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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Emerging Science Journal
Hera Antonopoulou
Department of Management Science and Technology, University of Patras, Patras,
Environmental Science

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The Role of Economic Policy Uncertainty in Predicting Stock Return Volatility in the Banking Industry: A Big Data Analysis Hera Antonopoulou; Vicky Mamalougou; Leonidas Theodorakopoulos
Emerging Science Journal Vol 6, No 3 (2022): June
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2022-06-03-011

Abstract

The research aims to study the effects of economic policy uncertainty on the return volatility of stocks with data from the largest banking institutions in Greece. Volatility is constructed using intraday data, whereas the research period extends over a period of about thirteen years, more specifically from January 5, 2001, to June 30, 2014. This period includes various phases of the market, such as stock market crashes along with stock market booms (e.g. the financial crisis of 2007 and 2008 in the United States and the European sovereign debt crisis). The estimated regressions were used to indicate the direct effects of economic policy uncertainty on the return volatility of the stocks of the four large Greek banks. The volatility index is constructed based on intraday data, whereas four different estimators of volatility were used. There is a statistically significant "direct" effect of economic policy uncertainty on the volatility of stock returns of the largest Greek banks, which are (a) Alpha Bank, (b) Eurobank, (c) National Bank of Greece, and (d) Piraeus Bank. Such findings are highly important for specific groups of people, such as investors, policymakers, and regulators. This study is the first research that seeks to identify the effect of economic policy uncertainty on the stock return volatility of the Greek banking system, constructed from intraday data. Doi: 10.28991/ESJ-2022-06-03-011 Full Text: PDF
Associations between Traditional and Digital Leadership in Academic Environment: During the COVID-19 Pandemic Hera Antonopoulou; Constantinos Halkiopoulos; Olympia Barlou; Grigorios N. Beligiannis
Emerging Science Journal Vol 5, No 4 (2021): August
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/esj-2021-01286

Abstract

Objectives: Notably, as a result of the unique circumstances that the global population is facing (Covid-19), there has been an increase in interest in educational leadership science, particularly in academic environment, with the aim of enhancing an ecosystem that is inclusive, open to change, monitoring, and often unforeseen challenges. Of the various types of educational leadership, transformational leadership is recognized as the most suitable for use in academic environment. It focuses on the division of leadership responsibilities among academics with varying skills in order to handle collectively the spectrum of leadership responsibilities needed in a variety of contexts. Methods/Analysis: This perspective is embodied in this study paper, which examined the degree to which members of the Senate of three Universities of Greece, engaged in three distinct types of leadership (transformational leadership, transactional leadership, and leadership to be avoided) via digital leadership. The findings were interpreted using descriptive, diagnostic, predictive and prescriptive data analysis algorithms. Findings: The findings indicate that participants demonstrate a high level of Transformational and Transactional Leadership. They demonstrated a high level of Digital Leadership while avoiding Passive - To Avoid Leadership. The study demonstrates that Digital Leadership has a relatively favorable association with the leadership outcome, which is translated as a high level of performance and satisfaction coexisting with a high level of digital leadership execution. Novelty /Improvement: The research project indicates that a good leader who practices transformational leadership and is prepared with the necessary digital skills would be more effective in carrying out administrative responsibilities in an academic environment. Doi: 10.28991/esj-2021-01286 Full Text: PDF
Contributions of Neuroscience to Educational Praxis: A Systematic Review Evgenia Gkintoni; Ioannis Dimakos; Constantinos Halkiopoulos; Hera Antonopoulou
Emerging Science Journal Vol 7 (2023): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2023-SIED2-012

Abstract

Objectives: In education, neuroscience is an interdisciplinary research field. It seeks to improve educational practice by applying brain research findings. Additional findings from the scientific fields of education, psychology, and neurophysiology aim to enhance the learning process and improve educational practices. The application of neuroscience to education involves neuroscientific and psychological knowledge. Methods/Analysis: In this systematic literature review, the final studies included in the analysis table are decided by searching databases according to predefined inclusion criteria. The PRISMA approach was utilized to study the relationship between neuroscience and the educational process and to optimize the educational process based on the relevant data. Findings: The review's findings emphasize the significance of integrating neuroscience into educational praxis and challenges and raise ethical concerns regarding its implementation in educational contexts. Novelty /Improvement: The discipline of educational neuroscience is associated with education, research, and the cognitive neuroscience of learning. Neuroscience can serve as the basis for education in a similar direction that biology serves as the basis for medicine, meaning that each field retains its innovation but cannot contravene the rules of the other. This study examines the relationship between neuroscience and educational praxis as well as how the educational community might bridge this gap to include prospective findings from neuroscientific research. Doi: 10.28991/ESJ-2023-SIED2-012 Full Text: PDF
Co-Authors Constantinos Halkiopoulos Evgenia Gkintoni Grigorios N. Beligiannis Ioannis Dimakos Leonidas Theodorakopoulos Olympia Barlou Vicky Mamalougou