Background, General Knowledge, Scientific Area, Skill Development

• To acquire the basic knowledge about the theory and legal basis of crime policy measures and standards.

• To become familiar with the institutional framework, research, analysis, and planning of Crime Policy, both at the level of the criminal-repressive system (internally and internationally), and at the level of social crime prevention.

• Develop critical social thinking in the analysis of social phenomena, such as crime and criminal response, crime response policies.

• To acquire a cognitive tool that will be used in the preparation and implementation of penal and non-penal policy programs and interventions inside and outside the penitentiary system

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Decision making

Autonomous work

Teamwork

Working in an international environment

Critical thinking

Equity and Inclusion

Promoting free, creative and inductive reasoning

Τhe course examines the theory, models, institutions and measures of crime policy in the context of globalization, with emphasis on new forms of criminal activity, but also on the role of supranational organizations and agencies in crime control. In particular, changes in the economy and the production system and the rapid development and penetration of technology in every aspect of human life, changed both the phenomenology of crime and crime control policies, bringing to the fore new challenges and social issues. Crime policy is now a key field of public policy-making in Greece and internationally, trying to balance between the protection of the right to security and the security of citizens’ rights. The course focuses on the conditions for the formation of formal social control, the relationship between crime policy and social policy and the formation of models and institutions of penal and non-penal policies of various forms of crime.

Outline:

1. Introduction to the course: subject of the course, structure of the material and learning objectives. Introduction to the problematic of crime policy. Anti-crime policy in the context of globalization

2. General ideological standards of anti-crime policy – more prevalent and alternative standards. Relationship between crime and politics

3. Crime prevention. Concept, typologies. Social crime prevention.

4. Street crime. Crimes of violence. Criminal policy trends for street crime management.

5. Theoretical approaches to serious illegal acts. Financial crimes. State-corporate crime

6. Anti-crime policy and serious illegality. Theoretical approaches to organized crime. The symbiotic relationship between legality and illegality and the role of corruption.

7. The operation of the criminal-repressive system (selective operation, crimes of the powerful, inequalities and human rights).

8. Organized crime and security policies. More specific forms of organized criminal activity. Comparison with the phenomenon of terrorism.

9. Trends and transnational dimensions of crime policy. International and European anti-crime policy in relation to tackling organized crime and corruption

10. National legislation on tackling organized crime, corruption, and money laundering

11. Policies to deal with other forms of criminal activity (smuggling, extortion)

12. The organization of anti-crime policy (structures, structure of services, inter-service cooperation, institutional gaps and overlaps)

13. Presentation of assignments/dissertations.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

The final evaluation considers:

1) The elaboration of an assignment-paper

2) The presentation of an assignment

3) The written examination.

Preparation and presentation of assignments:

The criteria for writing academic papers, assignments essays and presenting academic works apply. The main criteria are the accuracy and clarity of the use of terminology, the clear organization of the content and the appropriate use of the literature to develop the topic of the work. The use of ICT is necessary in the presentation.

Vidali, S., (2017), Beyond the boundaries: The Crime Policy today, Athens: Nomiki Vivliothiki (in Greek)

Course file (texts, reports, articles) posted in e-class.

Additional- in Greek:

Alexiadis, S. (2006), Texts on crime policy. A. European Anti-Crime Policy, Athens-Thessaloniki: Sakkoulas

Alexiadis, S. (2007), “Restorative Justice: Another approach to crime” in Honorary Volume for Professor Ioannis Manoledakis. T. II: Studies in Criminal Law – Criminology – Crime History, Athens-Thessaloniki: Sakkoulas, pp. 991-1017.

Alexiadis, S. (2010), The economics of crime, Athens-Thessaloniki: Sakkoulas.

Antonopoulou, A. (2010), Contemporary trends in crime policy, The policy of zero tolerance and crisis management measures, Athens-Thessaloniki: Sakkoulas.

Gasparinatou, M. (2006), “The formulation of crime policy in the society at risk”, Poinlogos, vol. 4/2006, pp. 1535-1552.

Gasparinatou, M. (2019), “Political corruption and financing of political parties” contribution to S. Vidalis, N. Koulouris, C. Papacharalambous (eds.) (2019), Crimes of the powerful: Corruption, Economic and Organized Crime, Athens: EAP Publications, pp. 157-183.

Gasparinatou, M. (2020), Dangerousness: The development of a “dangerous” construction. Criminological approach, Athens: TOPOS Publications

Gasparinatou, M. (2021), “Crime & Powers in the Greek State: The Gray Zone of Legality”, ANTIGONE: the question, Journal of Critical Criminology, the criminal problem and social control, Topos-EEMEKE publications, June 20 I No. 1, pp. 102-128.

Gasparinatou, M. (2021), “The Interconnection of White-Collar Crime & Organized Crime & the Gaps of Crime Policy”, in Vidali, S., Gasparinatou, M. Georgoulas, S., Themeli, O., Koulouris, N. Kouroutzas, C. Papanikolaou, G., Stamouli, E. (eds.), Social reality, Critical speech and criminal phenomenon, contributions to the 2nd conference of the Hellenic Society for the Study of Crime and Social Control, Athens: EEMEKE

Giannoulis, G. (2017), The risk of the perpetrator and the assessment of risks from a legal point of view. Volume I, Criminological, penitentiary, penal and methodological foundations, Athens: Sakkoulas.

Karagiannidis, Ch. (2011), Towards a participatory crime policy, Athens: Nomiki Vivliothiki

Nikolopoulos, G. (2008), The European Union as a body of crime policy. Athens: Nomiki Vivliothiki.

Papanikolaou, G. (2021), “Greece as a criminological challenge: a research project”, ANTIGONE: the question, Journal of Critical Criminology, the criminal problem and social control, Topos-EMEKE publications, June 2021 Volume I No. 1, pp. 44-70.

Pitsela, Angeliki (2011), The criminological approach to financial crime, Athens-Thessaloniki, Sakkoulas.

Stamouli, E. (2015), Security policies in Greece in relation to organized crime and terrorism and their consequences in anti-crime policy, Doctoral Thesis available at: http://thesis.ekt.gr/thesisBookReader/id/36625# page / 24 / mode / 2up

Stamouli, E. (2016), “Organized crime and economic crisis: trends and changes”, in M. Gasparinatou (Ed.), Crime and Criminal Repression in a Time of Crisis, Athens: Ant. N. Sakkoulas, pp.1194-1230.

Sykiotou, A. (2016), “Globalization and Crime Policy”, in M. Gasparinatou (ed.) Crime and criminal repression in a time of crisis, Honorary volume for Professor N. Kourakis, Athens: Ant, N. Sakkoulas, p. 182-213

Tzannetaki, T. (2006), Neoconservatism and the politics of zero tolerance, A critical view of the positions of James Q. Wilson, Athens- Komotini: Α.Ν. Sakkoulas.

Tzannetaki, T. (2011), “Standards of criminal repression. Positions and contrasts”, in A. Giotopoulou-Maragopoulou / A. Chalkia (eds.), Criminology in the face of contemporary challenges, Athens: Nomiki Vivliothiki, pp. 187-199.

Tzannetaki, T. (2018), “Standard Law”, in Spinelli, K., Kourakis, N., Kranidoti M., (ed.), (2018), Dictionary of Criminology, Athens: Topos, pp. 958-963

Tzannetaki, T. (2018), “Theory of broken windows and zero tolerance policy” in Spinellis, C., Courakis, N., Kranidoti M., (ed.), (2018), Dictionary of Criminology, Athens: Topos Publications, pp. 639-645.

Vidali, S. (2010), “Measurement of crime and anti-crime policy”, in Honorary Volume of Kalliopi D., Spinellis, Athens: Sakkoulas, pp. 559-580.

Vidali, S. (2014), Crime Policy, Athens: Nomiki Vivliothiki.

Zagoura, P. (2018), editing of the entry “Standard Welfare”, in Spinellis, C.,, Courakis, N. Kranidioti, M., (eds.), Dictionary of Criminology, Athens: Topos, pp. 964-969.

Zarafonitou, Ch., (2008), The new punitiveness. Athens: Nomiki Vivliothiki

In other languages

Cavadino, M., Dignan, J. (2006) Penal systems. London, Th. Daks, New Delhi: Sage.

Chambliss, W. (1978/1988), On the take. From petty crooks to presidents. Bloominghton: Indianna University Press

Cressey, D. (1969/2008), Theft of the Nation: The Structure and Operations of Organized Crime in America. Transaction Publishers

Delmas -Marty M. (2005), Πρότυπα και Tάσεις Αντεγκληματικής Πολιτικής (Μτφρ. Χρ. Ζαραφωνίτου), Αθήνα, Νομική Βιβλιοθήκη

Hughes, G. (1998), Understanding crime prevention: social control, risk and late modernity. Buckingham-Philadelphia: Open University Press.

Knepper, P. (2007), Criminology and social policy. Los Angeles, London, New Delhi, Singapore: Sage.

written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.

The papers and presentations students prepare during the semester are taken into account as supporting the grade of the written exams (an up to 3 points bonus). For the bonus grade to be added, students are required to obtain a passable grade in the written examinations (at least 5 out of 10).

Throughout the examination students can communicate with the teachers through the electronic platform at the link of the course. On the same platform, students who are eligible to be examined orally and have declared it to the secretariat, are examined on the same topics of the written examinations.

Background, GeneralKnowledge, Scientific Area, Skill Development

The primary learning goal is to familiarize students with the quantitative research methods, which besides their specialization in the subject of Demography, will develop their ability to study populations comparatively. The connection of demography with historical, social and economic phenomena and cultural characteristics introduces students to ​​a holistic human approach. It favours the development of multilevel and interdisciplinary thinking for understanding our species’ evolution mechanisms over time.

More specifically, upon completion of the course, the students should be able to:

-to understand the basic principles of Demography.

-to understand the basic mechanisms of development of human populations

-to independently perform demographic analyzes.

– to become familiar with the sources of demographic, social, economic and cultural data and become competent in their evaluation and use.

-to be able to describe and interpret the demographic profile of a population.

– to be able to interpret demographic similarities/differences between human populations.

– to be able to recognize, interpret and evaluate the role of diversity in developing demographic characteristics.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

ICT Use

Decision making

Working in an international environment

Working in an interdisciplinary environment

Critical thinking

Promoting free, creative and inductive reasoning

Ø  Knowledge / Understanding: The demographic, socio-economic and cultural profile of human populations. Assignment of projects to students. Each student selects two countries/populations and gradually analyzes their demographic characteristics.

Ø  Project presentation: history, economy, society, culture of the countries of each project. Utilization of data for the subsequent demographic analysis.

Ø  4. Knowledge / Understanding:Life Tables. Period and cohort analysis. Life tables by cause of death. Infant mortality.

Ø  5. Knowledge / Understanding: Determinants of mortality

Ø  6. Project presentation: a comparative analysis of mortality and causes of death between selected countries.

Ø  7. Knowledge / Understanding: The period and cohort analysis of fertility.

Ø  8. Knowledge / Understanding: Determinants of fertility.

Ø  9. Project presentation:a comparative analysis and determinants of fertility in selected countries.

Ø  10. Knowledge / Understanding: The age structure. Measurements and interferences of demographic phenomena

Ø  11. Project presentation: a comparative analysis of population structures, population sizes and growth rates in selected countries.

Ø  12. Knowledge / Understanding – Migration: Determinants and immigration policy. Demographic projections

Ø  13. Project presentation:a comparative analysis of migration movements in the selected countries.

2. Posting of teaching material, bibliography, slides, exercises, notes, outline and evaluation methods of the course on e-class.

3. Use of international databases

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

The final exam is done by publically present the dissertation to all students.

The students decide on the final mark of the presentation after discussing their opinions under the supervision and guidance of the Tutor.

• Kotzamanis, B. The demographic evolution in the post  World War II period in the countries of Eastern Europe and Greece. Bolos: University of Thessaly.

• Course notes

• Lectures’ notes

Optional

• Tapeinos, G-F. (2002). Demography. Bolos: University of Thessaly.
• Kalogeraki, S. (2010). Introduction to Social Demography. Athens: Dardanos and Dardanos
• Mpagkavos, . and Moisidis, A. (2004). The demographic landscape in the 21^st century. Athens: Dardanos and Dardanos.
• Verropoulou, G., Tragaki, A., Tsimpos, K. and Psimmenos, I. (2009). Introduction to population geography. Athens : Stamoulis

Background, GeneralKnowledge, Scientific Area, Skill Development

• The aim of the course is to analyze the transformations of the society in relation to fundamental changes in politics and the economy. The course focuses on the key transformations that took place in European and in American societies.  The analysis is focused on early capitalism, Fordism, migration, the economic crisis, the post-war consensus, and the neoliberal era and analyses the challenges, and the problems that occur in societies being in transition. Moreover, the Greek society will be analyzed as a case study about a) the first years of the 20th century with the great migration wave to the USA, b) the refugee flows in 1922 and c) the post-war settlement of the cachectic democracy with internal and external migration.
• At the completion of the course, students should be able to:

(a) understand the major social transformations in relation to politics and economy.

(b) Understand the impact of large migration in societies.

(c) Analyse the new challenges that the European societies face in the age of globalisation.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

1. Introduction
2. Societies and economic systems.
3. From Feudalism to Capitalism: State, Economy and Labour Organization
4. Law of the Poor and Labour Organisation in early capitalism
5. Imperialism and migration to the USA. Dimensions in US society and Greek society
6. The era of war and the economic recession. Fordism, unemployment and authoritarianism
7. The post-war society: The “golden age” of Capitalism (1945 – 1974) and the social consensus
8. Social Change in Greek Society: a) The refugee wave of the 1920s b) The cachectic democracy 1950-1967:  Internal and external migration
9. May 1968 new social movements, new social demands.
10. Neoliberalism and Globalisation: Labour and social security reforms.
11. European Union: Open method of coordination
12. European Union and Societies: Social implications of enlargement
13. Post-democracy and refugee flows: Social policy or security net;

Posting key elements of the course at e-class.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Written Assignment or Oral Exam

 Sakellaropoulos, Th., (2011), Issues of Social Policy, Athens: Dionikos (in Greek).

Hall, S., & Gieben, B., (2003), The Formation of Modernity, Athens: Savvalas (in Greek)

Alvater, E., (2006), Globalization, Privatization and Public Goods, Athens: The Monthly Review Imprint (in Greek)

Ashton, T., (2007), The Industrial Revolution, Athens: Topos (in Greek)

Crouch, C., 2006, Post-Democracy, Athens: Ekkremes (in Greek)

Esping Andersen G., (2014, The Three Worlds of Welfare Capitalism , Athens: Topos (in Greek)

Hall, S., & Held, D., & Gieben, B., (2003), The Modernity Today,Athens: Savvalas (in Greek)

Gough, I., (2008), The Political Economy of the Welfare State, Athens: Savvalas (in Greek)

Kirchheimer O., (1991),  “The Transformation of the Party Systems in Western Europe”, Leviathan, Νο. 11, (in Greek).

Kostis, K., (1999), The Myth of the Foreigner or Pechiney in Greece, Athens: Alexandria (in Greek)

Moore, B., 1984, Social Origins of Dictatorship and Democracy, Athens, Kalvos (in Greek)

Polanyi, K., (2013), The Great Transformation, Thessaloniki: Nissides (in Greek)

Background, General Knowledge, Scientific Area, Skill Development

After successful completion of the course, the student will be able to:

·         have acquired a knowledge base in data and microdata analysis methodologies and techniques.

·         process and interpret the information provided by the analysis of data sets.

·         understand in depth the reasons for choosing one or the other method.

·         use basic data analysis tools.

·         correctly interpret diagrammatic representations.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Decision making

Autonomous work

Teamwork

Work in an international environment

Exercise criticism and self-criticism

Respect for diversity and multiculturalism

Promotion of free, creative and inductive thinking

• Data management, data sources, sample, measurement and nature of variables, coding, data entry into PC, outliers, missing values.

• Univariate and bivariate procedures – Graphs – Correlation tables – Correlation – Statistical tests – Analysis of variance – non-parametric procedures and tests.

• Multivariate data analysis methods (e.g., OLS, quantile, ANOVA, MANOVA, logit, probit, path analysis)

Databases andeclass are used to post teaching materials, announcements and to communicate with students. Also, in the teaching material is used in pptx which is available to the students.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

1) The preparation of a study

2) The study presentation

3) The written exam.

Elaboration and presentation of assignments:

The criteria of writing academic texts, essays and presenting academic papers apply. The main criteria are the accuracy and clarity of the use of terminology, the clear organization of the content and the appropriate use of the bibliography for the development of the topic of the work. The use of ICT is necessary in the presentation.

Background, General Knowledge, Scientific Area, Skill Development

Initially, a systematic presentation and analysis of the economic goals and objectives of the state is made. The reasons that the market mechanism is unable to achieve its goals are presented and the reasons that require the intervention of public bodies are explained. Particular emphasis is placed on the supply of society with public goods, the existence of externalities and the stabilization of the economy. Also, various issues related to public enterprises are presented.

We then describe and analyze the means that the state applies for the realization of its financial goals and objectives. The structure and classification of public expenditures and their evolution over time are studied. Subsequently, the characteristics and classification of taxes are analysed. The last section examines the issues of public borrowing and public debt.

Upon completion of the course, students should be able to:

(a) identify the failures of the free market system and define the role of the state

(b) understand the economic goals and objectives of the state

(c) analyze the means of state action for the achievement of its aims and objectives

(d) classify public expenditures

(e) recognize the characteristics of taxes and classify them into categories

(f) present the causes and categories of public borrowing and describe the problem of public debt in Greece.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

ICT Use

Adaptation to new situations

Decision making

Working in an international environment

Working in an interdisciplinary environment

Critical thinking

Promoting free, creative and inductive reasoning

Ø  Historical background of the role of the state

Ø  Weaknesses and failures of the free market system

Ø  Economic functions of the state

·         Distributivefunction of the state

i) Public and semi-public goods

ii) Externalities (consumption, production, mixed)

iii) Monopoly derogations

iv) Public enterprises *

·   Stabilization function of the state

i) Problems of economic stability and economic growth

ii) Policies of economic stability and economic growth

·   Redistributive function of the state

i) Factors leading to income inequalities

ii) Redistribution policy

II. MEANS OF STATE ACTION

Ø  Introduction

Ø  Fiscalpolicyinstruments

•  PublicExpenditures

– Economic classification

– Functionalclassification

– Administrative classification

– Εvolution of public spending in Greece

• Taxes

– Tax classification

– Progressivity of the income tax in Greece

• Public Borrowing and Public Debt

– Differentiation between public borrowing and public debt

– Public bodies borrowing

– The debt crisis in Greece

2. Posting of teaching material, bibliography, slides, exercises, notes, outline and evaluation methods of the course on e-class.

3. Use of polls, brainstorming, mentimentor, breakout rooms or creation of working groups during lectures.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

A written examination at the end of the semester (100%).

Includes Multiple Choice Test, Right-wrong Test, Short Answer Questions and Problem Solving.

Alternatively, students have the possibility to be examined in two written mid-semester tests that will take place in the months of March/April and May/June. Mid-semester tests are optional and replace the written exam at the end of the semester. Students must be graded at least five (5) in each test to avoid the final exam. The grade of the course will come from the average of the marks they will collect in the two tests. Students must declare their intention to participate in the March/April test one week before it takes place. Otherwise, they have no right to participate in it.

• Gruber, J. 2019. Public Economics and Policy. 2^nd Edition. Athens: da Vinci Publications.

• Pempetzoglou, M. 2022. Notes for the compulsory course “Public Economics”, 4^th semester of the undergraduate programme of the Department of Social Policy – DUTH.

• Lectures’ notes

• Lectures’ slides

Optional

• Stiglitz, J. and Rosengard, J. 2019. Public Economics, 2^nd edition. Athens: Kritiki Publications.

• Rosen, H. and Gayer, T. 2011. Public Finance. First Edition. Athens: Kritiki Publications.

• Georgakopoulos, Th. 2012. Introduction to Public Finance. 4^th Edition. Athens: Benou Publications.

• Hillman, A. 2013. Public Economics and Public Policy. Athens: Papazisis Publications.

• Karagiorgas, D., P. 1981. The Economic Functions of the State. Athens: PapazisisPublications.

Background, General Knowledge, Scientific Area, Skill Development

Upon the successful completion of the course, students will be in the position to:

·         Understand the basic concepts and terms of comparative analysis in social policy and welfare states.

·         Delve into the various theoretical approaches for understanding welfare states.

·         Develop the appropriate theoretical and methodological tools for the analysis and synthesis of various theoretical approaches in social policy and welfare state theory.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

ICT Use

Autonomous work

Teamwork

Working in an interdisciplinary environment

Equity and Inclusion

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

The aim of this course is to introduce students into the comparative analysis f different social protection systems and into the exploration of their changes through time. The concept of regimes of welfare capitalism (Esping-Andersen) is used for the comparative exploration of welfare states.

In the first part, we define the content of comparative social policy. In the following, we summarize the main theoretical approaches for the emergence of the welfare state in order to highlight the contribution by Esping-Andersen. Finally, we define fundamental concepts in comparative social policy and in particular the concept of decommodificatios and analyze the welfare state as a system of social stratification.

In the second part, we present the typology by Esping-Andersen, we highlight the main aspects of each regime and provide explanations for their emergence.

In the third part, we present studies which criticize the typology by Esping-Andersen from the gender perspective as well as through comparison on neglected by Esping-Andersen policy fields. Finally, we examine the debate over the existence of a South-European model of welfare as well as the welfare trajectories of other geographical areas outside Europe.

Course outline:

·         Introduction to comparative social policy

·         Theoretical approaches for the emergence of the welfare state

·         The concept of decommodification

·         The welfare state as a system of social stratification

·         The three worlds of welfare capitalism: main aspects of regimes

·         The three worlds of welfare capitalism: the explanation behind the emergence of three regimes

·         The three worlds of welfare capitalism in the post-industrial era

·         Esping-Andersen’s typology and the gender perspective

·         Esping-Andersen’s typology in other field of social policy

·         The debate on the South-European welfare model

·         Emerging welfare states: Latin America

·         Emerging welfare states: East Asia

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Lectures 30

Interactive teaching            9

Preparation of oral presentations 31

Independent work towards written exams     80

Course total          150

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Formative

Preparation of oral presentations

Essay development questions

·         Esping-Andersen, C. (2014). The three worlds of welfare capitalism, trans. Golemi, Α., Topos (Motivo), Athens (in Greek).

·         Notes and ppts of the course.

·         Lalioti, V. (2018). Aspects of comparative social policy, Topos (Motivo), Athens (in Greek).

Background, General Knowledge, Scientific Area, Skill Development

(a) Understand the classic threefold distinction of constitutional rights into individual, political and social according to their legal nature.

(b) Describe the structure of these rights, their function and areas for their protection.

(c) Understand the content, regulatory scope and importance of safeguarding fundamental rights for individual liberty, social welfare and social justice, the reduction of discrimination and inequalities, and the orientation of state action and the restriction of state arbitrariness.

(d) Understand the relativity, the limitations and violations of rights.

(e) Know the functioning framework and the competencies of the bodies, authorities and mechanisms for the protection of fundamental rights at national and international level.

(f) Evaluate the relations and outcomes of the balancing that influences policies regarding the institutionalization of fundamental rights, their exercise, violations and protection by the state, the agents of these rights and their protection mechanisms.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Decision making

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical  thinking

Promoting free, creative and inductive reasoning

Initially, the common basic characteristics related to the structure and operation of the relevant constitutional provisions are presented.

Secondly, certain individual and social rights are selected and discussed, the theory and analysis of the latter being the constitutional framework for the formation of social administration and the implementation of social policy.

At a third level the relativity and the revocation of rights are examined, based on various legal grounds or expediencies, such as national or state security, the general or public interest, morals and order, etc. The consequences of the various economic and political crises on fundamental rights, that call into question the legitimacy of institutions and lead to the dismantling of welfare mechanisms and humanitarian crises, are also examined.

Finally, fundamental rights, such as equality, personal liberty, freedom of expression, etc. are examined from the point of view of national institutions and bodies, such as the National Committee for Human Rights, the Ombudsperson, the Hellenic Union for Human Rights, as well as European monitoring and judicial bodies, such as the European Commission for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment and the European Court of Human Rights.

In particular, the course is structured in two parts, the general part concerning fundamental rights and the special part where some of the individual and social rights are analyzed.

I.                     FUNDAMENTAL RIGHTS: GENERAL PART

• Concept and sources of fundamental rights

• Elements from the history of fundamental rights

• Structure, function and fields of protection of fundamental rights

• Guarantees of respect for fundamental rights

• Restrictions and conflict of rights

• The principle of the welfare state

II.                    FUNDAMENTAL RIGHTS: SPECIAL PART

Analysis of particular individual and social rights in the Greek Constitution

a.        Individual rights

• The protection of human value

• The principle of gender equality

• The right to personality development and participation in the life of the country

• The protection of life

• Freedom of movement

• The protection of health and genetic identity

• The right to information

• Personal security

• The standardization of the criminal phenomenon

• The right of the natural judge

• The inviolability of the asylum of the residence and the protection of private life

• The right to property and its limitations

• The right to information self-determination

• The right to a court hearing and protection

• The right to environmental protection

b.       Social rights

• Protecting the family, marriage, motherhood, childhood and vulnerable social groups

• The right to health

• The right to work

• The right to social security

• The rights to social welfare and housing

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

The papers and presentations students prepare during the semester are taken into account as supporting the grade of the written exams (an up to 3 points bonus). For the bonus grade to be added, students are required to obtain a passable grade in the written examinations (at least 5 out of 10).

Throughout the examination students can communicate with the teachers through the electronic platform of the course. On the same platform, students who are eligible to be examined orally and have declared it to the secretariat, are examined on the same topics of the written examinations.

Background, General Knowledge, Scientific Area, Skill Development

• to identify the multidimensional factors that transform the crime phenomenon in the context of specific historical conditions,
• to obtain the basic knowledge so that they can understand the differences among different approaches to crime, and
• to develop skills of comparative and critical analysis of the problems associated with the crime phenomenon.

The course is the basis for students to attend other criminological sciences lessons taught in the Department and to examine issues of crime and its control, connecting them with the subject of these courses, namely “Criminology”, “Crime Policy and Globalization”, “International and Greek Penitentiary Policy”, “Penal  Phenomenon and Formal Social Control”, “Security and Human Rights”, “Youth, Crime and Penal Repression”,”Victimology and Restorative Justice”, “Special Issues of Criminal Justice and Crime Policy”.  Through the teaching of these subjects, students acquire the necessary basic knowledge on theoretical and applied criminology, including a wide range of measures introduced and implemented to prevent and control crime. Moreover, students are prepared for a more systematic engagement with criminological sciences later on, at postgraduate level.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Decision making

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Critical thinking

Promoting free, creative and inductive reasoning

The subject of the course is to develop and critically analyze the theoretical paradigms and trends of Criminology, as they evolved from the emergence of the discipline to the present, combined with the examination of the socio-political factors which influenced respective theories and the consequences of different theoretical approaches to the implementation of crime policies.

The course introduces students to the central theoretical questions as well as to the basic social problems that various theoretical schools seek to solve and, finally, to the basic proposals formulated over time to resolve or settle the crime question from a critical epistemological perspective .

In particular, the main issues of crime theories, the questions raised by these theories and the proposed solutions based on different philosophical and sociological backgrounds (Classicism, Positivism, Critical Theory) are addressed. The rational criminal and free will, criminal determinism, the criminal environment, social interaction and the social construction of crime, the political economy of crime and the critique of criminal law and power relations, the collapse of high expectations for the eradication of crime, neoconservative tendencies and the radical and critical approach, realisms in the approach to crime are the main units of the course.

The course is structured in three major sections. First, students are introduced to the key issues, concepts and problems examined by criminological theories. Secondly, the theoretical tradition of Criminology in Modernity, the so called “Big Theories” based on the belief that crime can be eliminated is discussed. The third section examines left and right realist and managerial approaches to crime as transformations of the major theoretical paradigms of the past, as well as new theoretical trends in Criminology.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Archimandritou, Μ., 2020. Introduction to Criminology. Athens – Thessaloniki: Sakkoula (in Greek)

Chaidou, A., 1996. Positivist Criminology. Aetiological approaches to the criminal phenomenon. Athens: Nomiki Vivliothiki (in Greek)

Daskalakis, H., 1985. The Criminology of Social Reaction. Athens – Komotini: A.N. Sakkoulas (in Greek)

Dimopoulos, Ch., 2008. Contributions to Criminology. Athens: Nomiki Vivliothiki (in Greek)

Gasparinatou, M. (2020), Dangerousness: The development of a “dangerous” construction. Criminological approach, Athens: TOPOS Publications (in Greek)

Gasparinatou, M. (2020), Juvenile delinquency and Crime policy, Athens: Nomiki Vivliothiki (in Greek)

Lazos, G., 2007. Critical Criminology. Athens: Nomiki Vivliothiki (in Greek)

Panoussis, G., 2009. Physiognomy. A contemporary criminological approach. Athens – Komotini: AN. Sakkoulas (in Greek)

Spinellis,C.D., 2014. Criminology. Contemporary and Older Directions. Athens: Nomiki Vivliothiki (in Greek)

Farsedakis, I., 1991. The Social Reaction to Crime and its Limits. Athens: Nomiki Vivliothiki (in Greek)

Zarafonitou, Ch., 2004. Empirical Criminology. Athens: Nomiki Vivliothiki (in Greek)

Burke, H. R., 2009. An Introduction to Criminological Theory. Devon, Oregon: Willan Publishing

DeKeseredy, W., 2011. Contemporary Critical Criminology. London and New York: Routledge

Liebling, A., Maruna, S. & McAra, L. (eds), 2017. The Oxford Handbook of Criminology. Oxford: Oxford University Press

Lea, J., 2002. Crime and Modernity: Continuities in Left Realist Criminology. London – Thousand Oaks – N. Delhi: Sage

Lilly, J.R., Cullen, F.T. & Ball, R.A., 2010. Criminological Theory. Context and Consequences. Thousand Oaks – London – New Delhi: Sage

Taylor, I., 1999, Crime in Context. A Critical Criminology of Market Societies. Cambridge – Oxford: Polity Press & Blackwell

Taylor, I., Walton, P. & Young, J. (eds), 1975 (2011). Critical Criminology. Routledge Revivals, New York: Routledge

Young, J., 2007. The Vertigo of Late Modernity. London: Sage

Young, J., 2011. The Criminological Imagination. Cambridge: Polity Press

The papers and presentations students prepare during the semester are taken into account as supporting the grade of the written exams (an up to 3 points bonus). For the bonus grade to be added, students are required to obtain a passable grade in the written examinations (at least 5 out of 10).

Throughout the examination students can communicate with the teachers through the electronic platform at the link of the course. On the same platform, students who are eligible to be examined orally and have declared it to the secretariat, are examined on the same topics of the written examinations.

Background , General Knowledge, Scientific Area, Skills Development

ConsultAnnex A

·    Description of the Level of Learning Outcomes for each cycle of study according to the Qualifications Framework of the European Higher Education Area

·    Descriptive Indicators for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning

and Annex B

·    LearningOutcomesWritingGuide

Adapting to new situations

Decision-making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Generating new research ideas

Respect for diversity and multiculturalism

Respect for the natural environment

Demonstrate social, professional and ethical responsibility and sensitivity to gender issues

Exercise of criticism and self-criticism

Promoting free, creative and inductive thinking

·         Data management tools: Excel, Access

·         Internet services: Search engines, browsers, blogs, forums, social networks

In detail:

·         Introduction to computers: Learn how to operate a computer: log on, navigate the desktop, open/close software, save/find files and folders, and use various tools and shortcuts.

·         Introduction to computer applications for use “at work and at home”. Office (Word, Excel, Access, PowerPoint), including the Windows operating system, plus open source software, social networking and Web2.0 productivity tools for collaborative teamwork.

·         Introduction to digital literacy: Introduction to the basics of computer and digital literacy. Includes the use of features of the university’s electronic systems (E-CLASS, E-LEARNING) for effective communication and class participation; managing, storing, retrieving and sharing files in various digital formats; and basic word processing on a computer or MAC.

·         Internet communications: Introduction to Internet communications: How and when to use them (safely), including: the World Wide Web, search engines, email, email, chat, chats, blogs, social networking tools, Web2.0, instant messaging/texting, etc.

·         Word: Designed for all computer users, this course covers the basics of Word. Topics include page numbers, headings/footnotes, sections, styles, templates, outlines, graphics, Internet documents for Internet/intranet, columns, tables. Assignments include reports, resumes, forms, letters, mailing labels, newsletters, web pages.

·         Excel: introduction to spreadsheets using Excel. Includes designing and creating workbooks/worksheets, formatting, graphing, decision making, lists, managing and sharing data.

·         Access: an introduction to the Microsoft Access database management system. This application course covers creating and maintaining database tables, creating macros, searching database tables, designing forms, and creating reports.

·         PowerPoint: Design, create, modify and deliver effective presentations on screen, in person and remotely on the Web using basic and advanced PowerPoint features. Enhance presentations with graphics, drawing templates, color schemes, animations, diagrams, organizational charts, and speaker notes.

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Study & Analysis of Literature, Tutoring, Practical (Placement), Clinical Exercise, Artistic Workshop, Interactive teaching, Educational visits, Study visits, Project work, Writing work / assignments, Artistic creation, etc.

The student’s study hours for each learning activity and the hours of unguided study are indicated so that the total workload at semester level corresponds to the ECTS standards.

Description of the evaluation process

Language of Evaluation, Evaluation Methods, Formative or Inferential, Multiple Choice Test, Multiple Choice Test, Short Answer Questions, Test Development Questions, Problem Solving, Written Work, Report, Oral Examination, Oral Examination, Public Presentation, Laboratory Work, Clinical Examination of a Patient, Artistic Interpretation, Other

Explicitly identified assessment criteria are stated and if and where they are accessible to students.

The final evaluation shall take into account:

1) Weekly assignments (exercises) uploaded by the students on the eclass

2) Final laboratory exercise

Background, General Knowledge, Scientific Area, Skill Development

•    Understand social planning as theory and practice.

•          Learn the historical evolution of social planning in different socio-economic environments.

·         Distinguish the different approaches and types of social planning

·         Understand the distinct approach of participatory social planning

•    Learn the process and stages of social planning.

•          Form causal chains when addressing a social issue.

•          Specify goals and objectives.

•          Develop alternative strategies in order to plan a social intervention.

•          Understand the pros and cons of alternative support measures and provisions.

•          Be familiarized with tools such as critical path method.

•          Understand the challenges involved in the implementation phase of social planning.

•          Recognize the significance of evaluation in social planning.

·         Understand the advantages and challenges of participatory social planning.

·         Use specific tools and practices of participatory social planning.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

ICT Use

Autonomous work

Teamwork

Working in an interdisciplinary environment

Project design and management

Equity and Inclusion

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

This course examines the wider socio-economic changes changes and their effects on social planning as theory and practice.

In the first part, the basic changes taking place will be presented and analyzed including economic restructuring processes, the role of the state, the labour market, the emergence of new social issues and actors (civil society, social economy organizations). In this framework, we will define conceptually social planning and substantiate its necessity as a policy and practice while differentiating the various types and models of social planning.

In the second part,  we will focus on social planning as practice including methods and tools developed for the preparation, implementation and evaluation of social planning.

In the third part, we will present and analyze the advantages and challenges associated with participatory social planning  as well as tools and methods which could be used in this framework.

Course outline:

•      The wider context of social planning

•      Social planning: definition and foundation

•      Historical evolution and types of social planning

•      Goals and objectives of social planning

•      Theory of change and causal chains

•      Constructing alternative strategies

•      Evaluation of alternative provisions and support measures

•      The implementation. stage

•      The evaluation stage

•      Participatory planning as theory and practice

•       Examples of (participatory) social planning

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Lectures               30

Interactive teaching        9

Preparation of oral presentations 31

Independent work towards written exams          80

Course total       150

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Preparation of oral presentations

Essay development questions

·         Dimoulas, Κ. (2019), Planning, implementation and evaluation of social policy projects, Dionikos, Athens (in Greek).

·         Notes and ppts of the course.

·         Educational platform on Social Solidarity Economy, kalomathe.gr, thematic units onCommunity Economic Development.

·         Bromley, R. (2003), “Social Planning: Past, Present and Future”, Journal of International Development, 15, 819-830.

·         Callaghan, G., Wistow, G. (2008). “Can the community construct Knowledge to shape services in the local state? A case study”, Critical Social Policy, 28 (2), 165-286.

·         Dyckman, J. W. (1966), “Social Planning, Social Planners, and Planned Societies”, Journal of the American Institute of Planners, 32:2, 66-76.

·         European Social Network , Social planning at the local level, https://www.esn-eu.org/sites/default/files/publications/ESN_Social_planning_at_the_local_level.pdf

·         Sadan, E. (1997). Empowerment and Community Planning, translated from Hebrew by Translated from Hebrew by R. Flantz, http://www.mpow.org/elisheva_sadan_empowerment.pdfAdditional