Intelligence,
Edition, Sage
Harvard
Publications.
Business School
Press, 2002.
•Purcell & Boxall. 2015. Strategy and Human Resource Management.
•Howard Gardner, Leading Minds: An Anatomy of Leadership. London, UK:
Palgrave.
Harper Collins, 1995.
•Harzing & Pinnington. 2014. International Human Resource Management.
•Brene Brown, Dare to Lead, Penguin Books, 2018.
Sage.
•Paul Smith, Lead with a Story: A Guide to Crafting Business Narratives that
•Castellano. 2014. Practices for Engaging the 21st Century Workforce:
Captivate, Convince and Inspire, American Management Association, 2012.
Challenges of Talent Management in a Changing Workplace. Pearson.
Financial Accounting: Global Edition: International Financial Reporting
Standards, Pearson Education,11th Edition (authors: Suwardy , Harrison,
Tietz, Horngren and Thomas)
Managerial Accounting, 10th Global Edition, Ron Hilton and David Platt,
McGraw Hill.
Personal Finance, 13th Edition, By Jack Kapoor and Les Dlabay and Robert
J. Hughes and Melissa Hart, McGraw-Hill Education
Investments and Portfolio Management, by Bodie, Kane and Markus.

McGraw-Hill
OPTIONS, FUTURES & OTHER DERIVATIVES

J.C.HAUL, PEARSON
George J. Borjas “Labor Economics”, McGraw Hill, Fifth Edition
ISBN -13:978-007-127027-4
Krugman P., Obstfeld M., Melitz M. (KOM) International Economics: Theory

and Policy, 2015, 10th ed.
Husted S. and Melvin M. (HM), International Economics, 2013, 9th ed.
Material from various news/journal articles, blogs, IMF bulletins
”Corporate Finance”, by Jonathan Berk and Peter DeMarzo, 4th edition
(2016)
“Quantitative Financial Economics: Stocks, Bonds, and Foreign Exchange”,
by Cuthbertson Keith and Nitzsche Dirk, 2nd edition (2004)
“The Econometrics of Financial Markets” by Campbell, Lo and MacKinlay
(1997)
• Rubinstein, A. (2005). Lecture Notes in Microeconomic Theory: The

Economic Agent.
• Osborne M. and A. Rubinstein (1994). A Course in Game Theory. Both
books are available at http://arielrubinstein.tau.ac.il/books.html.
Additional references
• Kreps, D. M. 1993, A Course in Microeconomic Theory, Princeton
University Press, ISBN 0691042713.
• Mascolell, A., Whinston M.D. and J.R. Green 2004, Microeconomic Theory,
Oxford University Press Inc, USA. ISBN: 0195102681
• Lars Ljungqvist and Thomas J. Sargent, Recursive Macroeconomic Theory.
• David Romer, Advanced Macroeconomics.
• Jerome Adda and Russell W. Cooper, Dynamic Economics:
Quantitative Methods and Applications .
• Michael Wickens, Macroeconomic Theory.
• Jean-Pascal Bénassy, Macroeconomic Theory.
• Olivier J, Blanchard and Stanley Fischer, Lectures on
Macroeconomics.
• Nancy L. Stokey, Robert E. Lucas, Jr., and Edward C., Recursive Methods
in Economic Dynamics.
• Fabio Canova, Methods for Applied Macroeconomic Research.
• Jordi Gali, Monetary Policy, Inflation, and the Business Cycle: An
Introduction to the New Keynesian Framework.
• Carl E. Walsh , Monetary Theory and Policy.
• Notes on Macroeconomic Theory, Steven Williamson.
“Statistical inference” G. Casella & R. L. Berger, Duxbury press

“Econometrics” F. Hayashi, Princeton Uni. Press
“Econometric Theory” J. Davidson, Blackwell
Sydsaeter K., P. Hamond, A Seierstad and A.Strom, (2008), Further

Mathematics for Economic Analysis (2nd edition) Prentice Hall
A.C. Chiang (2005) Fundamental Methods of Mathematical Economics (4th
edition), McGraw-Hill
• Research Articles
Snyder Christopher and Walter Nicholson Microeconomic Theory: Bsic

Principles and Extensions (11th edition). Thomson Learning, Inc., 2012.
Walter Nicholson, Μικροοικονομική Θεωρία: Βασικές Αρχές και Προεκτάσεις
(9η έκδοση), μετάφραση Βασίλειος Αντώνης Μπρανιλάκης – Λουκάς
Σπανός, επιστημονική επιμέλεια Θέμις Μινόγλου, Εκδόσεις Κριτική, 2008.
Steve Williamson’s Notes on Macroeconomic Theory. Will also include

material from a variety of sources, including advanced macroeconomics
textbooks and recent papers in the area of macroeconomics.
William H. Greene (2011) “Econometric Analysis” MacMillan,ISBN-13: 978-

0131395381
Marno Verbeek (2004) “A Guide to modern econometrics” J. Wiley & Sons
ISBN 0-470-85773-0
N. Gregory Mankiw, Mark Taylor . Business Economics, Cengage Learning,
Inc (18 Mar. 2013), (ISBN-10: 1408076012, ISBN-13: 978-1408076019)
Tirole, J., (1988) The Theory of Industrial Organization, MIT Press.
Anderson D.R., Sweeney D.J., Williams T.A., Camm J.D. and J.J.
Cochran(2014) Statistics for
Business and Economics, South-Western College Pub, 12th edition.
(ASWCC)
Hamilton L.C. (2013) Statistics with Stata , Cengage.
• Camerer, C & Loewenstein, G & Rabin, M (2003) Advances in Behavioral

Economics. Princeton University Press
• Thaler, R (2003) Quasi rational economics. Elgar Publishing
• Wilkinson N (2007) An Introduction to Behavioral Economics: A Guide for
Students Palgrave Macmillan
Hillier, Ross, Westerfield, Jaffe and Jordan. Corporate Finance, European

Edition. ISBN-10: 007712115-5
Cooper, W.W., Seiford, L.M. and K. Tone (2007). Data Envelopment
Analysis: A Comprehensive Text with Models, Applications, References and
DEA-Solver Software, Springer, 2nd edition.
R.C. Dorf & T. Byers (2006) Technology Ventures, McGraw-Hill, 2nd Edition
John Scanlan: ‘On Garbage’

1. Καλογεράς, Ν., κ.α., Θέματα Οικοδομικής. ΕΜΠ, Εκδόσεις Συμμετρία,
Αθήνα, 19991
2. Detail. Review of Architecture and Construction Details. Individual issues
on Structures and Construction. Institut fuer Internationale
Architekturdokumentation, Munich, 1997-
3. Knippers, J., Cremers, J., Gabler, M., Lienhard, J., Construction Manual
for Polymers + Membranes. Birkhaeuser Verlag, Basel, 2011
4. Hegger, M., Auch-Schwelk, V., Fuchs,M., Rosenkranz, T., Construction
Materials Manual. Birkhaeuser Verlag, Basel, 2006
5. Herzog, T., Krippner, R., Lang, W., Facade Construction Manual.
Birkhaeuser Verlag, Basel, 2004
6. Kind-Barkauskas, F., Kauhsen, B., Polonyi, S., Brandt, J., Concrete
Construction Manual. Birkhaeuser Verlag, Basel, 2002
7. Schittich, C., Staib, G., Balkow, D., Schuler, M., Sobek, W., Glass
Construction Manual. Birkhaeuser Verlag, Basel, 2nd edition, 2006
Farruggia,
8. Schulitz,F., Jones,
H.C., P., Siravo,
Sobek, J. (2020). K.J.,
W., Habermann, The New
SteelNormal: A Blueprint
Construction for
Manual.
Remote Working.Verlag,
Birkhaeuser Hampshire:
Basel,Autonomy.
1999
https://autonomy.work/portfolio/blueprintforremotework/
Joon-ho, B. (2019). Parasite. Seoul: Barunson E&A.
Serres, M. (2009/1980). Το Παράσιτο (Ν Ηλιάδης, μτφ.). Αθήνα: Εκδόσεις
Σμίλη.
Theocharopoulou, I. (2017). Builders, Housewives and the Construction of
Modern Athens. London: Artifice Press.
Woditsch, R. (2018). The Public Private House: Modern Athens and Its
Polykatoikia. Zurich: Park Books.
Βασιλείου, Ι. (1944). Η Λαϊκή Κατοικία: Κοινωνικές, Τεχνικές και Οικονομικές
Απόψεις. Αθήνα: Χ.Ε.
https://drive.google.com/file/d/1FPnrH0ggJ0NOKgodE3ojAECwUBWeT2J1/
view
Δούλη, Ε., Μούσα, Μ., & Χαρίτου, Ε. (2017). Καισαριανή: Η «Κρίση» ως
Διαδικασία της Χωρικής Παραγωγής.
Στο Αττική Σε Κρίση, Συνέδριο Τμήματος Αττικής Συλλόγου Αρχιτεκτόνων
(ΣΑΔΑΣ-ΠΕΑ). Αθήνα: ΕΜΠ.
https://drive.google.com/open?id=12M9r5NFJlinBLYS6SNNdCDk8w_rTaTPo
Κάλφα, Κ. (2019). Αυτοστέγαση, Τώρα! Η Αθέατη Πλευρά της Αμερικανικής
Βοήθειας στην Ελλάδα. Αθήνα: Futura.
Καπουράλου, Μ. (2010). Πολεοδομική Εξέλιξη Προσφυγικού Συνοικισμού.
Μελέτη Περίπτωσης Καισαριανής. Με-
ταπτυχιακή εργασία για το μάθημα: Προσεγγίσεις του Σχεδιασμού στην
Ελλάδα και Ευρωπαϊκή Εμπειρία. Αθή-
να: ΕΜΠ. http://courses.arch.ntua.gr/fsr/134538/Kapouralou.pdf
Λεοντίδου, Λ. (1989). Πόλεις της Σιωπής. Εργατικός Εποικισμός της Αθήνας
και του Πειραιά, 1909-1940. Αθήνα: Πολι-
τιστικό Τεχνολογικό Ίδρυμα ΕΤΒΑ.
Λυγίζου, Γ. (1974). Η Λαϊκή Στέγη στην Ελλάδα και στο Εξωτερικό. Αθήνα:
ΤΕΕ.
http://library.tee.gr/digital/books_tee/book_31225.pdf
Μαρμαράς, Μ. (1991) Η Αστική Πολυκατοικία της Μεσοπολεμικής Αθήνας: Η
Αρχή της Εντατικής Εκμετάλλευσης του
Αστικού Εδάφους. Αθήνα: Πολιτιστικό Τεχνολογικό Ίδρυμα ΕΤΒΑ.
Μπαστέα, Ε. (2008). Αθήνα, 1834-1896: Νεοκλασική Πολεοδομία και
Ελληνική Εθνική Συνείδηση. Αθήνα: Libro.
Παπαδοπούλου, Ε., & Σαρηγιάννης, Γ. (2006). Συνοπτική Έκθεση για τις
Προσφυγικές Περιοχές του Λεκανοπεδίου Α-
θηνών. Αθήνα: ΕΜΠ. http://courses.arch.ntua.gr/fsr/137052/Prosfugika
Lekanopedio.pdf
Χαραλαμπίδης, Μ. (2012). Η Εμπειρία της Κατοχής και της Αντίστασης στην
Αθήνα. Αθήνα: Αλεξάνδρεια.
https://www.didaktorika.gr/eadd/handle/10442/33069
https://www.epikoinonia.info/arthro-spyroy-tzoka-25-ma-oy-1923-gennisi-tis-
kaisarianis/
https://attikipedia.sadas-pea.gr/category/πολεοδομια/σχεδιασμενοι-οικισμοι/
1. An Introduction to Architectural Theory: 1968 to the present, Harry Francis
προσφυγικοι-οικισμοι/
Mallgrave and David Goodman.
https://www.athenssocialatlas.gr/θέματα/
2. The Sage Handbook of Architectural Theory, edited by C. Greig Crysler,
http://www.arch.ntua.gr/housing
Stephen Cairns and Hilde Heynen.
3. Constructing a new Agenda: Architectural Theory 1993-2009, edited by A.
Krista Sykes.
4. Architecture Theory: A Reader in Philosophy and Culture, edited by
Andrew Ballantyne.
5. Selected articles.
Reader of related texts and precedents
• Instructors Lecture Notes

• A.V. Oppenheim, A.S. Willsky, and S.H. Nawab, Signals and Systems, 2nd
edition., Prentice Hall, 1996.
• S. Haykin and B. van Veen, Signals and Systems, 2nd ed., Wiley, 2002
• Anany Levitin, Introduction to The Design and Analysis of Algorithms, 2nd

Edition, Prentice Hall, 2007.
Additional Bibliography
• T. Cormen, C. Leiserson, R. Rivest, and C. Stein, Introduction to
Algorithms, 3rd Edition, MIT Press, 2009.
• S. Dasgupta, C. Papadimitriou, and U. Vazirani, Algorithms, McGraw Hill
Education, 2006.
• R. Johnsonbaugh and M. Schaefer, Algorithms, Pearson, 2003.
• J. Kleinberg and E. Tardos, Algorithm Design, 1st Edition, Pearson, 2005.
• Instructors Lecture Notes
• A.V. Oppenheim, A.S. Willsky, and S.H. Nawab, Signals and Systems, 2nd
edition., Prentice Hall, 1996.
• S. Haykin and B. van Veen, Signals and Systems, 2nd ed., Wiley, 2002
• E. Hecht, Optics, 4th Edition, Addison-Wesley, 2001

• J. Rabaey, et. al., Digital Integrated Circuits, 2nd Edition, Prentice Hall,
2003.
• Fausett, L.V., Applied numerical analysis using Matlab.

• Fausett, L.V., Numerical Methods: Algorithms and Applications.
• Rao, S.S., Applied numerical methods for engineers and scientists.
• Palm, W.J. III, System Dynamics (2nd Edition – International Edition).

McGraw-Hill, ISBN 978-0071267793.
• Shearer, J.L., B.T. Kulakowski and J.F. Gardner, Dynamic Modeling &
Control of Engineering Systems. Prentice Hall, ISBN 13-356403-7.
• Ogata, K., System Dynamics. Prentice Hall, ISBN 013-124714-X.
• Karnopp, D.C., D.L. Margolis and R.C. Rosenberg, System dynamics:
Modeling and Simulation of Mechatronic Systems. Wiley, ISBN 0471333018.
• Doebelin, E., System Dynamics: Modeling, Analysis, Simulation, Design.
Published by Marcel Dekker, ISBN 9780824701260.
• Tempelman,E., H. Shercliff and B. Ninaber van Eyben, Manufacturing and
Design: understanding the principle of how things are made (1st Edition).
Elsevier.
• Kalpakjian, S. and S. Schmid, Manufacturing Engineering & Technology
(7th Edition). Pearson.
• Groover, M.P., Fundamentals of Modern Manufacturing: Materials,
Processes and Systems (6th Edition). Wiley.
• Altan, T., G. Ngaile and G. Shen, Cold and Hot Forging: Fundamentals and
Applications.
• Altan, T. and E. Tekkaya. Sheet Metal Forming Fundamentals. ASM
International.
• MME 456 Course handouts (http://www.eng.ucy.ac.cy/krasia/).

• Panayiotou, K., Science and Technology of Polymers, 2nd Edition, Pigasus
(in Greek).
• Cowie, J.M.G., Polymers: Chemistry and Physics of Modern materials,
Stanley Thornes.
• Kalpakjian, S. and S.R. Schmid, Manufacturing Processes for Engineering
Materials, 4th ed. Prentice Hall
1. Construction Project Management, for Architects and Engineers, S.
Christodoulou (Lecture Notes), 2017, 300pp
2. International Journal Publications
3. Oracle Primavera (Manual)
Price, D.G, de Freitas, M.H. Engineering Geology: Principles and Practice,

Springer, 2009.
Waltham, T. Foundations of engineering geology, Spon Press, 2002.
Kehew, A.E., Geology for engineers and environmental scientists, Pearson
Prentice Hall, 2006.
Instructor’s notes
1. Chen, W-F & Han, D-J. Plasticity for Structural Engineers. J. Ross
Publishing, 2007.
2. Lubliner, J. Plasticity Theory. Dover Publications Inc., New York, 2008.
3. Chakrabarty, J. Theory of Plasticity. Elsevier Butterworth-Heinemann,
Oxford, 2006.
4. Παπαμίχος, Ε. & Χαραλαμπάκης, Ν. Αντοχή των Υλικών. Εκδόσεις Τζιόλα,
Θεσσαλονίκη, 2004.
5. Chen, W-F & Han, D-J. Limit Analysis and Soil Plasticity. J. Ross
Publishing, 2008.
6. Davis, R. O. & Selvadurai, A. P. S. Plasticity and Geomechanics.
Cambridge University Press, Cambridge, 2002.
7. James R. Rice, Solid Mechanics,
esag.harvard.edu/rice/e0_Solid_Mechanics_94_10.pdf
1.Eastman, C., Teicholz, P., Sacks, R., Lisston, K., “BIM Handbook: A Guide
to Building Information Modeling for Owners, Managers, Designers,
Engineers and Contractors”, McGraw Hill.2.Instructor’s lecture
notes.3.Software: Primavera P6, MS-Excel, MS-Access, Navisworks, CAD
(Revit).
ARC 650
Bibliography GENERAL
• Bintliff, J.L. 2012. The Complete Archaeology of Greece: From Hunter-
Gatherers to the 20th Century A.D. Oxford.
• Finlayson B., Dennis, S. 2002. “Landscape, archaeology and heritage”.
Levant 34, 219-227.
• Papantoniou, G., Vionis, A.K. (eds.) 2019. Central Places and Un-Central
Landscapes: Political Economies and Natural Resources in the Longue
Durée. Basel [open access, online].
“Transportation-Pavements-Materials-Quality Control”, A.T. Nicolaides,
• Renfrew, C., Bahn, P. 2001. CRCΑρχαιολογία:
Press, 2017Θεωρίες, Μεθοδολογία και
Πρακτικές Εφαρμογές (translation by L. Karali). Athens (2nd edition).
METHODOLOGICAL APPROACHES
• Alcock, S.E., Cherry, J.F. (eds.) 2004. Side-by-side Survey: Comparative
Regional Studies in the Mediterranean World. Oxford.
• Athanassopoulos, E.F. 2004. “Historical Archaeology of medieval
Mediterranean landscapes”. In E.F. Athanassopoulos and L. Wandsnider
(eds.), Mediterranean Archaeological Landscapes: Current Issues.
Philadelphia, 81-98.
• Athanassopoulos, E.F. 2010. “Landscape archaeology and the medieval
countryside: Settlement and abandonment in the Nemea Region”.
TBC
International Journal of Historical Archaeology 14, 255-270.
• Bintliff, J.L. 2000. “Reconstructing the Byzantine countryside: New
approaches from landscape archaeology”. In K. Belke, F. Hild, J. Koder and
P. Soustal (eds.), Byzanz als Raum: Zu Methoden und Inhalten der
ηφθεί υπόψη τις ανάγκες στοGeographie
historischen desτις
ωρολόγιο και ostlichen Mittelmeerraumes.
σαββατικές Vienna,να
άδειες—είναι αδύνατο 37-63.
προσφερθεί μάθημα σε άλλη γλώσσα
• Doukellis, P.Ν. (ed.) 2007. Το Ελληνικό Τοπίο: Μελέτες Ιστορικής
Γεωγραφίας και Πρόσληψης του Τόπου. Athens (2nd edition).
• Iacovou, M. (ed.) 2004. Archaeological Field Survey in Cyprus: Past
History, Future Potentials. London.
• Johnson, M. 2010. Archaeological Theory: An Introduction. Oxford (2nd
edition).
• Jones, S. 1997. The Archaeology of Ethnicity. London.
• Koder, J. 2001. “Historical Geography”. In V. Deroche et al. (eds.), XXe
CONGRES DES ÉTUDES BYZANTINES – I. SEANCES PLENIERES. Paris,
40-45.
• Vavouranakis, G. 2012. «Τοπίο και αρχαιολογία στην Ελλάδα: σημειώσεις
για μια παρεξηγημένη σχέση». In D. Mourelatos (ed.), Πόλη και Ύπαιθρος
στη Μεσόγειο (Διαχρονία), Παράρτημα Β. Athens, 39-52.
• Vionis, A.K., Papantoniou, G. 2019. “Central place theory reloaded and
revised: Political economy and landscape dynamics in the longue durée”.
Land 8.2, 1-21.
CASE-STUDIES
• Athanassopoulos, E.F. 2016. Nemea Valley Archaeological Project. Volume
2. Landscape Archaeology and the Medieval Countryside. Princeton.
• Bevan, A., Conolly, J. 2013. Mediterranean Islands, Fragile Communities
and Persistent Landscapes. Antikythera in Long- Term Perspective.
Cambridge.
• Bintliff, J., Farinetti, E., Slapsak, B., Snodgrass, A. eds. 2017. Boeotia
Project, vol. II. The City of Thespiai. Survey at a Complex Urban Site.
Cambridge.
• Caraher, W., Moore, R.S., Pettegrew, D.K., Kardulias, P.N. 2014. Pyla-
Koutsopetria I: Archaeological Survey of an Ancient Coastal Town. Boston.
• Cherry, J.F., Davis, J.L., Mantzourani, Ε. (eds.) 1991. Landscape
Archaeology as Long-Term History. Northern Keos in the Cycladic Islands
from Earliest Settlement until Modern Times. Los Angeles.
• Given, Μ., Knapp, Α.Β. 2003. The Sydney Cyprus Survey Project: Social
Approaches to Regional Archaeological Survey. Los Angeles.
• Given, M., Knapp, A.B., Noller, J., Sollars, L., Kassianidou, V. (eds.) 2013.
Landscape and Interaction. The Troodos Archaeological and Environmental
Survey Project, Cyprus. Volume 1: Methodology, Analysis and Interpretation.
Oxford.
• Lambakis, S. (ed.) 1998. Η Βυζαντινή Μικρά Ασία (6ος-12ος αι.). Athens
(Εθνικό Ίδρυμα Ερευνών, Ινστιτούτο Βυζαντινών Ερευνών, Διεθνή Συμπόσια
6).
• Lecuyer, N., Michaelides, D. 2004. “Archaeological survey at Potamia –
Ayios Sozomenos”. In M. Iacovou (ed.), Archaeological Field Survey in
Cyprus: Past History, Future Potentials. London, 139-149.
• Mee, C., Forbes, H. (eds.) 1997. A Rough and Rocky Place: The
Landscape and Settlement History of the Methana Peninsula, Greece.
Liverpool.
• Papantoniou, G., Vionis, A.K. 2019. “The river as an economic asset:
Settlement and society in the Xeros valley in Cyprus”. Land 7.4, 1-29.
• Ragia, Ε. 2009. Η Κοιλάδα του Μαιάνδρου στη Βυζαντινή Εποχή, ca 600-
1300. Γεωγραφία και Ιστορία. Thessaloniki (Βυζαντινά Κείμενα και Μελέτες
51).
• Renfrew, C., Wagstaff, M. (eds.) 1982. An Island Polity: The Archaeology of
Exploitation in Melos. Cambridge.
• Vanhaverbeke, H., Waelkens, Μ. 2003. The Chora of Sagalassos. The
Evolution of the Settlement Pattern in the Territory of Sagalassos from
Argyriou, A., Sarris, A., Hadjimitsis, G. D. 2015. Cultural heritage
management and monitoring using remote sensing data and GIS: the case
study of Paphos area, Cyprus. Computers, Environment and Urban Systems,
pp. 230-239.
2. Argyriou, A.V., Teeuw, R.M. and Sarris, A. 2017. GIS-based landform
classification of Bronze Age archaeological sites on Crete Island. PLOS ONE
12(2).
3. Conolly, J., and M. Lake. 2006. Geographical Information Systems in
Archaeology. New York, NY: Cambridge University Press
4. Dederix, S. 2015. A Matter of Scale. Assessing the Visibility of Circular
Tombs in the Landscape of Bronze Age Crete. Journal of Archaeological
Science Reports 4: 525–534.
5. De Reu, J., P. De Smedt, D. Herremans, M. Van Meirvenne, P. Laloo, and
W. De Clercq. 2014. On Introducing an Image-based 3d Reconstruction
Method in Archaeological Excavation Practice. Journal of Archaeological
Science 41: 251–262.
6. Gillings, M. 2015. Mapping Invisibility: GIS Approaches to the Analysis of
Hiding and Seclusion. Journal of Archaeological Science 62: 1–14.
7. Hacιgüzeller, P. 2012. GIS, Critique, Representation and Beyond. Journal
of Social Archaeology 12 (2): 245–263.
8. Hesse, R. 2010. Lidar‐derived local relief models – a new tool for
archaeological prospection. Archaeological Prospection, 17(2), 67–72.
9. Howey, M.C.L. and Clark, M. 2018. Analyzing landform patterns in the
monumental landscape of the northern Great Lakes, 1200–1600 CE. Journal
of Archaeological Science: Reports
10. Landeschi, G. 2018. Rethinking GIS, Three-dimensionality and space
perception in archaeology, World Archaeology.
11. Lock, G. and Pouncett, J. 2017. Spatial thinking in archaeology: Is GIS
the answer?, Journal of Archaeological Science, 84: 129-135.
12. Mitchel, L., and Collins, A. 2015. Getting to Know ArcGIS for Desktop,
4th Edition, ESRI Press.
13. Noviello, M., Cafarelli, B., Calculli, C., Sarris, A. & Mairota P. 2018.
Investigating the distribution of archaeological sites: multiparametric vs
probability models and potentials for remote sensing data. Journal of Applied
Geography, v95, pp. 34-44.
14. Opitz, R. 2017. An Experiment in Using Visual Attention Metrics to Think
about Experience and Design Choices in past Places. Journal of
Archaeological Method and Theory 24 (4): 1203–1226.
15. Paliou, E., Lieberwirth, U. and Polla, S. 2014. Spatial Analysis and Social
Spaces: Interdisciplinary Approaches to the Interpretation Prehistoric and
Historic Built Environments. Berlin: De Gruyter.
16. Sarris, A. 2015. Best Practices of GeoInformatic Technologies for the
Mapping of Archaeolandscapes. Archaeopress Archaeology, Archaeopress
Publishing Ltd. England, Oxuniprint, Oxford.
17. Seifried, R.M. and Gardner, C.A.M. 2019. Reconstructing historical
journeys with least-cost analysis: Colonel William Leake in the Mani
Peninsula, Greece. Journal of Archaeological Science: Reports
18. https://www.gislounge.com/using-gis-landscape-archaeology/
19. https://gis.usc.edu/blog/gis-is-rewriting-archaeology-approaches/
20. https://www.youtube.com/watch?v=F6Sb1lmi_lk
21.
http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199935413.00
1.0001/oxfordhb-9780199935413-e-11
id=z7O9CwAAQBAJ&pg=PA64&lpg=PA64&dq=Corona+satellite+images+gr
eece&source=bl&ots=QHHzaX5KS-
&sig=ACfU3U2Svei7nFk74pSKCTBOKBldWzekJw&hl=el&sa=X&ved=2ahU
KEwielZuyoLvnAhWBmIsKHXsHB-44ChDoATABegQICxAB -
v=onepage&q=Corona%20satellite%20images%20greece&f=false
• http://etheses.dur.ac.uk/281/1/PhD_thesis.pdf?DDD14+
• http://dash.harvard.edu/handle/1/4269008
2. Applications of Google Earth in Archaeological Research

•
http://academia.edu/11573538/The_Application_of_Google_Earth_in_Archae
ology_A_Survey_of_Northumberland_UK
• http://chnt.at/wp-content/uploads/eBook_CHNT17_Sarris.pdf
• http://onlinedigeditions.com/publication/?
i=143555&article_id=1297543&view=articleBrowser&ver=html5 -
{%22issue_id%22:143555,%22view%22:%22articleBrowser
%22,%22publication_id%22:%2216146%22,%22article_id
%22:%221297543%22}
• http://jstor.org/stable/20799440?seq=13 - metadata_info_tab_contents
•
http://proceedings.caaconference.org/files/2006/CD33_Madry_CAA2006.pdf
•
http://researchgate.net/publication/229267146_Google_Earth_and_the_arch
aeology_of_Saudi_Arabia_A_case_study_from_the_Jeddah_area
3. Applications of Lidar in the Archaeology of the Mediterranean Landscape

• http://caracol.org/wp-content/uploads/2017/05/ASZchaseEtAl2017.pdf
• http://onlinelibrary.wiley.com/doi/full/10.1002/arp.1572
• http://bib.irb.hr/974565
• http://chnt.at/wp-content/uploads/Between-Land-and-Sea.pdf
•
http://pdfs.semanticscholar.org/08ed/c5cdafb52bed6f666f817e0b61ce1d13df
1a.pdf
4. Fundamentals and Applications of Space Syntax

• ..\..\Downloads\GeodesignAvNes.pdf
• http://otp.spacesyntax.net/overview-2/
•
http://sdpg.pg.gda.pl/pij/wp-content/blogs.dir/133/files/2014/12/01_2014_30-
dettlaff.pdf
• http://sss8.cl/8193.pdf
•
http://degruyter.com/downloadpdf/books/9783110266436/9783110266436.9
1/9783110266436.91.pdf
•
http://pdfs.semanticscholar.org/43b0/39b8939d03363b662140c24a96a69108
e3a8.pdf
5. Applications of Geophysical Prospection for the monitoring of Historical

and Archaeological monuments.
• https://academic.oup.com/jge/article/7/2/190/5077930
•
https://s3.amazonaws.com/academia.edu.documents/42041853/Application_
of_infrared_thermography_and20160204-30232-vz825a.pdf?response-
content-disposition=inline%3B%20filename
%3DApplication_of_infrared_thermography_and.pdf&X-Amz-
Algorithm=AWS4-HMAC-SHA256&X-Amz-
Credential=AKIAIWOWYYGZ2Y53UL3A%2F20200206%2Fus-east-
1%2Fs3%2Faws4_request&X-Amz-Date=20200206T103056Z&X-Amz-
Expires=3600&X-Amz-SignedHeaders=host&X-Amz-
Signature=18139593c6ab6262bbfa02c6de30193ec3e165fc7653211268d721
233555c06e
• https://www.mdpi.com/1424-8220/20/3/607/pdf
• http://docme.su/doc/2175270/geophysical-exploration-in-the-church-of-
protaton-at-kary...
• http://onlinelibrary.wiley.com/doi/full/10.1002/arp.416
• http://onlinelibrary.wiley.com/doi/full/10.3997/1873-0604.2010017
6. Applications of Geophysical Technics for mosaics.

• https://www.mdpi.com/2072-4292/11/16/1882/pdf
•
http://academia.edu/3664509/Geophysical_prospection_of_Roman_Villae_R
usticae_in_the_Bavarian_part_of_Noricum
•
http://s3.amazonaws.com/academia.edu.documents/42723962/The_mosaic_
of_the_crypt_of_St._Nicholas_20160216-29605-38jcdr.pdf?response-
content-disposition=inline%3B%20filename
%3DThe_mosaic_of_the_crypt_of_St._Nicholas.pdf&X-Amz-
Algorithm=AWS4-HMAC-SHA256&X-Amz-
Credential=AKIAIWOWYYGZ2Y53UL3A%2F20200206%2Fus-east-
1%2Fs3%2Faws4_request&X-Amz-Date=20200206T102622Z&X-Amz-
Expires=3600&X-Amz-SignedHeaders=host&X-Amz-
Signature=8b2ac2c21290b401dbf9f480cccd46dfdf6678eaf77ed37848b383d
727eea09a
11. Flemming, N. C., Czartoryska, N. M. G., & Hunter, P. M. 1973. Eustatic
and Tectonic Components of Relative Sea Level Change in the South
Aegean. In D. Blackman (Ed.), Marine Archaeology: Proceedings of the
Twenty Third Symposium of the Colston Research Society, held in the
University of Bristol, April 4th to 8th, 1971 (Colston Papers 23) (pp. 1-66).
London.
12. Kraft, J. C., Kayan, I., & Aschenbrenner, S. E. 1985. Geological studies
of coastal change applied to archaeological settings. In G. Rapp, Jr & J. A.
Gifford (Eds.), Archaeological Geology (pp. 57-83). New Haven and London:
Yale University Press.
13. Van Andel, T. 1989. Late Quaternary sea-level changes and
archaeology. Antiquity, 63(241), 733-745.
14. Flemming, N. C. 1999. Archaeological evidence for vertical movement on
the continental shelf during the Palaeolithic, Neolithic and Bronze Age
periods. Geological Society, London, Special Publications, 146, 129-146.
15. Lambeck, K. 1996. Sea level change and shore-line evolution in Aegean
Greece since Upper Palaeolithic time. Antiquity, 70, 588-611.
16. Baily, G. 2004. World Prehistory from the Margins: The Role of
Coastlines in Human Evolution. Journal of Interdisciplinary Studies in History
and Archaeology, 1(1), 39-50.
17. Sivan, D., Lambeck, K., Toueg, R., Raban, A., Porat, Y., & Shirman, B.
2004. Ancient coastal wells of Caesarea Maritima, Israel, an indicator for sea
level changes during the last 2000 years. Earth and Planetary Science
Letters (EPSL), 222, 315-330.
18. Simmons, A. 2014. Stone Age Sailors: Palaeolithic Seafaring in the
Mediterranean Walnut Creek, CA Left Coast Press Inc.
19. Ford, B., 2011. The Archaeology of Maritime Landscapes, Springer New
York.
20. Kaniewski, D., Van Campo, E., Morhange, C., Guiot, J., Zviely, D.,
Shaked, I., Otto, T., Artzy, M., 2013. Early urban impact on Mediterranean
coastal environments, Scientific Reports 3: 3540.
21. Knapp, A. B. 1997. Mediterranean maritime landscapes: transport, trade
and society on Late Bronze Age Cyprus. In S. Swiny, R. L. Hohlfelder, & H.
Wylde Swiny (Eds.), Res Maritimae. Cyprus and the Eastern Mediterranean
from Prehistory to Late Antiquity (pp. 153-162). Atlanta, Georgia: Scholars
Press.
22. Leidwanger, J., 2013. Modelling distance with time in ancient
Mediterranean seafaring: a GIS application for the interpretation of maritime
connectivity, Journal of Archaeological Science 40, 3302- 3308.
23. Loven, B., 2011. The Ancient Harbours of Piraeus. Athens: Danish
Institute at Athens.
24. Marriner, N. & C. Morhange, 2007. Geoscience of ancient Mediterranean
harbours. Earth-Science Reviews 80, 137–194
25. Marriner, N., Morhange , C., & Doumet-Serhal, C. 2006. Geoarchaeology
of Sidon’s ancient harbours, Phoenicia. Journal of Archaeological Science,
33, 1514-1535.
26. Marriner, N., Morhange , C., Kaniewski, D., & Carayon, N. 2014. Ancient
harbour infrastructure in the Levant: tracking the birth and rise of new forms
of anthropogenic pressure. Scientific Reports, 4, 5554.
27. Mc Grail, S., 2001. Boats of the World: from the Stone Age to Medieval
Times, Oxford: Oxford University Press
28. Morhange , C., J. P. Goiran, M. Bourcier, P. Carbonel, J. Le Campion, J.
M. Rouchy & M. Yon (2000) Recent Holocene paleo- environmental
evolution and coastline changes of Kition, Larnaca, Cyprus , Mediterranean
Sea. Marine Geology 170, 205 –230.
29. Murray, W., 1995. Ancient sailing winds in the eastern Mediterranean:
the case for Cyprus, in: Karageorghis, V., Michaelides, D. (Eds.),
Proceedings of the International Symposium “Cyprus and the Sea” organized
by the Archaeological Research Unit of the University of Cyprus and the
Cyprus Ports Authority, Nicosia 25-26 September 1993, Nicosia, 33-44.
30. Oleson, J. P. & R. L. Hohlfelder 2011: Chapter 35. Ancient Harbours in
the Mediterranean, in A. Catsambis, B. Ford & D. Hamilton, The Oxford
Handbook of Maritime Archaeology, 809-833
31. Parker, A. J. 2001. Maritime Landscapes. Landscapes, I, 22- 41.
32. Pomey, P. 1997. La navigation dans l’Antiquité. Edisud.
33. Shaw, J. 1972, “Greek and Roman Harborworks”, in Bass, G.
F. (ed), A History of Seafaring based on Underwater Archaeology, Thames
and Hudson, London, 87-112
34. Tartaron, T., 2014. Maritime Networks in the Mycenaean World,
Cambridge University Press.
35. Tusa, S., & Royal, J. G. 2012. The landscape of the naval battle at the
Egadi Islands (241 B.C.). Journal of Roman Archaeology, 25, 7-48.
36. Westerdahl, C., 1992. The maritime cultural landscape, The International
Journal of Nautical Archaeology 21, 5-14.
37. Westerdahl, C., 2011. The maritime cultural landscape, in: Catsambis,
A., Ford, B., Hamilton, D.L. (Eds.), The Oxford handbook of maritime
archaeology, Oxford University Press, Oxford; New York, 733-762.
14. Gibbs, M. 2006 Cultural Site Formation Processes in Maritime
Archaeology: Disaster Response, Salvage and Muckelroy 30 Years on, The
International Journal of Nautical Archaeology 35.1: 4–19.
15. Gould, R. A., ed.1983 Shipwreck Anthropology. Albuquerque: University
of New Mexico Press.
16. Gould, R. A. 2000 Archaeology and the social history of the ships,
Cambridge: Cambridge University Press.
17. Green, J. 2004 Maritime Archaeology: a Technical
Handbook. San Diego CA: Elsevier Academic Press.

18. Greene, E. S., Lawall, M. L., & Polzer, M. E. 2008. Inconspicuous
Consumption: The Sixth-Century B.C.E. Shipwreck at Pabuç Burnu, Turkey.
American Journal of Archaeology, 112(4), 685-711.
19. Martin, C. 2011 Wreck-Site Formation Processes. In Catsambis et al.
2011, 47-89
20. Mc Grail, S. 2001. Boats of the World: from the Stone Age to Medieval
Times. Oxford University Press, Oxford.
21. Muckelroy, K 1978 Maritime archaeology. New Studies in Archaeology.
Cambridge: Cambridge University Press.
22. Kahanov, Y. and E. Linder 2004 The Ma'agan Mikhael ship : the recovery
of a 2400-year-old merchantman : final report 1-2. Israel Exploration society.
Univesity of Haifa, Jerusalem.
23. Kapitan, G. 1984. Ancient anchors-technology and classification. The
International Journal of Nautical Archaeology and Underwater Exploration,
13(1), 33-44.
24. Kourkoumelis, D. 2001. Les ancres pyramidales en pierre. Problèmes et
techniques d' ancrage des navires au IVe siècle av. J.-
C. In J.-P. Brun & P. Jockey (Eds.), Technai. Techniques et sociétés en
Méditerranée (pp. 649-661). Paris: Maisonneuve & Larose.
25. Lenihan, D.J. 1983 Rethinking shipwreck archaeology: A history of ideas
and considerations for new directions, in R.A. Gould (ed.), Shipwreck
anthropology, 37–64, Albuquerque.
26. Lawall, M. L. 2011 Greek Amphorae in the Archaeological Record. In M.
L. Lawall and J. Lund (eds) Pottery in the Archaeological Record: Greece
and Beyond, 37-50. Aarhus: Aarhus University Press.
27. Nieto, X., 1997, Le commerce de cabotage et de redistribution, in P.
Pomey (ed), La navigation dans l´ Antiquité, 146 – 159. Aix-en- Provence
28. Parker, A. J. 1981 Stratification and contamination in ancient
Mediterranean shipwrecks, The International Journal of Nautical
Archaeology, 10: 309–335.
29. Parker, A. J. 1992 Ancient shipwrecks of the Mediterranean and the
Roman provinces. British Archaeological Reports International Series 580.
Oxford:Tempus Reparatum.
30. Peacock, D.P.S. and D.F. Williams 1986 Amphorae and the Roman
Economy. An introductory guide. Longman, London and New York.
31. Polzer, Mark E. 2011 Early shipbuilding in the eastern Mediterranean. In
Catsambis et al. 349-378
32. Pomey, P 2011 Defining a Ship: Architecture, Function and Human
Space. In Catsambis et al, 25-46
33. Pomey P. (ed.) 1997 La navigation dans l’Antiquité, Paris
34. Pomey, P. and E. Rieth 2005 L'archéologie navale. Editions Errance,
Paris.
35. Pomey, P. and Eric Rieth 2005 L'archéologie navale. Editions Errance,
Paris.
36. Pomey, P., Y. Kahanov and E. Rieth 2012 Transition from
Shell to Skeleton in Ancient Mediterranean Ship-Construction: analysis,

problems, and future research. International Journal of Nautical Archaeology
41(2): 235-314.
37. Pomey, P., Y. Kahanov and E. Rieth 2013 On the Transition from Shell to
Skeleton. International Journal of Nautical Archaeology 42(2): 434-438
38. Rosloff, J. P. 1991. A one-armed anchor of c. 400 BCE from the Ma’agan
Michael vessel, Israel. A preliminary report. The International Journal of
Nautical Archaeology, 20(3), 223-226.
39. Steffy R. J. 1998 Wooden Ship Building and the Interpretation of
Shipwrecks, Texas
40. Swiny, S. , R. L. Hohlfelder and H. Wylde Swiny (ed.) 1997: Res
Maritimae. Cyprus and the Eastern Mediterranean from Prehistory to Late
Antiquity, CAARI Monograph Series 1
41. O’Shea, J. M. 2002 The archaeology of scattered wreck-sites: formation
processes and shallow water archaeology in western Lake Huron, The
International Journal of Nautical Archaeology 31.2: 211- 227.
42. Wachsmann, S. 1998 Seagoing ships and seamanship in the Bronze
Age Levant. London: Chatham Publishing.
43. Wedde, M. 2000. Towards a Hermeneutics of Aegean Bronze Age Ship
Imagery. Studien zur Archäologie und Geschichte Griechenlands und
Zyprerns 6. Mannheim und Möhnesee: Bibliopolis.
ARC 659 Bibliography The
students will be given a series of articles to read and present in class which
are not presented here as the list is extensive and it changes in order to
include new publications. The following are the books which offer
background reading for the course:
BROTHWELL, D. R. and POLLARD, A. M. 2001 Handbook of
Archaeological Sciences. Chichester : John Wiley & Sons,Ltd.
HENDERSON, J., 2000 The Science and Archaeology of Materials : an
Investigation of Inorganic Materials. London : Routledge.
HODGES, H. 1989 Artifacts: An Introduction to Early Materials and
Technology. London : Duckworth.
HUNT. A.M. W (ed.) 2017 The Oxford handbook of archaeological ceramic
analysis. Oxford: Oxford University Press
ΚΑΡΑΛΗ, Λ. 1998 Λεξικό αρχαιολογικών - περιβαλλοντικών όρων : με
σύντομη ιστορία της αρχαιολογίας. Αθήνα : Ελληνικά Γράμματα
LEUTE, U. 1987 Archaeometry. An Introduction to Physical Methods in
Archaeology and the History of Art. VCH
LOPEZ VARELA, S. 2018 The Encyclopedia of Archaeological Sciences.
Wiley.
ΛΥΡΙΤΖΗΣ, Ι και Ν. ΖΑΧΑΡΙΑΣ 2010 Αρχαιο-υλικά: αρχαιολογικές,
αρχαιομετρικές και πολιτισμικές προσεγγίσεις. Αθήνα: Παπαζήσης.
ΛΥΡIΝΤΖHΣ, I. 2007 Φυσικές επιστήμες στην αρχαιολογία. Αθήνα:
Τυπωθήτω,
ORTON, C, TYERS, P. and VINCE, A. G. 1993 Pottery in
Archaeology. Cambridge: Cambridge University Press.
PHILLIPS P. (ed.) 1985 The Archaeologist and the Laboratory CBA
Research Report No. 58:
POLLARD, A.M., BATT, C.M., STERN, B., YOUNG, S.M. and
YOUNG, S.M.M., 2007. Analytical chemistry in archaeology. Cambridge
University Press.
QUINN, P. S. 2009 Interpreting silent artefacts: petrographic approaches to
archaeological ceramics, Oxford, UK: Archaeopress.
QUINN, P.S., 2013. Ceramic petrography. The interpretation of
archaeological pottery and related artefacts in thin section: Oxford,
Archaeopress.
RENFREW, C. and P. BAHN 1991 Αρχαιολογία : θεωρίες, μεθοδολογία και
πρακτικές εφαρμογές. Αθήνα : Ινστιτούτο του Βιβλίου
- Α. Καρδαμίτσα
RICE, P.M. 1987 Pottery Analysis: A Sourcebook. Chicago: Chicago
University Press
ROBERTS, B.W. and C.P. THORNTON (eds.) 2014
Archaeometallurgy in global perspective: methods and syntheses. New York:
Springer
ROUX, V. 2019 Ceramics and Society: A Technological Approach to

Archaeological Assemblages. Springer.
ARC 661 Bibliography CERAMIC STUDIES
Barnett, W.K. and Hoopes, J.W. 1995. The Emergence of Pottery:
technology and Innovation in Ancient Societies.
Hunt, A.M.W. (ed.) 2017. The Oxford Handbook of Archaeochemical
Ceramic Analysis, Oxford: Oxford University Press.
Orton, Cl., Tyers, P. and Vince, A. 1993. Pottery in Archaeology, Cambridge:
Cambridge Univeristy Press.
Orton, Cl. and Hughes, M. 2015. History of Pottery Studies, Cambridge:
Cambridge Univeristy Press .
Quinn, P. S. 2013. Ceramic Petrography: The Interpretation of
Archaeological Pottery & Related Artefacts in Thin Section.
Archaeopress, Oxford.
Sinopoli, C.M. 1991. Approaches to Archaeological Ceramics, New York and
London: Plenum Press.
Whitbread, I. K. 2001. Ceramic Petrology, Clay Geochemistry and Ceramic
Production – from Technology to the Mind of the Potter. In: Brothwell, D. R.
and Pollard, A. M. (eds.), Handbook of Archaeological Sciences, Wiley: 449–
458.
SMALL FINDS
The monographs in the series Olympische Forschungen of the Deutsches
Archäologisches Institut, Berlin, from 1944 to the present day.
The monographs in the series Fouilles de Delphes of the École française
d'Athènes, published since 1902.
The volumes of The Athenian Agora, published since 1953 by the American
School of Classical Studies at Athens.
The volumes in the series SAMOS, published by Deutsches Archäologisches
Institut.
The monographs in the series Kerameikos. Ergebnisse der Ausgrabungen,
published by Deutsches Archäologisches Institut.
analysis.html
• https://www.ncss.com/software/ncss/clustering-in-ncss/
• https://online.visual-paradigm.com/diagrams/features/dendrogram-software/
• https://wheatoncollege.edu/wp-content/uploads/2012/08/How-to-Read-a-
Dendrogram-Web-Ready.pdf
• https://www.displayr.com/what-is-dendrogram/
2. Agisoft Applications
• https://archphotogrammetry.com/tag/agisoft/
• https://digventures.com/2016/05/how-to-do-photogrammetry-for-
archaeology-part-1/
•
https://www.academia.edu/39899866/To_3D_or_Not_3D_Choosing_a_Phot
ogrammetry_Workflow_for_Cultural_Heritage_Groups
•
https://www.academia.edu/41662497/Creating_Orthomosaics_and_DEMs_in
_Agisoft_Metashape_A_Tell_Keisan_Excavations_Guide_
•
https://www.researchgate.net/publication/312217662_Using_Computer_Visio
n_Photogrammetry_Agisoft_PhotoScan_to_Record_and_Analyze_Underwat
er_Shipwreck_Sites
•
https://www.academia.edu/39899866/To_3D_or_Not_3D_Choosing_a_Phot
ogrammetry_Workflow_for_Cultural_Heritage_Groups
3. Applications of Surfer in Archaeology

• https://www.goldensoftware.com/success-stories/archaeologists-map-
historic-artifact-concentrations-with-surfer-for-highway-impact-assessment
• https://www.goldensoftware.com/success-stories/surfer-ghost-town-maps
• https://www.int-arch-photogramm-remote-sens-spatial-inf-sci.net/XL-5-
W7/257/2015/isprsarchives-XL-5-W7-257-2015.pdf
•
https://www.researchgate.net/publication/272688090_Ritual_Architecture_in
_Prehistoric_Complex_Huntergatherer_Communities_A_Potential_Example_
from_Keatley_Creek_on_the_Canadian_Plateau
• https://www.researchgate.net/publication/332912727_Re-
Envisioning_the_Past_using_Geoarchaeological_Data_at_Cahokia_Mounds
_Illinois
• http://rla.unc.edu/Publications/pdf/ResRep37/Chap3.pdf
• https://www.goldensoftware.com/success-stories/surveying-archaeological-
tel-sites-in-the-homs-region
4. Applications of Voyant. Text Mining

• http://dlaf14.qwriting.qc.cuny.edu/2014/12/17/history-of-shakespeares-
genres/
• http://digitalarchaeology.msu.edu/pocumtuck-text-analysis/
• https://daha.tdar.org/2018/07/23/if-you-could-apply-text-mining-to-your-
archaeological-research-what-would-it-look-like/
• https://digitalfellows.commons.gc.cuny.edu/2018/11/01/using-voyant-tools-
to-formulate-research-questions-for-textual-data/
• https://electricarchaeology.ca/2012/06/08/mining-the-open-web-with-looted-
heritage-draft/
• https://heritagesciencejournal.springeropen.com/articles/10.1186/s40494-
016-0114-1
•
https://www.academia.edu/10944518/Towards_an_Archaeology_of_Text_An
alysis_Tools
5. Applications of Cluster Analysis

• https://www.youtube.com/watch?v=4Q0kUCvhmAk
• https://www.youtube.com/watch?v=Yn3VV9emiCs
• https://www.jstor.org/stable/124057?seq=1#metadata_info_tab_contents
• https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1475-4754.2008.00449.x
6. Principal Component Analysis (PCA)
• https://pubs.rsc.org/en/content/articlehtml/2014/ay/c3ay41907j
• https://ui.adsabs.harvard.edu/abs/2016EGUGA..1812933C/abstract
• https://www.cambridge.org/core/books/quantitative-methods-in-
archaeology-using-r/principal-components-analysis/
6765B6351BDAC3A187312E09230A491D
•
http://metabolomics.se/Courses/MVA/MVA_Basic_Handouts_Exercises_Sol
utions_Mon-Tue.pdf
7. Applications of Google Earth

• https://asunow.asu.edu/content/google-earth-solves-and-creates-problems-
archaeologists
• https://intarch.ac.uk/journal/issue40/5/1-1.html
•
https://proceedings.caaconference.org/files/2006/CD33_Madry_CAA2006.pd
f
Archaeology. New York, NY: Cambridge University Press
5. Dederix, S. 2015. A Matter of Scale. Assessing the Visibility of Circular
Tombs in the Landscape of Bronze Age Crete. Journal of Archaeological
Science Reports 4: 525–534.
6. De Reu, J., P. De Smedt, D. Herremans, M. Van Meirvenne, P. Laloo, and
W. De Clercq. 2014. On Introducing an Image-based 3d Reconstruction
Method in Archaeological Excavation Practice. Journal of Archaeological
Science 41: 251–262.
7. Gillings, M. 2015. Mapping Invisibility: GIS Approaches to the Analysis of
Hiding and Seclusion. Journal of Archaeological Science 62: 1–14.
8. Hacιgüzeller, P. 2012. GIS, Critique, Representation and Beyond. Journal
of Social Archaeology 12 (2): 245–263.
9. Hesse, R. 2010. Lidar‐derived local relief models – a new tool for
archaeological prospection. Archaeological Prospection, 17(2), 67–72.
10. Howey, M.C.L. and Clark, M. 2018. Analyzing landform patterns in the
monumental landscape of the northern Great Lakes, 1200–1600 CE. Journal
of Archaeological Science: Reports
11. Landeschi, G. 2018. Rethinking GIS, three-dimensionality and space
perception in archaeology, World Archaeology.
12. Lock, G. and Pouncett, J. 2017. Spatial thinking in archaeology: Is GIS
the answer? Journal of Archaeological Science, 84: 129-135.
13. Mitchell, A. 1999. The Esri Guide to GIS Analysis: Volume 1: Geographic
Patterns & Relationships, ESRI Press, Redlands, CA.
14. Mitchell, A. 2009. The Esri Guide to GIS Analysis: Volume 2: Spatial
Measurements & Statistics, ESRI Press, Redlands, CA.
15. Mitchell, A. 2012. The Esri Guide to GIS Analysis: Volume 3: Modeling
Suitability, Movement, and Interaction, ESRI Press, Redlands, CA.Nasser, H.
2014. Learning ArcGIS Geodatabases. Packt Publishing
16. Noviello, M., Cafarelli, B., Calculli, C., Sarris, A. & Mairota P. 2018.
Investigating the distribution of archaeological sites: multiparametric vs
probability models and potentials for remote sensing data. Journal of Applied
Geography, v95, pp. 34-44.
17. Opitz, R. 2017. An Experiment in Using Visual Attention Metrics to Think
about Experience and Design Choices in past Places. Journal of
Archaeological Method and Theory 24 (4): 1203–1226.
18. O'Sullivan, D. & Turner, A. 2001. Visibility graphs and landscape visibility
analysis. International Journal of Geographical Information Science 15: 221-
237.
19. Paliou, E., Lieberwirth, U. and Polla, S. 2014. Spatial Analysis and Social
Spaces: Interdisciplinary Approaches to the Interpretation Prehistoric and
Historic Built Environments. Berlin: De Gruyter.
20. Reu, J. D., Bourgeois, J., Smedt, P. D., Zwertvaegher, A., Antrop, M.,
Bats, M., Maeyer, P. D., Finke, P., Meirvenne, M.V., Verniers J. & Crombe,
P. 2011. Measuring the relative topographic position of archaeological sites
in the landscape, a case study on the Bronze Age barrows in northwest
Belgium. Journal of Archaeological Science 38: 3435-3446.
21. Sarris, A. 2015. Best Practices of GeoInformatic Technologies for the
Mapping of Archaeolandscapes. Archaeopress Archaeology, Archaeopress
Publishing Ltd. England, Oxuniprint, Oxford.
22. Seifried, R.M. and Gardner, C.A.M. 2019. Reconstructing historical
journeys with least-cost analysis: Colonel William Leake in the Mani
Peninsula, Greece. Journal of Archaeological Science: Reports.
23. Wheatley, D. 1995. Cumulative viewshed analysis: A GIS-based method
for investigating intervisibility, and its archaeological application, in G. Lock &
Z. Stancic (eds.), Archaeology and Geographical Information Systems, 171-
186. Taylor & Francis, London.
24. Wheatley, D. and M. Gillings. 2002. Spatial Technology and
Archaeology. London: Taylor and Francis
25. Zandbergen, P. 2015. Python Scripting for ArcGIS. Esri Press.
26. https://www.gislounge.com/using-gis-landscape-archaeology/
27. https://gis.usc.edu/blog/gis-is-rewriting-archaeology-approaches/
28. https://www.youtube.com/watch?v=F6Sb1lmi_lk
29.
http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199935413.00
1.0001/oxfordhb-9780199935413-e-11
modeling of past societies’ social organization. In: The 2018 Conference on
Artificial Life: A Hybrid of the European Conference on Artificial Life (ECAL)
and the International Conference on the Synthesis and Simulation of Living
Systems (ALIFE), 98–105.
12. Filzwieser, R., Lis, H. O., Verhoeven, G., Esben, S. M., Neubauer, W.,
Trinks, I., Nowak, M., Nowak, R., Schneidhofer, P., Nau E. and Gabler, M.
2018. Integration of complementary archaeological prospection data from a
late iron age settlement at Vesterager—Denmark. Journal of Archaeological
Method and Theory, 25 (2), 313-333.
13. Forest, M., Costa, L., Combey, A., Dorison, A. & Pereira, G., 2020.
Testing Web Mapping and Active Learning to approach Lidar Data.
Advances in Archaeological Practice, 8 (1): 25-39.
14. Gillings, M. 2012. Landscape phenomenology, GIS and the role of
affordance. Journal of Archaeological Method and Theory 19(4): 601-611.
15. Graham, Ph., Donoghue, D., Beck, A. & Galiatsatos, N., 2002. CORONA
satellite photography: An archaeological application from the Middle East.
Antiquity. 76. 10.1017/S0003598X00089869.
16. Griffiths, S. 2012. The Use of Space Syntax in Historical Research:
Current Practice and Future Possibilities, Proceedings of the 8th
International Space Syntax Symposium, Edited by M. Greene, J. Reyes and
A. Castro. Santiago de Chile: PUC: 8193:1-26.
17. Jeffrey, S. 2012. A new digital dark age? collaborative web tools, social
media and long-term preservation. World Archaeology 44(4): 553-570.
18. Hammer, E & Ur, J. 2019.Near Eastern landscapes and declassified U2
aerial imagery. Advances in Archaeological Practice.
http://dx.doi.org/10.1017/aap.2018.38 (2019).
19. Lambers, K., Vaart, W.B., & Bourgeois, Q.P. 2019. Integrating Remote
Sensing, Machine Learning, and Citizen Science in Dutch Archaeological
Prospection. Remote Sensing, 11, 794.
20. Karamitrou, A., Petrou, M. & Tsokas, G.N.. 2020. Fusion of Geophysical
Images in the Study of Archaeological Sites. Archaeological Prospection,
10.1002/1rp.1766.
21. Kazimi, B., Thiemann, F., Malek, K., Sester, M. and Khoshelham, K.
2018. Deep Learning for Archaeological Object Detection in Airborne Laser
Scanning Data , 2nd Workshop On Computing Techniques for Spatio-
Temporal Data in Archaeology and Cultural Heritage. Editors: A. Belussi, R.
Billen, P. Hallot, S. Migliorini, 21-35.
http://ceur-ws.org/Vol-2230/paper_03.pdf
22. Küçükdemirci, M. and Sarris, 2020. A. Deep learning based automated
analysis of archaeo‐geophysical images, Archaeological Prospection,
https://doi.org/10.1002/arp.1763
23. Llobera, M., Wheatley, D., Steele, J., Cox, S.& Parchment, Ο. 2010.
Calculating the inherent visual structure of a landscape (total viewshed)
using high-throughput computing, in Beyond the Artefact: Digital
Interpretation of the Past, CAA 2004, pp. 146-151, Archaeolingua, Budapest.
24. Lock, G. & Molyneaux, B. 2006. Confronting Scale in Archaeology:
Issues of Theory and Practice, Springer, New York.
25. Manzetti, C. 2016. 3D visibility analysis as a tool to validate ancient
theatre reconstructions: the case of the large Roman theatre of Gortyn.
Virtual Archaeology Review. 7. 36.
26. Masini, N, Marzo, C, Manzari, P, Belmonte, A, Sabia, C and Lasaponara,
R. 2018. On the characterization of temporal
ARC 226 Bibliography and spatial patterns of
Cyprus
Keswani, archaeological
P.F. 2004 Mortuarycrop-marks.
RitualJournal of Cultural
and Society Heritage.
in Bronze Age Cyprus,
27. Menze, B. and Ur,
Monographs in J. 2012. Mapping
Mediterranean patterns of long-term
Archaeology, settlement in
Oakville, Conn.
Knapp, Northern Mesopotamia
B. 2013. The Archaeologyat a large scale, Proceedings
of Cyprus: from earliestof the National
Prehistory through
Academy
the Bronze of Age,
Sciences, Apr 2012,
Cambridge: 109 (14)University
Cambridge E778-E787; DOI:
Press.
Pelides, D. & M. Mina (eds.) 10.1073/pnas.1115472109
2017. Four Decades of Hiatus in Archaeological
28. Opitz,Towards
Research. R. and Herrmann,
Restoring J.,the2018. Recent
Balance, Trends and
Proceedings Long-standing
of the International
Problems
Workshop in in
held Archaeological Remote
Lefkosia (Nicosia) Sensing. Journal
in September of Computer
2016, Kypriaca Vol. 2,
Applications in Archaeology,
Nicosia: Department 1(1),19–41.
of Antiquities.
29. Rayne,E.L.,2013
Peltenburg, and (ed.),
Donoghue, D. 2018.
Associated A Remote
Regional Sensing Approach
Chronologies for
for the Ancient
Mapping
Near Eastthe and
Development
the Eastern of Ancient Water Management
Mediterranean Cyprus, Brepolsin the Near East,
Publishers.
Remote Sensing, 10 (12), 2042; https://doi.org/10.3390/rs10122042
Αnatοlia
30. Riris, P.
Bachhuber, 2017.
Chr. 2015. Towards
Citadelanandartefact’s-eye
Cemetery inview:
EarlyNon-site analysis
Bronze Age of
Anatolia,
discard patterns and
Monographs in lithic technologyArchaeology
Mediterranean in Neotropical13,settings with
Sheffield: a case from
Equinox
Misiones province, Argentina, Journal of Archaeological Science: Reports
Publishing.
11: 626-638.
Düring, B.S. 2011. DOI:
Thehttp://dx.doi.org/10.1016/j.jasrep.2017.01.002
Prehistory of Asia Minor, From Complex Hunter-
31. Till, R.
Gatherers 2019.Urban
to Early SoundSocieties.
Archaeology: A StudyCambridge
Cambridge: of the Acoustics of Three
University Press.
World Heritage
Sagona, A. Sites, Spanish Prehistoric
& P. Zimansky 2009. AncientPainted Caves,
Turkey, Stonehenge,
Routledge World and
Paphos Theatre. Acoustics. 1. 661-692.
Archaeology.
32.Şahoğlu,
Smith, M.E.
V. & 2011. Empirical Urban
P. Sotirakopoulou Theory
(eds.) 2011.for Archaeologists.
Across. The Cyclades Journal
and of
Archaeological
Western Anatolia during the Method and Theory,
3rd Millenium BC., 18, 167–192
Istanbul: Sakip Sabanci
33. Smith, M.L, 2014. Citizen Science in Archaeology. American Antiquity, 79
Museum.
Steadman Sh. R. & G. McMahon (4):749-762.
(eds.) 2011. The Oxford Handbook of
34. Vanacker, V. Govers,
Ancient Anatolia G., Peer,BC),
(10,000-323 P, Verbeek, C., Desmet,
Oxford: Oxford J. & Reyniers,
University Press. J.
2001. Using Monte Carlo Simulation for the Environmental Analysis of Small
Archaeologic Datasets, with the Mesolithic in Northeast Belgium as a Case
Study. Journal of Archaeological Science. 28. 661-669.
10.1006/jasc.2001.0654.
35. Verhoeven, G. 2015. TAIFU - Toolbox for Archaeological Image
FUsion.https://www.researchgate.net/publication/281741543_TAIFU_-
_Toolbox_for_Archaeological_Image_FUsion
36. Verschoof-van der Vaart, W.B. and Lambers, K., 2019. Learning to Look
at LiDAR: The Use of R-CNN in the Automated Detection of Archaeological
K. O Morgan (ed.), The Oxford History of Britain (OUP, 2010)
Hugh Kearney, The British Isles: A History of Four Nations (CUP, 2012)
Jan de Vries, The Industrious Revolution: Consumer Behavior and the
Household Economy, 1650 to the Present (CUP, 2008)
The Oxford History of the British Empire
Linda Coley, Britons: Forging the Nation 1707-1837 (Yale UP, 2009)
Mark Kishlansky, A Monarchy Transformed: Britain, 1603-1714 (1997)
D.L. Smith, A History of the Modern British Isles, 1603-1707: The Double
Crown (1998)
D.T. Witcombe, Britain, Europe and the World, 1485-1713 (CUP, 1971)
D. Armitage (ed.), Greater Britain, 1516-1776. Essays in Atlantic History
(2004)
Jeremy Black, Parliament & Foreign Policy in the 18th century (2004)
C. Harvie, Nineteenth Century Britain (OUP, 2000)
M. Pearce, British Political History, 1867-1995 (Routledge, 1996)
P. Gaunt, A Polite and Commercial People. England 1727-83 (OUP, 1989)
P. Mackesy, The War for America: 1715-1783 (1993)
J.R. Jones, Britain and the World, 1649-1815 (1980)
B. Bradshaw and J. Morrill (eds.), The British Problem c.1534–1707. State
formation
in the Atlantic Archipelago (1996)
P. Collinson (ed.), The Sixteenth Century, 1485-1603 (2002)
J. Wormald (ed.), The Seventeenth Century (2008)
P. Langford (ed.), The Eighteenth Century (2002)
C. Matthew (ed.), The Nineteenth Century (2000)
K. Robbins (ed.), The British Isles 1901-1951 (2002)
ARC 224 Bibliography CRADDOCK, P.T. 1995 Early Metal Mining and
Production. Edinburgh University Press.
FORBES, R.G. 1964-72 Studies in Ancient Technology. 9 volumes E.J. Brill
HODGES, H. 1989 Artifacts. An Introduction to Early Materials and
Technology.
Duckworth HENDERSON, J. 2000 The science and archaeology of
materials. Routledge. HODGES, H. 1992 Technology in the Ancient World.
2nd edition. Barnes and Noble HUMPHREY, J.W., J.P. OLESON and A.N.
SHERWOOD 1998 Greek and Roman Technology. A Sourcebook.
Routledge. HUNT. A.M. W (ed.) 2017 The Oxford handbook of
archaeological ceramic analysis. Oxford: Oxford University Press
JAMES, P. and N. THORPE 1995 Ancient Inventions. Michael O' Mara
Books Limited JONES, R.E. 1986 Greek and Cypriot Pottery. A Review of
Scientific Studies. The British School at Athens. Fitch Laboratory Occasional
Paper 1.
ΚΥΡΙΑΤΣΟΥΛΗΣ Α. (επιμ.) 2003 Αρχαία Ελληνική Τεχνολογία και Τεχνική.
21-23 Μαρτίου 2003
Ohlstadt/Obb. Deutschland. Weilheim: Σύλλογος για τη Μελέτη και τη
Διάδοση της Ελληνικής Ιστορίας, e.V.
ΛΥΡΙΤΖΗΣ, Ι και Ν. ΖΑΧΑΡΙΑΣ 2010 Αρχαιο-υλικά: αρχαιολογικές,
αρχαιομετρικές και πολιτισμικές προσεγγίσεις. Αθήνα: Παπαζήσης.
LUCAS, A. and J.R. HARRIS 1989 Ancient Egyptian Materials and
Industries. 4th Edition. London: Histories and Mysteries of Man.
MOOREY, P. R. S., 1994, Ancient Mesopotamian Materials and Industries.
Clarendon Press,
NΟBLE, J.Ν. 1988 The Techniques οf Painted Attic Pοttery. Reνised Editiοn.
Thames and Hudsοn
O'BRIEN, W., 2014. Prehistoric copper mining in Europe: 5500-500 BC. OUP
Oxford.
RENFREW, C. and P. BAHN 1991 Archaeology Theories Methods and
Practice. Thames and Hudson Ltd
QUINN, P. S. 2009 Interpreting silent artefacts: petrographic approaches to
archaeological ceramics, Oxford, UK: Archaeopress.
RICE, P.M. 1987 Pottery Analysis: A Sourcebook. Chicago University Press
ROBERTS, B.W. and C.P. THORNTON (eds.) 2014 Archaeometallurgy in
global perspective: methods and syntheses. New York: Springer
SCHEIBLER, I. 1992 Ελληνική Κεραμική. Παραγωγή, Εμπόριο και Χρήση
των Αρχαίων Ελληνικών Αγγείων. Μετάφραση Ελένη Μανακίδου.
Εκδόσεις Καρδαμίτσα. Αθήνα. 90-102.
TYLECOTE, R.F. 1987 The Early History of Metallurgy in Europe. Longman.
Hägg, T. (1983): The Novel in Antiquity, Oxford.

Holzberg, N. (1995): The Ancient Novel. An Introduction, London/New York.
Logan. P. et al. (2011; eds.): The Encyclopedia of the Novel, Chichester.
Panayotakis, S./Zimmerman, M./Keulen, W. (2003; eds.): The Ancient Novel
and Beyond, Leiden.
Schmeling, G. (1996; ed.): The Novel in the Ancient World, Leiden/Boston
(revised edition 2003).
Whitmarsh, T. (2008; ed.): The Greek and Roman Novel, Cambridge.
Galinsky, Karl (1996): Augustan Culture: An Interpretive Introduction,
Princeton, N.J.
Gold, B. (2012; ed.): A Companion to Roman Love Elegy, Chichester.
Holzberg, N. (22001): Die römische Liebeselegie. Eine Einführung,
Darmstadt.
Hubbard, M. (2001): Propertius, Bristol.
Newman, J. K. (1997): Augustan Propertius: The Recapitulation of a Genre,
Hildesheim:
Thorsen, T. (2013; ed.): The Cambridge Companion to Latin Love Elegy,
Cambridge.
Welch, T. S. (2005): The Elegiac Cityscape. Propertius and the Meaning of
Roman Monuments, Columbus, OH.
MAIN COURSE BOOKS:

1. Σιμόπουλος, Γ κ.ά. 2010. Ελληνικά Α’. Επιστ. Επιμ. Σπύρος Μοσχονάς.
Αθήνα: Πατάκης.
2. Καρακύργιου, M., και Παναγιωτίδου, Β., 2014. ΚΛΙΚ στα ελληνικά.
Επίπεδο Α1 για εφήβους και ενηλίκους - Βασικός χρήστης. Μέθοδος
εκμάθησης της ελληνικής ως δεύτερης/ξένης γλώσσας. Θεσσαλονίκη: Κέντρο
Ελληνικής Γλώσσας, Υπουργείο Παιδείας και Θρησκευμάτων, Ελληνική
Δημοκρατία.
3. Αρβανιτάκης, Κλ. και Αρβανιτάκη, Φρ. 2011. Επικοινωνήστε Ελληνικά 1.
Αθήνα: Δέλτος (βιβλίο σπουδαστή και 2 βιβλία ασκήσεων).
MAIN COURSE BOOKS:
1. Σιμόπουλος, Γ κ.ά. 2010. Ελληνικά Α’. Επιστ. Επιμ. Σπύρος Μοσχονάς.
Αθήνα: Πατάκης.
2. Καρακύργιου, M., και Παναγιωτίδου, Β., 2014. ΚΛΙΚ στα ελληνικά.
Επίπεδο Α1 για εφήβους και ενηλίκους - Βασικός χρήστης. Μέθοδος
εκμάθησης της ελληνικής ως δεύτερης/ξένης γλώσσας. Θεσσαλονίκη: Κέντρο
Ελληνικής Γλώσσας, Υπουργείο Παιδείας και Θρησκευμάτων, Ελληνική
Δημοκρατία.
3. Αρβανιτάκης, Κλ. και Αρβανιτάκη, Φρ. 2011. Επικοινωνήστε Ελληνικά 1.
Αθήνα: Δέλτος (βιβλίο σπουδαστή και 2 βιβλία ασκήσεων).
MAIN COURSE BOOK:
Γιώργος Σιμόπουλος, Ειρήνη Παθιάκη, Ρίτα Κανελλοπούλου, Αγλαΐα
Παυλοπούλου, Ελληνικά Α’ Mέθοδος εκμάθησης της ελληνικής ως ξένης
γλώσσας· επίπεδα A1 και A2, επιστημονική επιμέλεια Σπύρος A. Mοσχονάς,
Εκδόσεις Πατάκη, Aθήνα 2011.
MAIN COURSE BOOKS

Παθιάκη Ειρήνη, κ.ά. (2012), Ελληνικά Β΄, μέθοδος εκμάθησης της ελληνικής
ως ξένης γλώσσας, Αθήνα, εκδ. Πατάκη (up to the Unit 12).
Thill, J.V., and Bovee, C.L. (2015). Excellence in Business Communication
(11th ed). Prentice Hall. http://rtu.businesscommunicationnetwork.com.
Guffey, M.E., and Loewy, D. (2016). Essentials of Business
Communication (10th ed). Cengage.
Lecture notes and additional materials provided by the lecturer.
SYLLABUS ATTACHED
Gregory N. Mankiw, Mark P. Taylor & Andrew Ashwin: “Business

Economics” Second Edition, Cengage Learning 2016
Principles of Economics (Microeconomics and Macroeconomics)
(International Edition). Gregory Mankiw, 2018. (This book is also available in
Greek)
or Mankiw N. Gregory and Mark P. Taylor: “Economics” (2017)
“Running the Economy” Manuals
Newspaper & Magazine articles.
Lecture Presentations
Students are expected to keep up with current economic developments and
are encouraged to ask questions and discuss articles they have read from
newspapers and magazines, on the topics covered in class.
 Material relating to the course, including some of the PowerPoint
presentations will be posted on the “Blackboard” webpage for this class.
Marketing excellence: Microsoft, Ferrero
•Module 4: Conducting Marketing Research
Book Chapter: Chapter 4, Kotler and Keller
Marketing excellence: IDEO, Intuit
•Module 5: Creating Long-term Loyalty Relationships
Marketing excellence: Audi, Harley-Davidson
•Module 6: Analyzing Consumer Markets
Marketing excellence: Disney, IKEA
•Module 7: Analyzing Business Markets
Marketing excellence: Accenture, GE
•Module 8 : Identifying Market Segments and Targets
Marketing excellence: HSBC, BMW
•Module 9: Crafting the Brand Positioning
Marketing excellence: Nespresso, Philips
•Module 10: Creating Brand Equity
Marketing excellence: McDonalds, Procter & Gamble
•Module 11: Addressing Competition and Driving Growth
Marketing excellence: Samsung, SABIC
•Module 12: Setting Product Strategy
Marketing excellence: Nivea, Toyota
•Module 13: Developing Pricing Strategies and Programs
Marketing excellence: eBay, Air Arabia
•Module 14: Designing and Managing Integrated Marketing Channels
Marketing excellence: Amazon.com, Tesco
•Module 15: Designing and Managing Integrated Marketing Communications
Marketing excellence: Red Bull, L’ Oreal
•Module 16: Managing Mass Communications: Advertising, Sales
Promotions, Events and Experiences, and Public Relations
Marketing excellence: Evian, Gillette
Suggested Textbooks:
Stephen Robbins and Timothy Judge (2012), Organizational Behavior, 15th
Edition, London:
Pearson (ISBN 0273765418) (also available in a Greek translation)*
Jennifer George and Gareth Jones (2011), Understanding and Managing
Organizational
Behavior, 6th Edition, London: Pearson.
Additional Recommended Books:
Howard Gardner, Five Minds for the Future, Boston, MA: Harvard Business
School Press, 2006.
Rob Goffee and Gareth Jones, Why Should Anyone be Led by You?,
Boston, MA: Harvard
Business School Press, 2006.
Jerry Harvey, The Abilene Paradox and Other Meditations on Management,
San Diego, CA:
University Associates, 1996.
•Lecture Notes by Dr John Bekos
•Textbooks
a) Manuel G. Velasquez, Business Ethics. Concepts and Cases, New
Jersey, Pearson Education, 2011.
b) Tom Cannon, Corporate Responsibility, Essex, Pearson Education, 2012
•Selected Readings from Business and Management Magazines.
•Selected Cases in CSR and Ethics.
•Suggested bibliography for further reading
•Recommended text: Financial Accounting: Global Edition: International

Financial Reporting Standards, Pearson Education, 9th Edition (authors:
Harrison, Horngren, Thomas and Suwardy)
•Class notes: Will be posted on blackboard the day before class
•Annual Report of Siemens Group for the year that ended 31/12/2017.
Please have it with you at all times.
The primary reference from which most of the material of the lectures is
drawn from is:
D.A. Lind, W.G. Marchal, S.W. Wathen, “Statistical Techniques in Business
and Economics”, McGraw-Hill, (preferably one of the latest editions: 16th
edition (2014), 15h edition (2012)).
Earlier editions of the book are also adequate, if students have easier access
to those or can purchase them at discounted prices – there is very extensive
overlap in the contents of all recent editions (with the exception that practice
problems are often changed/updated and some material is occasionally
reorganized in the chapters we plan to cover in the course).
Another reference source (supplementary) is the book:
D.S. Moore, G.P. McCabe, L.C. Alwan, B.A. Craig, “The Practice of Statistics
for Business & Economics”, Macmillan Learning, 4th edition (2016).
Yet another very good reference (free) is:
D.M. Diez, C.D. Barr, M. Çentinkaya-Rundel, “Openintro Statistics”, 3rd
edition, 2015. This book is available for download (legally & free) on the
website: www.openintro.org This is a very good reference, though its
examples are not entirely focused on business applications. There is
extensive overlap in the material covered in the books mentioned above, but
there is no direct correspondence in their chapters).
Students are advised to acquire a good reference on the subject, even
though sufficient material is provided by the instructor. Extensive collections
of slides/notes are posted on Blackboard.
•Harvard Business Review on Leadership, Harvard Business School Press,

1998.
(OR, if hard to find, you can purchase HBR’s 10 Must Reads on Leadership,
Harvard Business School Press, 2011.)
•Daniel Goleman, Richard Boyatzis, Annie McKee, Primal Leadership:
Realizing the Power of Emotional Intelligence, Harvard Business School
Press, 2002.
•Simon Sinek, Start with Why: How Great Leaders Inspire Everyone to Take
Action, Penguin Books, 2011.
•Paul Smith, Lead with a Story: A Guide to Crafting Business Narratives that
Captivate, Convince and Inspire, American Management Association, 2012.
•Howard Gardner, Leading Minds: An Anatomy of Leadership, London, UK:
Harper Collins, 1995.
•Brene Brown, Dare to Lead, Penguin Books, 2018.
•Amanda Sinclair, Doing Leadership Differently, Melbourne University Press,
1998/2005.
•Ronald Heifetz, Leadership Without Easy Answers, Cambridge, MA:
Harvard University Press, 1994.
•Barbara Kellerman, Bad Leadership: What it Is, How it Happens, Why it
Matters, Cambridge, MA: Harvard Business School Press, 2004.
•Lance Lurke, The Wisdom of Alexander the Great, American Management
Association, 2004.
•Niccolo Machiavelli, The Prince, 1513 (any edition).
•Jeffrey Pfeffer, Power: Why Some People Have it and Others Don't, Harper
Business, 2010
TEACHING METHODS IF APPLICABLE
α
Task-based Learning, Communicative Learning, Collaborative Learning
Task-based Learning, Communicative Learning, Collaborative Learning,

Problem Based Learning, Self-Directed Learning
Student-centered approach, multimodal online interactions as well as

autonomous and collaborative learning. The use of technology and modern
audiovisual media facilitates and enhances the teaching practice. The active
involvement and participation of students is an integral part of the course to
improve all skills.
Student-centered approach, multimodal online interactions as well as
autonomous and collaborative learning. The use of technology and modern
audiovisual media facilitates and enhances the teaching practice. The active
involvement and participation of students is an integral part of the course to
improve all skills.
Communicative approach. This teaching method gives opportunities to

students to practice their oral skills in Turkish. In connection with the
communicative approach a Direct Method Approach and Audio Lingual
Method are used. The Direct Methods focuses on the teaching of vocabulary
whereas the Audio Lingual Method focuses on specific grammar teachings.
These methods are taught by using an inductive way and students need to
try and guess the rules through the teacher’s oral presentation. Also, the
task-based approach is used as this approach represents a significant
paradigm shift since the focus on content has shifted to skills and
competencies. For instance students will be able to learn how to order in a
restaurant, or how book a hotel room, or how to describe themselves
(hobbies, interests) etc
Lectures
Lectures and discussions

Tutorials, practicals, soft skill enhancement activities
Lectures and problem solving

study subject


Lectures, homework assignment of practical exercises, field work.
The course consists of a series of lectures, group discussions and student

presentations on selected topics. Additionally, homework questions and
practical exercises are given to the students weekly, which are subsequently
discussed during the class.

Lectures (4 hours per week), Laboratory sessions (2 hours per week)
Lectures (4 hours/week,) Tutorials (1 hour per week)
Lectures (4 hours/week,) Tutorials (1 hour per week)
Lectures (4 hours per week)

Lectures (4 hours per week)
Lectures (3 hours weekly), Recitation (1 hour weekly) and Laboratory

sessions (1 hour weekly).

sessions (1.5 hours weekly).
he course combines lectures and tutorials with assignments, labs and

experimentation with networking management techniques and tools. It will be
delivered in the form of Seminars, which will cover theory and be intertwined
with hands-on experience in a real context, where students will apply theory,
techniques and available tools in a real network. Seminar type Lectures (3
hours weekly), Recitation (1 hour weekly) and Laboratory sessions
(1.5 hours weekly).

Lectures (3 hours weekly) and Laboratory sessions (1.5 hours weekly).
Lectures (3 hours weekly), Recitation (1 hour weekly) and Laboratory (1.5

hours weekly).
not available
Lectures (3 hours weekly) and Laboratory sessions (2 hours weekly).

Introduction and examination of the students in the theoretical part of each

experiment prior to its performance. Carrying out the experiments under the
supervision of the faculty member in charge and of the technical staff of the
laboratory. Delivery before leaving the laboratory of all the measurements
they took.
Lectures with emphasis to the most recent advances in the field. Homework
problem sets for practicing in problem solving situations. Hour long tutorials
on a weekly basis. to demonstrate the theoretical methodology in problem
solving and clarify any understanding issues.
Lectures and compulsory laboratory sessions during which the students can
have hands on experience and develop the skills and practice the use of the
computing language and the computational methods to solve a variety of
problems.
Lectures (PowerPoint slides), Tutorials, Directed Reading

Lectures, discussions and tutorial classes in which problems are solved
Two weekly lectures (1.5 h each)

One weekly tutorial (1 h)
Two weekly lab sessions (5 h each)

Practical exercises, individual work, work in groups
Lectures and working individually or in groups. Inquiry-based laboratory
activities.
•Instructor and students’ presentations (notes will be made available to
students through the Blackboard tool), discussion of teaching approaches of
mathematics concepts in the school textbooks and the mathematics
curriculum
•Small assignments/activities/problem solving in the classroom. Working
independently and in group and whole class discussions
• Lectures by the instructor using technology (the notes and presentations
are accessible through the UCY website by the students by means of the
Blackboard software)
• Small assignments and activities in the classroom in groups or individually
and relevant feedback
• Discussions in groups or with the whole class
• Problem solving, hands-on activities and exercises
Lectures
Lectures in combination with experiential laboratory approach, group
activities, use of electronic support material.
Students participate actively in music (singing, performing, active listening,
improvisation and composing). Through these activities, they acquire musical
knowledge, develop their own musical skills, positive attitudes and
simultaneously they develop their teaching skills.

cooperative activities, use of electronic support material.
simultaneously they develop their teaching skills.
Lectures, interactive group work, field study, workshop-art practices

Discussion, practice in the gym, individual work, work in groups
Interactive Lectures
Structured collaborative group work in the Lab
Assignments place emphasis on collaboration with young children in the
context of science activities.
Lectures, debates, role play, discussion, work in groups, individual work
cooperative activities, use of electronic support material.
simultaneously they develop their teaching skills
Lectures
Film screenings (They Call me Muslim, Billy Eliot) και συζήτηση. Discussion
of readings in classroom.
Lectures, in-class discussion, in-class activities, out-of-class activities

Monthly meetings with Erasmus/YUFE students
TBA
Tutorials
interactive seminars
Tutorials
monthly meetings with Erasmus/YUFE students
Interactive seminars
Lectures, discussion in class, exercises, empirical projects and presentations

by students
Lectures, discussion, team project, students’ presentations
Lectures, discussion, Case Conceptualization, study of academic programs,

students’ presentations
Lectures, class discussions and activities, research projects and

presentations.
Lectures/case
The combination
studies/discussions/use
of these teaching of
methods
softwareprovides the
theoretical foundations and practical applications on the issues dealt with in
the course.
Lectures, discussions with class participation, case studies, educational
Exams rely on the materials discussed in class, as well as in the
films, guest speakers
assignments and activities assigned to students. Exams require critical
thinking and the justification of personal opinions and suggestions. Class
attendance and participation is important, both for students and for the
quality of the course. Active participation means contribution to class
discussions with critical comments, examples and questions that help create
an interactive
Lectures,
and collective
Case analysis,
learning
Games,
environment.
Videos, Talks,
It also Project
includes proper
preparation for the class, professionalism in the classroom kai providing
constructive feedback to others. The purpose of the research assignment is
The course is structured around lectures, case studies, individual and group
to enable students to practically apply what they learn on an organisation
presentations.
working in Cyprus.
Lectures
Lectures, discussions with class participation, scientific articles, exercises,

case studies, videos, guest lecturer(s) upon availability.
Lectures
The course is structured around lectures, case discussions, individual and

group prepared assignments and presentations.
The course is structured around lectures, activities and discussions in class,
short group exercises and presentations and individual assignments. The
learning methods can be adjusted to deliver the course in a physical or
virtual
Theclass
course
or in
is based
a hybrid
onmanner,
lectures,depending
in-class discussions,
on the circumstances
instructor’sand
transparencies, practical examples, needs.
case studies and suggested readings.
Cases and examples illustrating best practices, scandals, violations,
successful examples as well as dilemmas in the workplace, are discussed
This course achieves the aforementioned
extensively. outcomes, through academic
articles, book chapters, case studies, biographies, documentaries, films, TED
talks, paintings and self-awareness exercises.
Interactive (lectures, case studies, analysis, class exercises)
N/A
N/A
N/A
N/A
N/A
Lectures
Assigned readings are posted on Blackboad and students are expected to

study them before coming to class. Each class starts with a five-minute quiz
on the basic principles of the assigned readings. The class continues with
discussions, debates, and practice problems.
Study material will be posted on Blackboard ahead of class. During class, the
instructor will present and discuss the topics and work on problem sets with
the students.
Lectures, tutorials
Lectures
Lectures
Lectures
Lectures and workshops
Lectures and classes
Lectures
Lectures and practical applications using econometric software and

economic data.

Τα παραπάνω χαρακτηριστικά του site συσχετίζονται με την μεθοδολογία την

οποία θα ακολουθήσουμε στο εργαστήριο, τόσο στο στάδιο της ανάλυσης,
όσο και στο στάδιο της πρότασης, τα οποία τα ονομάζουμε ‘οι δυο
κατηγορίες αντίληψης της πόλης’:
1. Η αντίληψη ‘από πάνω’. Με χρήση μέσων επικοινωνίας: χάρτες,
διαγράμματα, αεροφωτογραφίες κλπ.
Στόχος αναζήτηση συνόλων, δικτύων, επαναλήψεων συσσωματώσεων.
2. Η αντίληψη ‘από μέσα’. Με χρήση μέσων επικοινωνίας: φωτογραφίες,
σκίτσα, ιστορίες, συνεντεύξεις κλπ.
Στόχος η καταγραφή της πόλης ως εμπειρικός χώρος, χώρος
δραστηριότητας, κοινωνικός χώρος, χώρος ανάπτυξης της ταυτότητας.
Το εργαστήριο προτίθεται αρχικά να ασχοληθεί με την καταγραφή και
ανάλυση του υφιστάμενου πολεοδομικού χώρου, κυρίως σε σχέση με το
οικόπεδο μελέτης. Σκοπός μέσα από αυτή την εξερεύνηση είναι να γίνουν
κατανοητές οι συνθήκες συνύπαρξης και αλληλεπίδρασης των διαφόρων
υφιστάμενων προγραμματικών δραστηριοτήτων και οδεύσεων και να
εξεταστεί κατά πόσον οι σχέσεις αυτών ενδυναμώνουν η αποδυναμώνουν
την αντίληψη του ευρύτερου χώρου ως συνόλου. Σχέσεις ιδιωτικού και
δημοσίου, συνέχειας η διακοπής, ομοιομορφίας η πολυμορφίας, χρήσης η
αχρηστίας, οι οποίες αν και γνωστές έννοιες μόνο στο σύνολο τους
μπορούμε να αντιληφθούμε τον συγκεκριμένο ρόλο που διαδραματίζουν
στην ανάγνωση ενός συγκεκριμένου πολεοδομικού ιστού.
Η βαθύτερη αντίληψη των πιο πάνω υφιστάμενων σχέσεων μπορεί κατ’
επέκταση να μας πληροφορήσει για πιθανούς τρόπους εισαγωγής
επιπρόσθετων χρήσεων εντός του χώρου μελέτης μέσα από Αρχιτεκτονικές
παρεμβάσεις οι οποίες ενδυναμώνουν την παρουσία των υφιστάμενων
χρήσεων και δημιουργούν συνθήκες μετάβασης δια μέσου του οικοπέδου
ενισχύοντας την συνοχή του πολεοδομικού ιστού και ανατρέποντας τις
όποιες επιπτώσεις ενδεχομένως μπορεί να έχει επιφέρει ένα χρηστικό κενό
σε περίοπτη θέση εντός της πόλης.
Αυτές οι προτεινόμενες χρήσεις και η διαμόρφωση του χώρου μελέτης
μπορούν να επαναπροσδιορίσουν τις υφιστάμενες σχέσεις που έχουν
καταγραφεί, αλλά πέραν αυτού να εντάξουν υφιστάμενες χρήσεις εντός της
σχεδιαστικής πρόθεσης ενισχύοντας των ρόλο τους. Σχέσεις κενού-πλήρους
εντός του χώρου μελέτης διαδραματίζουν καίριο ρόλο. Προσδιορίζουν τις
σχέσεις των προτεινόμενων χρήσεων εντός του οικοπέδου, επιτρέπουν την
εισδοχή της πόλης εντός του χώρου μελέτης, επαναπροσδιορίζουν οδεύσεις
περιμετρικά και δια μέσου του οικοπέδου, και επιτρέπουν την διαχείριση
σχέσεων μεταξύ δημοσίου και ιδιωτικού. Σημαντικό στοιχείο όπως οι
Αρχιτεκτονικές/προγραμματικές εισηγήσεις να αναπτυχθούν τόσο στη
μεγάλη κλίμακα του αστικού τοπίου με την διαμόρφωση νέων αστικών τόπων
όσο και στην κλίμακα των μικρών πραγμάτων που αφορούν το ανθρώπινο
σώμα.
1. The module introduces a series of theoretical lectures (by the tutor and
invited speakers/filmmakers) on key film theories, cinematic language,
ethnographic and documentary practices.
2. Film screenings, analysis and discussion.
3. Introduction and readings of key texts and concepts on the module’s
content.
4. Tutorials on animation and editing software (After Effects and Adobe
Premiere).
5. Hands-on workshops on camera use and mise en scene.
6. Student’s projects require:
1. group working for encouraging the exchanging of ideas, dialogue and
collaborative skills and
2. individual work for cultivating independent thinking and self-exploration
7. One-to-one tutorials and group discussion on student’s projects.
8. Reviews of students’ work involve always external critics so that feedback
comes from a diverse audience.
Teaching is based on the supervision of the building design project following
the principles of development in integrated architectural design, and on the
interim presentations of the design project.
A holistic approach of a multidisciplinary nature is followed based on weekly
reviews and complementary lectures of related themes.
• Lectures
• Lab (programming) assignments
• Lectures
Lectures and Tutorials
• Homework assignments
• Lectures
• Homework Assignments
• Lectures
• 2 weekly lectures
• 1 weekly computer lab session
• Weekly homework problems
• Communicative, Collaborative
• During the first week of the semester the students receive the course
syllabus, which includes the course content, bibliography, learning outcomes,
assessment and office hours.
• Lectures using whiteboard

• Recitation for solving sample problems
• Laboratory exercises
• Homework
• Demos/exercises using Matlab/Simulink
• Office hours
• During the first week of the semester the students receive the course
syllabus, which includes the course content, bibliography, learning outcomes,
assessment and office hours.
• Lectures
• Tutorials
• Laboratory demos and projects in machining shop
• Educational field trips to local industries
• Lectures
• Tutorials
• Laboratory projects and demonstrations
• During the first week of the semester, the course syllabus is given to
students, which includes information on the course content, expected
learning outcomes, assessment and office hours.
• PowerPoint presentations
• Experimental demonstrations
• Laboratory exercises
• Visit at the premises of a local company involved in polymer processing
• During the first week of the semester, the course syllabus is given to
students, which includes information on the course content, expected
learning outcomes, assessment and office hours.
Lectures
(3 hours/week)
Lectures
(3 hours/week)
Lectures (3 hours per week) – Recitation (2 hours per week)
Lectures (3 hours/week)
Lectures
(3 hours/week)
Lectures
(3 hours/week)
Lectures
(3 hours/week)
ατο να προσφερθεί μάθημα σε άλλη γλώσσα

Lectures based on the relevant bibliography and on the text examined in
each class. Before each class, students are expected to prepare specific
questions / passages from the text. During the class, students’ active
participation in the discussion is encouraged, chiefly in terms of the
translation and interpretation of the text.
Lectures based on the relevant bibliography and on the text examined in
each class. Before each class, students are expected to prepare specific
questions / passages from the text. During the class, students’ active
participation in the discussion is encouraged, chiefly in terms of the
translation and interpretation of the text.
Presentations of students’ essays followed by a discussion.
Teaching in class with audio-visual teaching aids and web resources.

Teaching on-line with audio-visual teaching aids and web resources.
Teaching on-line with audio-visual teaching aids and web resources
Teaching in class with audio-visual teaching aids and web resources

The course is delivered through lectures, discussions, activities,
presentations and assignments. These methods are adjusted using
appropriate tools to deliver the course either in a physical or a
virtual class or in hybrid mode.
The course is highly interactive and requires the active engagement
of students in the learning process. Consequently, the active
participation of students is encouraged. An environment of
interactive learning is only feasible when participants join class
prepared to learn and participate in discussions and activities.
The course is structured around lectures, case discussions, problem

solving, individual and group prepared assignments/projects, and
tests. Students are expected to prepare all assignments prior to
coming to class.
SYLLABUS ATTACHED
The course is structured around lectures, in-class case study
discussions, the written analysis of a case study and the execution of
a final project (marketing plan) by groups of students.
SYLLABUS ATTACHED
The course is structured around lectures, case discussions, individual
and group presentations. Students are expected to prepare ALL
assignments and cases prior to coming to class.
The course covers a lot of material. It is therefore very important

that you read the assigned material before coming to class.
Similarly, you should be adequately prepared for the cases and/or
questions we will be covering in class. Note that individual reading
may be necessary to enhance your understanding of course material
and that the assignments have been carefully selected so that you
can apply knowledge acquired in class but also to indicate areas you
might need to supplement in class instruction material with own
reading.
SYLLABUS ATTACHED
The course is structured around lectures but is very interactive,

encouraging student participation on many fronts, including but not
limited to class discussions. Students are asked to prepare a self
reflection essay the first week of classes and to return to this essay
throughout the course. Students are also asked to join a group for a
short presentation on a pre-assigned leader. These group
presentations are delivered before the beginning of each class and
should serve two goals: a summary of the previous lecture and a
springboard to the new lecture topic. Teaching is multi-
methodological, relying on diverse means such as art, music,
cinema, documentaries, biographies, story-telling, poetry, literature
and case studies from diverse organizations and fields. There are
also several in class and at home self awareness exercises (self
scored).
COURSE IS PART
COURSE EXAMINATION TYPE
OF PROGRAMME
Academic listening in-class assignment, Academic reading in-class

assignment, Academic writing in-class assignment, Developing seminar skills
Yes
in-class assignment, Final examination, Attendance and participation,
Laboratory assignments
Yes

assignment, Academic writing in-class assignment, Developing seminar skills
Yes
in-class assignment, Final examination, Attendance and participation,
Yes

assignment, Academic writing in-class assignment, Developing seminar skills BA in English Language
in-class assignment, Final examination, Attendance and participation, and Literature
Class assignments, Researcher's Journal (take-home), Group Presentation,
Yes
Final examination (take-home)
Class assignments, Researcher's Journal (take-home), Group Presentation,

Yes
Final examination (take-home)
A midterm take-home exam, a final exam, in-class task-based activities,

Yes
take-home creative assignments, participation in class-discussions
Yes
Participation, Midterm examination, Final examination Yes
1 Mid-term exam, 1 Final exam Yes
Midterm exam (take-home essay), Final examination (in class), Participation

Yes
and attendance
Midterm in-class test, Presentations, 3-Hour Final exam Yes

Midterm examination, Final examination, Attendance and participation Yes
two sets of exercise assignments, one in-class exam covering all to date
(mid-term), one in-class exam covering the entire course (final), presence & Yes
active participation in class throughout(±x...
Yes
Yes
Participation, Midterm examination, Quizzes, Final examination Yes
Lab assignments, 1 Mid-term (in-class), 1 final examination (take-home),

Yes
attendance
Yes
Assignments, Midterm Examination, Final Examination Yes
Creative Journal or Project (Details in class), Mid Term Report 4-5 pp, Final
Yes
Paper 10-12 pp, Participation in Discussion
Mid‐term, Take‐home exercises, Attendance & participation, Final exam Yes
1. Classroom observation task 2.Lesson plan and teaching practice 3.Self- BA in English Language
evaluation task/Reflection journal 4.Final written exam 5.Class participation and Literature
Yes
Yes
Yes
Presentations (in-class), Response Papers(take-home), Final Paper (take-
Yes
home)
There will be four assessments: one class presentation, one textual analysis,
Yes
one film review essay and one comparative critical essay
Yes
Yes
Yes
BA in English Language
Participation, take home assignments, mid-tern, Final Project
and Literature
The course grade will be apportioned as follows: at home translation of

extract assigned by the instructor with commentary, visit to THOC and
Yes
written response, end of semester hand-in 2,500-word essay, preparation
and meaningful participation in the class discussions
Summative assessment: a. Mid-term (take-home): Methods appraisal , )b.

In-class examination: Research proposal oral presentation, c. Final Yes
examination (take-home): Research proposal written report )
1. Week 5 -Assessment 1: Consecutive interpreting , 2. Week 8 -Assessment
2: Dialogue interpreting, Exam period -Assessment 3:EssayDescription:
Yes
Submission of essay on topic tobe announced in Week 13, Text length:
1000-1250 words
Tsiplakou, S. & Floros, G. (2013) “Never Mind the Text Types, Here's Textual
Force: Towards a Pragmatic Reconceptualization of Text Type”, Journal of
Pragmatics 45(1), 119-130. DOI:
http://dx.doi.org/10.1016/j.pragma.2012.11.004, *Austin, John (1975): How
to Do Things with Words. Oxford: Clarendon, *Baker, Mona (1992): In Other
Words: A Coursebook on Translation. London: Routledge, *Beaugrande,
Robert de & Dressler, Wolfgang U. (1981): Introduction to Text Linguistics.
London: Longman, *Brown, Gillian & Yule, George (1983): Discourse
Analysis. London:Cambridge University Press, *Dijk, Teun van (1980): Text
and Context: Explorations in the Semantics and Pragmatics of Discourse.
London: Longman, * Eggins, Suzanne (1994): An introduction to Systemic
Functional Linguistics. London: Pinter, *Georgakopoulou, Alexandra &
Goutsos, Dionysis (1999): Discourse Analysis: An Introduction. Edinburgh:
Edinburgh University Press. Ghadessy, Mohsen (ed.) (1999): Text and
Context in Functional Linguistics, *Philadelphia: Benjamins. Halliday, MAK & Yes
Hasan, Ruqaiya (1976): Cohesion in English. London: Longman, *Kintsch,
Walter & Dijk, Teun van (1978): “Toward a Model of Text Comprehension
and Production”, Psychological Review 85: 363-394. Luelsdorff, Philip A.
(ed.) (1994): The Prague School of Structural and Functional Linguistics: A
Short Introduction. Philadelphia: Benjamins, *Niska, Helge (1999): “Text
Linguistic Models for the Study of Simultaneous Interpreting”. Available
online: http://www.geocities.com/~tolk/lic/LIC990329.htm, *Ruqaiya, Hasan &
Fries, Peter H. (1995): On Subject and Theme: A Discourse functional
Perspective. Philadelphia: Benjamins, *Schiffrin, Deborah, Tannen, Deborah
& Hamilton, Heidi (eds) (2001): The Handbook of Discourse Analysis.
Malden, Mass.: Blackwell, *Searle, John (1969): Speech acts: An Essayin
the Philosophy of Language. London: CambridgeUniversityPress,
*Γεωργακοπούλου, Αλεξάνδρα & Γούτσος, Διονύσης (1999): Κείμενο και
επικοινωνία. Αθήνα: Ελληνικά Γράμματα
MA in Theoretical and
Assessment: 1 presentation (in-class), 1 final examination (take-home)
Applied Linguistics
Assessment: 5 assignments, 1 literature review, 1 presentation (in-class), 1 BA in English Language

final examination (take-home) and Literature
BA in English Language
Assessment: the portfolio itself
and Literature
Master in Teaching
Written exam or/ and project / or and oral presentation. Final exam. French as a Foreign
Language
Master in Teaching
Written exam or/ and project / or and oral presentation. Final exam. French as a Foreign
Language
Master in European
Written exam or/ and project / or and oral presentation. Final exam.
Studies
Master in European
Studies
Bachelor in French
Language Studies
Bachelor in Modern
Written exam or/ and project / or and oral presentation. Final exam. Languages and European
Studies
Bachelor in Modern
Studies
Bachelor in Modern
Studies
Bachelor in Modern
Studies
Bachelor in Modern
Studies
Final Exam Language Center

Assessed online exams and quiz, continuous assessment Language Center

Assessed online exams and quiz, continuous assessment Language Center
Midterm exam, final exam, continuous assessment (listening, speaking,

Language Center
participation)
2 short progress exams, 10% of the final grade each
1 short progress exam, 20% of the final grade BSc in Biological Sciences
Final exam 60% of the final grade
Homework (30%), Seminar [group project] (10%), Midterm exam (20%),

Final exam (40%). BSc in Biological Sciences
Optional component: mini research project (up to 40%).
1 mid-term test covering innate immunity (40% of final grade)

BSc in Biological Sciences
1 final test on the whole material (60% of final grade)
Student assessment is based on a ten-minute public presentation of the
lab/field work results in front of his/her Academic Advisor and Internship BSc in Biological Sciences
Supervisor.
Written thesis assignment and oral presentation at the end of follow-up

course BIO 492
Written thesis assignment and oral presentation at the end of follow-up

course BIO 492
Assessment of homework assignment (10%), field work participation and

BIOLOGICAL SCIENCES
report (10%), mid-term exam (30%), final exam (50%)
1) Intermediate written exam (30% of final grade) 2) Participation in

classroom and group discussions (10% of final grade) 3) Oral presentation
BIOLOGICAL SCIENCES
on a selected topic (10% of final grade) 4) Final written exam (50% of final
grade)
same as Fall semester BIOLOGICAL SCIENCES

Home and Lab Assignments, two mid-exams, final exam. Not f
BSc in Mathematics and

Final exam, Midterm exams
Statistics
Final exam, Midterm exams Yes
BSc in Mathematics and

2 Midterm exams, final exam
Statistics
Two midterm exams plus a final exam. Yes
Final exam, midterm exam and homework BSc in Computer Science
Final exam, midterm exam and homework (laboratory exercises, additional

BSc in Computer Science
exercises, final project).
BSC IN COMPUTER
Individual project, assignments and laboratory work. No exams will be given.
SCIENCE
COMPUTER SCIENCE
Final exam, midterm exam and homework (including laboratory exercises).
BACHELOR
Final exam, midterm exam and homework.
COMPUTER SCIENCE
Final exam, midterm exam and homework.
BACHELOR
Final exam, midterm exam, homework (theoretical problems – study /
BSc in Computer Science
analysis of a software system) and laboratory exercise.
not available BSc in Computer Science
BSC IN COMPUTER
Final exam 40%, Midterm Exam 20%, Exercises and Project 40%.
SCIENCE
Final exam and homework (Individual or Group Project and laboratory COMPUTER SCIENCE
exercises). BACHELOR
•Reports of all experiments (30%)

•Oral Exam/Presentation of an experiment (20%), BSc in Physics
•Final Exam (50%)
•Weekly homework problems (30%).
•A midterm examination (30%).
•A final examination on the entire course material (40%). BSc in Physics
Failure to satisfy the evaluation requirements the course needs to be
repeated along with all requirements of the evaluation scheme.
•Weekly laboratory exercises and problem solving in close collaboration with

the instructor for immediate addressing of any problems or
misunderstandings. (10%)
•Biweekly homework problems inspired from other physics courses (20%).
•Development, implementation, execution and presentation of the results of a BSc in Physics
project inspired directly from a contemporary research topic (10%).
•A written midterm examination (25%) and a final written examination (35%).
Failure to satisfy the evaluation requirements the course needs to be
repeated along with all requirements of the evaluation scheme.
Midterm Written Exam (30%), Final Written exam (70%) BSc in Chemistry
Midterm Examination (40%)
BSc in Chemistry
Final Examination (60%).
Midterm Exam (1.5 h, 20%); Final Exam (3 h, 80%) BSc in Chemistry
Submission of Synthesized Products; Reports and Reviews YES

Practical exam 40 points
Portfolio 30 points
Final exam 30 points
Assignments 10%
Science Fair Project 40%
Final Exam 50%
Quizzes (in one thematic unit) (20%)
Mid-term exam (based on the content of the first 7 weeks) (25%)
Problem solving and participation in the weekly tutorials (10%)
Final examination (45%)
Participation 5%
Two midterm examinations 45%
Final examination 50%
40% midterm exam

40% final exam
20% participation
•Lesson Plan
•Concert attendance of the Cyprus Symphony Orchestra and written report
•Mid term written exam
•Oral individual assessment (Recorder)
•Final Written Exam
•Concert Attendance
•Create a Bank of Music Activities
•Interim exercise
•Team Creative Work ( Sound story)
•Oral exam ( Perforning)
•Final Written Examination
Final Exams,
Art Portfolio,
Presentation,
Essay
1.Practical Exam 40 points
2.portfolio 30 points
3.Final exam 30 points
TOTAL 100 points
Classroom implementation and evaluation of lessons (in groups of 2) (25%)
Science Fair (25%)
Development / Adaptation of teaching-learning activities (20%)
Written Examination (30%)
1.Analysis of a thematic unit of Olympic Education -50 marks
2. Final Exam - 50 marks
TOTAL 100 Marks
§Portfolio
§Creative team work
§Case Study
§Final Exam ( Listening and written)
Position Essays 20%
Based on relevant articles and bibliography you will need to take a position
on the following topics (500-1000 λέξεις). There are no right or wrong
answers but you need to justify your position based on your understanding of
the arguments.
1)The disagreement between the #MeToo movement and Catherine
Deneuve. Read the articles and answer: are you convinced by Deneuve that
the #MeToo movement will kill flirting? Is flirting part of men’s rights;
2)Take a position on the example of Storm (his/her parents have not
disclosed the child’s biological gender). Are parents hurting their child or are
they progressive thinkers at a time when gender norms are deconstructed?
Does this limit the child’s ability to live a ‘normal’ life?
Midterm Exam 30%

Consists of multiple choice questions and open type questions.
Final Exam 50%

Consists of multiple choice questions and open type questions.
(1)Attendance and participation (15% of final grade): You are expected to

come to class having completed the readings in advance, and you should be
prepared to contribute to discussion. Unexcused class absence will lead to a
reduction in the attendance component of the grade.
(2)In-class projects (15% of final grade): On four dates, we will undertake in-
BA in Political Science
class group projects that entail research, analysis and writing. You will be
asked to prepare in advance for these projects. Instructions will be provided
in class.
(3)Midterm examination (30% of final grade)
(4)Final examination (40% of final grade)
TBA BA in Law
TBA BA in Law
UNDERGRADUATE
2 written essays
STUDIES
UNDERGRADUATE
?
STUDIES
UNDERGRADUATE
Assignment
STUDIES
UNDERGRADUATE
Assignment
STUDIES
Essay or final exam BA in Law
UNDERGRADUATE
written exam, essay
STUDIES
UNDERGRADUATE
written exam, essay
STUDIES
UNDERGRADUATE
2 written essays
STUDIES
UNDERGRADUATE
2 written essays
STUDIES
UNDERGRADUATE
assignment
STUDIES
UNDERGRADUATE
STUDIES
UNDERGRADUATE
2 essays or written exams
STUDIES
UNDERGRADUATE
2 written essays
STUDIES
UNDERGRADUATE
2 written essays
STUDIES
UNDERGRADUATE
2 written essays
STUDIES
UNDERGRADUATE
written exam, essay
STUDIES
Mid-term examination 25%.

Participation in the discussions and homework exercises 15%
BA in Psychology
Behavior modification program and in-class presentation 30%
Final examination 30%.
•Midterm Examination (multiple choice) 30%
•Final Examination (multiple choice) 30%
•Team Project: Development of a research proposal based on the articles we
will study and present in the classroom 30%
•Five short summaries of chapters and articles 2x5=10%
Research Proposal: It will be based on one of our articles. The goal is to

think about what you still need to learn. That is, what hypotheses arise from BA in Psychology
the article. Your research should include at least 3 bibliographic references,
a well-designed and specific proposal for a research (experiment, correlation,
etc.) with specific predictions from the bibliography of what you might find if
you conduct this research. The proposal will be written in an article format,
following APA's guidelines about writing articles, including Introduction,
Methodology, Expected Results, and Conclusions.
Your research is possible to be conducted.
•Final Examination (multiple choice) 45%

•Team presentation in class and relevant project 30%
•Summaries of the syllabus/Discussion of them 20%
•Presence and active participation in the discussion 5%
Team Presentation: Case conceptualization of a case that will be given to

students. It should be presented:
1) the understanding of the case by a theoretical approach,
2) a literature review explaining the etiology of the disorders presented in the
case,
3) DSM-V based diagnosis (with justification)
4) evidence- based therapies for this case and case conceptualization.
The presentation will be graded not only for the content but also for the
interest of the presentation.
Team Written Project: The case study and the copy of the presentation
should be prepared (8-10 pages approximately in length) and delivered in the
last lesson.
Participation 5%
Mid-term Exam 35%
BSc Program
Case-Study analysis (Group, Take-Home) 5%
ClassFinal
participation
Exam 55%10%
Case study analysis 15%
BSc Program
Mid-term exam 25%
1. (Cumulative)
Final exam
Final50%
exam: 35%
2. Midterm exam: 20%
BSc Program
3. Group project - Report: 25% - Presentation: 10%
Class attendance
4. Classand
participation:
participation
10%
10%
Business Plan and presentation 30%
BSc Program
Course grades will be based on class participation,
Activities 15% group presentations, a
written essay
Final exam
and a45%final exam.
A. Class participation (10%)
BSc Program
B. Group presentation (20%)
C.Midterm
Written exam:
essay 20%(20%)
D.Final
Finalexam:
Exam 30%(50%)
BSc Program
Project: 30%
10% Attendance/ interest:
Involvement & Participation,
20%
20% Assignment,
BSc Program
25% Midterm Test,
45% Final Exam.
It is required that students achieve a minimum total of 40% in the midterm
and final exam regardless of the project’s score.
Midterm exam: 20%
BSc Program
•Attendance
Final&exam:
Participation:
30% 10%
•Group Project
Projects:
Presentations:
30% 10%
Participation/
•Group Project
Cases:
Written
20%
MSc in HRM
•Final exam
Assignment:
(cumulative):
35% 45%
•Final Exam
•Group
(comprehensive):
project: 45%
Presentations: 10%
MSc in HRM
Written assignment: 35%
•Class
•Class participation:
participation: 10%
10%
•Group Assignment: 40%
MSc in HRM
•Personal Assignment: 60%
•Individual reaction paper: 10%
•Group project (analysis of a leader): 40% MSc in HRM
•Individual take-home exam: 50%
•Group assignment: Essay in IHRM: 30%
•Group presentation: Key challenges of SHRM: 20% MSc in HRM
•(Individual) Final exam: 50%
Bachelor Degree in
WRITTEN EXAMINATION Business Administration –
Accounting & Finance
Bachelor Degree in
Bachelor Degree in
WRITTEN EXAMINATION Master in Finance
WRITTEN EXAMINATION Master in Finance

mid-term 40%
and BSc in Economics
final exams 60%
Quizzes, homework, attendance, participation and presentations (20%),

research paper (10%),
BSc in Economics
midterm exam (30%)
and final exam (40%)
Quizzes, homework assignments, attendance and participation (15%),
a midterm exam (35%), BSc in Economics
a cumulative final exam (50%)
Assignments 20%,
Master in Economic
midterm exam 30%,
Analysis
final exam 50%
Master in Economic
Exams 100%
Analysis
Mid-term 30% Master in Economic

and final exam 70% Analysis
Assignments: 15%,
Master in Economic
Midterm exam: 30%,
Analysis
Final exam: 55%
Master in Economic
Final Examination 50% Analysis
Class Participation/Homework/Presentation of scientific article 10% Or
Final Paper (about 30 pages) 40% Master in Monetary and
Financial Economics
Class participation: 15%

Weekly assignments: 15% Master in Monetary and
Final project and presentation: 30% Financial Economics
Final exam: 40%
Midterm exam, Master in Monetary and

final exam Financial Economics
Midterm Exam 35% Master in Monetary and

Final Exam 65% Financial Economics
Master in Business
Examinations 60%
Economics: Technology,
Class Participation 20%
Innovation, Management
Group assignment 20%
and Entrepreneurship
Master in Business
Examinations 60%
Master in Business
Examinations 60%
Master in Business
Examinations 60%
Master in Business
Examinations 60%
Master in Business
Examinations 60%
Master in Business
Examinations 60%
PRESENTATION BSc in Architecture


PRESENTATION
PRESENTATION
PRESENTATION
POSTGRADUATE
PRESENTATION
PROGRAMME
• 1 Midterm Examination,
• 8 Quizzes of 10-minute duration at pre-specified dates Bachelor in Electrical
• Final Examination Engineering
• Midterm Examination
Bachelor in Computer
• Final examination
Engineering
• 1 Midterm Examination,
• 8 Quizzes of 10-minute duration at pre-specified dates Bachelor (Electrical
• Final Examination Engineering
• Midterm Examination Bachelor (Electrical

• Final Examination
Engineering
• Midterm Examination
• Final Examination Bachelor (Computer
• Laboratory Projects Engineering)
• Homework assignments 10% BSc in Mechanical and

• Midterm exam 30% Manufacturing
• Final exam 60% Engineering
• Laboratory 15% BSc in Mechanical and

• Midterm Exam 40% Manufacturing
• Final Exam 45% Engineering
• Homework & Labs 30% BSc in Mechanical and
• Midterm Exam 30% Manufacturing
• Final Exam 40% Engineering
• Homework & Labs 30%

• Midterm Exam 30% ΝΟ
• Final Exam 40%
• Laboratory exercises and written laboratory reports 10%

• Midterm examination 40% ΝΟ
Final examination 50%
Term project, final exam & presentation, midterm exam and homework
?
assignments
Final exam, midterm exam, homework ?
Term project, final exam & presentation, midterm exam and homework
?
assignments
Homework, project, mid-exam, final exam. ?
Homework, Midterm Exam and Term Project ?

Final and Midterm examinations ?
Final exam and research report and presentations ?
• Active participation, discussion and punctuality throughout the seminar

course-cycle (10%)
MA in Field Archaeology
• Weekly oral presentations and critical discussion of published
on Land and under the
articles/chapters related to the topic of each thematic unit (10%)
Sea
• Active and successful participation in class- and field-practicals (30%)
• Final written assignment (8000 words) (50%)
Midterm Exam: 40%
Participation in the Laboratory Exercices: 20%
Presentation of the Final Project (.ppt) and Report: 40% *
MA in GeoInformatics in
Digital Humaities
* The final presentation will be associated with the implementation of GIS
depending on the interests of the students and based on International
Scientific articles.
Midterm Exam: 50%
Presentation & Report of the individual research project (.ppt & .doc): 50% * MA in GeoInformatics in
* The final presentation will be associated with the interests of the students Digital Humaities
and it will be based on International Scientific articles.
Final Essay: 50% MA in Field Archaeology
Midterm Essay: 25% on Land and under the
Oral Presentations: 20% Participation in the Class: 5% Sea
Final Essay: 50%
Midterm Essay: 25% YES
Oral Presentations: 20% Participation in the Class: 5%
Presentations in class, 1 Midterm and 1 Final written essay which will also be
YES
orally presented
Individual weekly oral presentation and discussion of books and articles in
class (20%). Mid_term oral/written work: study of archaeological
Yes
material/critical presentation/evaluation of bibliography, 3000 words (30%).
Final oral/written work of the chosen thematic, 8000 words (50%).
Active participation in the Laboratory Sessions and homework assignments
(50%)
YES
Oral Presentation of the final project (20%)
Final written report (30%)
Midterm Exam: 40%
Participation in the Laboratory Exercises: 20%
Presentation of the Final Project (.ppt): 40% *
YES
* The final presentation will be associated with the implementation of GIS
depending on the interests of the students and based on International
Scientific articles.
Participation in the Class Exercises and lecture preparation: 40%
YES
Presentation of the Final Project (.ppt): 60%
Mid term written essay of 3000 words (40%) and final written exams (60%).
Evaluation is based on the knowledge, critical and structured thought and YES
purposeful expression.
Preparation and in-class contribution: 20%
Essay: 30% YES
Final Exam: 50%
ΒΑ in History and
1 Midterm and 1 Final Exam
Archaeology
1. A mid-term exam which accounts for 40%.

BΑ in Classics
2. A final written exam which accounts for 60%.
1. Oral and written presentation of a passage which accounts for 30%.
2. Essay composition which accounts for 50%. BΑ in Classics
3. Participation in the discussion which accounts for 20%.
The student’s active participation will be evaluated during the whole course,
as well as writing and completing various exercises given by the teacher.
Assessment includes one written mid-term exam (in the middle of the course
approximately), one final written and one final oral exam (at the end of the
course).
Students are awarded the grade 10 if they get 100% of the points
corresponding to their assessed work.
corresponding to their assessed work, etc.
School of Modern Greek
The final grade is the result of these four percentages:
Active participation in class (assignments, oral participation etc.): 20%

Written mid-term exam: 20%
Final written exam: 40%
Final oral exam: 20%
In order to successfully complete this course and be allowed to attend the
next one (A2), the student needs to achieve a minimum of 50/100 in both
parts of the final exam (oral and written) and an overall grade of 50/100.
In order to be entitled to take the final written and oral exam, the student
must not be absent on more than six occasions.
The student’s active participation will be evaluated during the whole course,
as well as writing and completing various exercises given by the teacher.
course).

next one (A2), the student needs to achieve a minimum of 50/100 in both
course).

next one (B1), the student needs to achieve a minimum of 50/100 in both
course).

next one (B2), the student needs to achieve a minimum of 50/100 in both
The final grade of students will be calculated as follows:
1.Short speech (in groups): 25% [Sept. 17 & 24]
MBA PROGRAM
2.Self-diagnosis & reflection (individual): 25% [Sept. 13]
3.Final essay (individual): 50% [Oct. 11]
Course grades will be based on class participation, presentations,

cases, financial analysis case project, and final exam. Students will
pass the course only if they have an overall grade of a) at least 50%
on all above and b) at least a grade of 40% on the final exam and at
least 40% on the Final Group project.
If meet both above criteria, then course grade will be based on the MBA PROGRAM
following:
1. Class Participation, presentations and homework 15%
2. Real World Group Case Application Project 30%
3. Final Examination 55%
Total 100%
Final grades will be based on performance as follows:

1. Midterm 30%
2. Final Exam 40% MBA PROGRAM
3. In class team simulation 20%
4. Class Participation 10%
SYLLABUS ATTACHED MBA PROGRAM
The final grade will be based on the student's performance on the

following:
Attendance and participation: 5%
MBA PROGRAM
Group case presentation: 15%
Group project: 30%
Individual final exam: 50%
A. Class participation 10%
B. Group presentation of a scientific article 20%
MBA PROGRAM
C. Assignment 70%
Total 100%
The course evaluation is heavily based on home-study. This is to

help you understand the material effectively and efficiently. The
assignments are group projects and I urge you to prepare them as
such. The assignments are there to help you understand the
material so delegating the parts of each assignment to each other
defeats the purpose and puts you at a disadvantage regarding the
final.
The course grade will be based on a final exam and group MBA PROGRAM
assignments as follows:
Assignment 1: Financial statement preparation 15%
Assignment 2: Adjusting entries and financial statement preparation
25%
Assignment 3: Corporate governance and earnings management
15%
Final Exam 45%
The final grade will be based on each student’s performance on the
following:
• Individual Project 25%
MBA PROGRAM
• Group Project (Take-Home) 25%
• Final Exam (3-hour test) 40%
• Interest / Participation 10%
Individual reaction paper 10%

Group exercise on persuasion 30%
MBA PROGRAM
Group presentation of a leader 20%
Individual final exam 40%
YUFE ADDITIONAL INFORMATION IN CASE THE COURSES WILL BE OFFERED
TO YUFEDST STUDENTS
TIMETABLE OF
AVAILABLE COURSE LEVEL
AVAILABLE SEATS COURSE
SEATS FOR (INTRODUCTORY,
FOR ERASMUS (EXACT DATE AND
YUFE INTERMEDIATE,
STUDENTS STRAT/FINISH
STUDENTS ADVANCED)
TIME)
Tuesday & Friday 1500-

NO Introductory
1629
NO Wednesday 0900 - 1159 Introductory
NO

NO Introductory
1759
NO Wednesday 0900 - 1159 Introductory
Monday & Thrusday 1630-

3 Introductory
1759
NO Introductory
1329

NO Introductory
1459

NO Introductory
1159

NO Introductory
1159
NO Introductory
1029

NO Intermediate
1459

NO Intermediate
1029
Monday & Thursday 1330-

NO Intermediate
1459
NO Intermideate
1629

NO Intermediate
1329
NO Wednesday 1000 - 1059 Intermediate


NO Intermediate
1159

NO Intermediate
1629

NO Intermediate
1029

NO Advanced
1159

NO Advanced
1029

3 Advanced
1329

NO Advanced
1759
Tuesday & Friday 0900 -
NO Advanced
1029

NO Advanced
1459
Tuesday & Friday 1630 -
NO Advanced
1759

NO Advanced
1159

NO Advanced
1329

NO Advanced
1459
NO Advanced
1329

3 Advanced
1629

NO Advanced
1629

NO Advanced
1459
NO Advanced
1159

NO Advanced
1929

2 Advanced
1059

NO Advanced
1259
NO Advanced
5 ΤΒΑ Advanced
5 ΤΒΑ Advanced
5 ΤΒΑ Advanced
5 ΤΒΑ Advanced
NO See academic calendar ΝΑ

Mondays and Thursdays

2 NO intermediate (B2)
09:00-10:30
09:00-10:30
09:00-10:30
12:00-13:30
13:30-15:00
13:30-15:00
13:30-15:00
15:00-16.30
15:00-16.30
15:00-16.30
0 3 intermediate (B2)
09:00-10:30
Tuesday and Friday
10:30-12:00
Tuesday and Friday
10:30-12:00
13:30-15:00
Tuesday and Friday
09:00-10:30
Tuesday and Friday
0 3 advanced (B1+/C1)
12:00-13:30
Tuesday and Friday
0 3 advanced (B1+/C1)
12:00-13:30
Tuesdays and Fridays

3 5 Intermediate (B1.1)
15.00 – 16.30
3 5 Introductory (A2)
13.30-15.00
Tuesdays and Fridays

3 5 Introductory (A1)
15.00-16.30
5 TBA intermediate
5 TBA intermediate
5 TBA intemediate
2 TBA advanced
2 TBA advanced
2 TBA advanced
according to UCY
5 intermediate
academic calendar
according to UCY
5 intemediate
academic calendar
according to UCY
2 advanced
academic calendar
according to UCY
2 advanced
academic calendar
according to UCY
2 advanced
academic calendar
Not for YUFEDST students
Monday and Thursday,

10 Introductory
1030-1230
Tuesday and Friday,

10 Introductory
1030-1230
Monday and Thursday,

10 Introductory
0830-1030
Tuesday and Friday,
10 Intermediate
1630-1830
2 TBA INTERMEDIATE
2 TBA INTERMEDIATE
NO TBA NO
2? INTERMEDIATE
2? INTERMEDIATE
2? ADVANCED
2? ADVANCED
NO TBA NO
2 TBA ADVANCED
Thursday
10 1400-1759 Advanced
1800-1859
Tuesday - Friday
0900 - 1059
10 Advanced
Wednesday
1100 -1159
Monday
10 1400 - 1759 Advanced
1800 - 1859
Tuesday - Friday
0900 - 1059
10 Advanced
Wednesday
1100 -1159
NO
NO
NO
NO
NO
NO
NO
NO
NO
NO
NO
NO
NO
10 TBA ADVANCED
5 06.09.21/03.12.21 Advanced
5 06.09.21/03.12.21 Advanced
NO 06.09.21/03.12.21 Introductory
NO 06.09.21/03.12.21 ?
Intermediate (knowledge of
public international law, EU
NO 06.09.21/03.12.21
law as well as law of
contracts and torts required)
NO 06.09.21/03.12.21 Advanced
5 06.09.21/03.12.21 Advanced
NO 06.09.21/03.12.21 Advanced
17.01.21/15.04.21 Introductory
17.01.21/15.04.21 Advanced
17.01.21/15.04.21
17.01.21/15.04.21
17.01.21/15.04.21 Advanced
17.01.21/15.04.21 Advanced
17.01.21/15.04.21 Advanced
17.01.21/15.04.21 Introductory
6 TBA Intermediate
6 TBA Introductory
September-
6 Advanced
December
10 TBA INTRODUCTORY
10 TBA INTRODUCTORY
10 TBA INTERMEDIATE
10 TBA INTERMEDIATE
MAX 10 January-May INTERMEDIATE

MAX 5 TBA ADVANCED
MAX 5 TBA ADVANCED
MAX 5 TBA ADVANCED
MAX 5 TBA ADVANCED
MAX 5 TBA ADVANCED
10 ΤΒΑ INTRODUCTORY
5 ΤΒΑ INTERMEDIATE
5 TBA INTERMEDIATE
5 TBA INTERMEDIATE
5 TBA INTERMEDIATE
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
3 TBA ADVANCED
5 TBA ADVANCED
5 TBA ADVANCED
5 TBA ADVANCED
TUESDAY AND FRIDAY
5 INTERMEDIATE
12.00 -13.30
TUESDAY AND FRIDAY

5 INTERMEDIATE
15.00 -16.30
TUESDAY AND FRIDAY

5 INTERMEDIATE
15.00 -16.30
TUESDAY AND FRIDAY
5 Intermediate
13.30 -15.00
TUESDAY AND FRIDAY

5 Intermediate
13.30 -15.00
TUESDAY AND FRIDAY
5 Intermediate
13.30 -15.00
TUESDAY 0900-1200
5 INTERMEDIATE
WEDNESDAY 1100-1200
MONDAY-THURSDAY
1030-1200 AND
5 WEDNESDAY 1400-1500 INTERMEDIATE
LAB MONDAY 1630-
1800
MONDAY-THURSDAY
1330-1500 AND
5 WEDNESDAY 1300-1400 INTERMEDIATE
LAB TUESDAY 1330-
1630
5 ΝΑ ADVANCED
5 ΝΑ ADVANCED
? ΝΟ
? ΝΟ
? ΝΟ
? ΝΟ
? ΝΟ
? ΝΟ
? ΝΟ
15 INTRODUCTORY
15 INTRODUCTORY
14 INTRODUCTORY
14 ADVANCED
14 ADANCED
14 ADVANCED
20 INTRODUCTORY
20 INTRODUCTORY
10 ΤΒΑ intermediate
5 ΤΒΑ advanced
MAX 5 SEP-OCT MBA
MAX 5 SEP-OCT MBA
MAX 5 SEP-OCT MBA

MAX 5 SEP-OCT MBA
MAX 5 SEP-OCT MBA

MAX 5 NOV-DEC MBA
MAX 5 NOV-DEC MBA

MAX 5 NOV-DEC MBA
MAX 5 NOV-DEC MBA

`

Courses in English For Erasmus Students Fall 21-22 As at 19-03-2021

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Courses in English For Erasmus Students Fall 21-22 As at 19-03-2021

Uploaded by

Copyright:

Available Formats

LIST OF COURSES OFFERED FOR THE FALL AND SPRING SEMESTER 2021-2022

ENG 10718 ENG 101.1 and

ENG 12000 ENG 101.1A

ENG 10719 ENG 101.2 and

ENG 12001 ENG 101.2A

ENG 10720 ENG 101.3

ENG 10722 ENG 102.2

ENG 10723 ENG 110

ENG 10726 ENG 120

ENG 11675 ENG 213

ENG 15268 ENG 220

ENG 15921 ENG 225

ENG 10777 ENG 240 and

ENG 13893 ENG 240.1A or

ENG 14098 ENG 250

ENG 10778 ENG 270 and

ENG 11760 ENG 279

ΑΓΓ - ENGLISH STUDIES

ENG 15269 ENG 336

ENG 10929 ENG 340

ENG 10928 ENG 350

ENG 10922 ENG 395

ENG 15923 ENG 501

ENG 15925 ENG 532

ENG 15926 ENG 536

ENG 5XX (540 -

ENG 15940 ENG 559

ENG 15929 ENG 575

ENG 15930 ENG 587

ENG 15932 ENG 594

ENG 15937 ENG 741

ENG ENG 743

FES FES 733

FES FES 771

FRENCH AND EUROPEAN

FES FES 439

FES FES 300

FES FES 347

FES FES 433

FES FES 245

TURKISH AND MIDDLE

LAN 15532 LAN 100.10

LAN 10971 LAN 100.33

LAN 10673 LAN 100.31

LAN LAN 100.5

LAN 10024 LAN 100.11

LAN 10595 LAN 100.6

LAN 10484 LAN 100.14

LAN 15049 LAN 100.16

LAN 10286 LAN 100.23

LAN 10287 LAN 100.24

LAN 10438 LAN 100.29

LAN 10418 LAN 100.18

LAN 15052 LAN 100.43

LAN 15156 LAN 100.38

LAN 10139 LAN 200.2

LAN 10038 LAN 200.1

LAN 13974 LAN108.1

LAN 10132 LAN 107.1

LAN 10644 LAN 050.5

Medical School MEDICAL

BIO BIO 230