University of Zagreb
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La motivación y el rendimiento académico en la clase de ELE
Full text linkMotivacija i akademski uspjeh su vrlo važne teme u procesu poučavanja i učenja. Motivacija je pokretačka sila koja potiče na aktivnost, odnosno na djelovanje koje je usmjereno na određen cilj. U ovom kontekstu to djelovanje je usmjereno na učenje jezika. Motivacija je jedan od afektivnih
faktora koji ima velik utjecaj na ponašanje (Gardner, 2006.). Akademski uspjeh se definira kao odraz postignuća ostvarenih u određenom vremenskom periodu. Cilj ovog istraživanja je provjeriti postoji li korelacija između pojedinih vrsta motivacije i akademskog uspjeha u nastavi španjolskog kao stranog jezika. Istraživanje je kvantitativno, deskriptivno i korelacijsko. Istraživanje se provelo na 88 studenata preddiplomskog i diplomskog studija španjolskog jezika i književnosti na Filozofskom fakultetu Sveučilišta u Zagrebu. Kvantitativni podatci u sklopu istraživanja su dobiveni pomoću upitnika s Likertovom skalom od 5 stupnjeva. Rezultati ukazuju na blagu i neznatnu korelaciju između motivacije i akademskog uspjeha. Time se ne potvrđuje sa sigurnošću hipoteza koja proporcionalno povezuje motivaciju i uspjeh, samo ona koja povezuje intrinzičnu motivaciju i akademski uspjeh.La motivación y el rendimiento académico son temas inagotables en el proceso educativo. La primera, según Gardner (2006) es un esfuerzo que una persona tiene que emplear para alcanzar un objetivo. En este caso, el objetivo es aprender una lengua. El segundo está considerado como la evidencia de los logros alcanzados en un tiempo determinado. El objetivo de esta investigación es averiguar si existe una correlación entre varios tipos de motivación de los estudiantes y su rendimiento académico en la clase de ELE. La investigación es de naturaleza cuantitativa, de tipo
descriptivo y correlacional. La investigación se lleva a cabo por medio de una encuesta rellenada por 88 estudiantes de grado y de postgrado del Departamento de Estudios Románicos en la Facultad de Humanidades y Ciencias Sociales en Zagreb. Los valores cuantitativos de este estudio se miden por medio de una escala de Likert de 5 puntos. Los datos muestran una correlación leve e insignificante entre el grado de la motivación de los estudiantes y los resultados de su aprendizaje. Por esto, no se puede confirmar sin duda la hipótesis que establece una relación proporcional entre el grado de motivación y el rendimiento académico. Sin embargo, se confirma que solo la motivación intrínseca correlaciona positiva y significativamente con el rendimiento académico
Engleski i hrvatski prijevodi švedskih frazema u knjizi Stiega Larssona Män som hatar kvinnor
No full textSpråkanvändare föredrar att peka på meddelanden snarare än att göra direkta uttalanden
(Crerar-Bromelow 2008: 77). I ännu högre grad finns detta i skriftspråket eftersom författare har
tid att bilda sina tankar på ett sätt som passar dem bäst och att formulera en text som inte är
transparent men ger läsaren något att tänka på. Därför måste översättningen av ett idiomatiskt
uttryck tjäna samma syfte som originalet. Det handlar om mer än att bara identifiera idiomets
statiska stilistiska kategori; översättare bör undersöka idiomet och styrkan av bilden som
framförts, samt påpeka vilken relation det kan ha till den utsträckta metaforen i textens diskurs
eller till den större kulturen (ibid. 2008: 78).
Syftet med detta masterarbete var att hitta och analysera idiom i Stieg Larssons roman
Män som hatar kvinnor och jämföra dem med deras kroatiska och engelska översättningar.
Ändamålet med en sådan studie var att observera likheter och skillnader mellan de tre språken
när det handlar om idiomatiskt språk. Arbetet kommer att avgöra vilka översättningsmetoder
använts. Den första hypotesen av detta masterarbete var att i mer än 50% av fallen de svenska
idiomen i Larssons roman översattes till kroatiska och engelska med motsvarande idiomatiska
uttryck, vilket betyder att dessa språk besitter en gemensam fraseologisk inventering. Den andra
hypotesen var att den kroatiska översättaren av Larssons bok använde parafrasering för att
översätta källtextsidiom oftare än den amerikanska översättaren, vilket skulle kunna resultera i
förlust av idiomaticitet och förändring av måltextens stilistiska värde.The purpose of this paper was to identify Swedish idioms in Stieg Larsson’s novel Män
som hatar kvinnor and their translation equivalents from the Croatian (Muškarci koji mrze žene,
translated by Željka Černok) and English (The Girl with the Dragon Tattoo, translated by Reg
Keeland) translations of the book. This data was used to build a multilingual parallel corpus
comprised of 266 idioms extracted from the source text and their translations from both target
languages.
One of the aims of the research was to show the distribution of translation strategies for
which the Croatian and English translators opted for when translating Swedish idioms from the
source text. As suggested by Mona Baker (1992: 72-77), these strategies include using an idiom
of similar form and meaning, an idiom of similar form and dissimilar meaning, omission and
paraphrasing, as well as some additional strategies such as mistranslation, no translation and
direct transfer.
The first hypothesis of this diploma thesis was that the majority (>50%) of the source-text
idioms were in both English and Croatian translated using a corresponding idiomatic expression,
which, for the purpose of this diploma thesis, designates an idiom of similar form and meaning,
an idiom of similar meaning and dissimilar form or a calque (literal translation by direct
transfer). It is assumed that such results could be indicative of high cross-cultural transparency
and imageability of a large number of idioms across all three languages. Regardless of the
assumption, the hypothesis proved to be right, because equivalent idioms constituted 52% and
67% of all idiom translations in the Croatian and English translations, respectively. Many
translations were full idiomatic matches and some were lexically or structurally completely
unrelated to the Swedish original, but they were idiomatic in nature and conveyed the message of
the original expression. Direct transfer was used in quite a lot of cases, as well, which bears
witness to a high transparency of the source idioms in both target languages, as well as to a
shared phraseological inventory across the three languages in question.
The second hypothesis of this thesis was that the Croatian translator opted for paraphrase
more often than the American translator of Stieg Larsson’s novel when translating Swedish
idiomatic expressions from the source text. Though it was assumed that both the English and
Croatian translation contained many paraphrases, it was expected that the total number of
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paraphrased idioms was much higher in Croatian than it was in English. The hypothesis and the
assumption proved to true, as well. Both target texts exhibited a high percentage of paraphrases,
Croatian more so than English. It is further assumed that non-idiomatic translations of idioms
disrupted the poetic nature of the target text and decreased the idiomaticity of the work when
compared to the original or the English translation.Ovaj diplomski rad bavi se hrvatskim i engleskim prijevodima švedskih frazema koji se
pojavljuju u romanu Män som hatar kvinnor pisca Stiega Larssona. U sklopu istraživanja izrađen
je višejezični paralelni korpus sastavljen od švedskih frazema pronađenih u ranije spomenutom
izvorniku i njihovih ekvivalenata iz engleskog (The Girl with the Dragon Tattoo, preveo Reg
Keeland) i hrvatskog prijevoda (Muškarci koji mrze žene, prevela Željka Černok). Podaci iz
korpusa, odnosno rezultati istraživanja, analizirani su radi identificiranja najčešće korištenih
postupaka za prevođenje švedskih frazema iz spomenute knjige na hrvatski i engleski s pomoću
tipologije prevoditeljskih postupaka za prijevod frazema koju predlaže Mona Baker. Ta podjela
obuhvaća frazeme sličnog značenja i oblika, frazeme sličnog značenja i različitog oblika,
parafrazu i izostavljanje, a dodane su i kategorije kao što su kalk, prijevod pogrešnog značenja i
nedostatak prijevoda.
U radu se ukazuje na sličnosti i razlike u izboru postupaka za prijevod frazema između
dvaju ciljnih jezika. Hipoteza ovog rada jest da se pri prevođenju švedskih frazema na hrvatski i
engleski u oba ciljna jezika najčešće (u više od 50% slučajeva) koristio ekvivalentni frazem,
odnosno izraz sličnog ili istog značenja i oblika, izraz sličnog značenja i različitog oblika ili kalk,
što pokazuje da su mnogi švedski frazemi i engleskom i hrvatskom prevoditelju bili predočljivi
ili dovoljno transparentni da ciljna publika razumije doslovni prijevod tih frazema. Kao rezultat
toga, moglo bi se pretpostaviti da je temeljno značenje većine švedskih frazema i u engleskom i
u hrvatskom zamislivo pomoću određenih kognitivnih struktura koje nastaju poznavanjem
konotativnog značenja riječi, odnosno da ta tri jezika posjeduju zajednički frazeološki inventar.
Nadalje, pretpostavka je da se parafraza koristila kada izvorni frazem nije jasno korelirao
ni sa kojim sličnim frazemom u ciljnom jeziku zbog razlika u konceptualnim sustavima tih dvaju
jezika, no i da se koristila u mnogim drugim slučajevima jer je za mnoge prevoditelje upravo
parafraza najbrži postupak prevođenja. Iako je navedeno istina za oba ciljna jezika, druga je
hipoteza ovog diplomskog rada da je hrvatska prevoditeljica pribjegavala parafrazi u većoj mjeri
no što je to činio američki prevoditelj. Unatoč visokoj predočljivosti i uporabi parafraza
prenesenog značenja, pretpostavlja se da se velikim smanjenjem idiomatičnosti u prijevodu nije
mogao sačuvati stil, a time ni autentičnost djela
Rehabilitation of vowels in children after cochlear implantation
Full text linkSluh i slušanje sastavni su dio čovjekova razvoja i djelovanja od samog rođenja. Oni su ključni za uspješno usvajanje govora i jezika. Slušna oštećenja mogu spriječiti ili otežati uredan razvoj govora i stoga ih je važno dijagnosticirati rano, kako bi rehabilitacija mogla početi što je prije moguće zbog toga što su rane godine djetinjstva važne za razvoj ne samo govora i jezika nego za opći kognitivni razvoj i društvene vještine. Umjetna pužnica moderno je slušno pomagalo koje sve više zamjenjuje tradicionalna pomagala i daje bolje rezultate.
Cilj ovog istraživanja bio je provjeriti kako djeca s umjetnom pužnicom tijekom rehabilitacije usvajaju govor, naročito samoglasnike/vokale. Također se htjelo ispitati ima li razlika u percepciji njihova govora između uvježbanih stručnjaka – fonetičara i laika.
Pripremljena su dva kompleta sličica – jedan za dvoje djece starije od 5 godina i jedan za sedmero djece u dobi od 3 do 5 godina. Djeca su trebala reći koji su predmeti na svakoj slici i to je snimano. Snimke su potom prezentirane slušateljima fonetičarima i nefonetičarima, koji su tijekom slušanja trebali odgovoriti na nekoliko pitanja o djeci i njiovu govoru.
Na temelju njihovih odgovora i akustičke analize vokala moglo se zaključiti da rehabilitacija daje zadovoljavajuće rezultate, naročito kad se radi o vokalima. Također se pokazalo da su fonetičari vještiji u zapažanju detalja i finih razlika među djecom i njihova općeg verbalnog ponašanja, ali da i nefonetičari mogu prepoznati i procijenit slušne i artikulacijske sposobnosti djece.Hearing and listening are integral parts of human development and fuctioning from the very beginning. They are crucial in speech and language acquisition. Hearing impairments can prevent typical speech development and it is therefore crucial that they be diagnosed early so that rehabilitation can start as soon as possible, because early years are important for the development of speech and language, cognitive abilities in general and social skills. Cochlear implants are modern hearing aids that increasingly replace conventional ones and have been shown to yield much better results.
The aim of this study was to investigate how well children with cochlear implants acquire speech, particularly vowels, in the course of their rehabilitation. Another question was how is their speech perceived by listeners, trained phoneticians, on the one hand, and lay listeners.
Two sets of pictures were compiled for this purpose, one for two children over the age 5, and one for 7 younger children aged between 3 and 5 years. After they had been recorded naming the presented pictures, two groups of listeners (trained phoneticians – university students of phonetics and university students of other programs) were asked to listen to the recordings and answer several questions about the children and their speech.
Based on listeners’ responses and acoustic analyses it can be concluded that rehabilitation outcomes are satisfactory, particularly with respect to vowels. It was also found that trained phoneticians are more attentive to details in children’s speech and overall verbal behavior but that untrained listeners are also capable of dealing with children’s auditory and articulatory abilities
Pseudonyms in library catalogs
Full text linkOvaj rad bavi se problemom pseudonimije u bibliotekarskoj praksi. U prvom dijelu fokus je na teorijskom razrješavanju samog pojma pseudonima te njemu srodnih pojmova heteronima, egzonima i endonima. Zatim je prikazan način za postupanje s pseudonimima u katalogizaciji naveden u Pravilniku i priručniku za izradbu abecednih kataloga Eve Verone, a potom se upozorilo na moguću interferenciju s pravima pojedinca na privatnost. U drugom i najvećem dijelu rada prikazano je postupanje s pseudonimima u knjižničarskoj praksi. Za ilustrativne primjere uzeti su Voltaire, Mark Twain, E.L. James i Nora Roberts te su se njihova djela pretraživala u katalozima osam velikih knjižnica. Rezultati pretraživanja ukazali su na određene neujednačenosti između pretraživanja s pseudonimom i pretraživanja s pravim imenom, a osobito su izražene u predmetnom pretraživanju.This paper deals with the problem of pseudonymity in library practice. In the first part the focus is on the theoretical resolution of the concept of pseudonyms and related terms heteronyms, exonyms and endonyms. Then the method for dealing with pseudonyms in the cataloging listed in the A Code and manual for compiling alphabetical catalogues of Eva Verona is presented. Furthermore, the possibility of the previous interfering with the individual's rights to privacy is mentioned. In the second and major part of the paper, the handling with pseudonyms in library practice is shown. Voltaire, Mark Twain, E.L. James and Nora Roberts are taken for examples and their literary works are searched in the catalogs of eight large libraries. Search results point to specific disparities between searching with a pseudonym and searching with a real name, and those are especially expressed in subject searching
Social position of a gifted student in the class
Full text linkDaroviti su pojedinci oni koji imaju jednu ili više sposobnosti značajno natprosječno razvijene. Darovitost kao osobina utječe na sve aspekte života darovitih osoba, između ostaloga i na njihov sociometrijski status. Budući da socijalni položaj značajno utječe na socioemocionalni razvoj pojedinca, koji je preduvjet za ostvarivanje punog potencijala darovitih učenika, u diplomskom radu istražuje se kakav je sociometrijski status darovitog učenika u razrednom odjelu. U literaturi postoje dva različita stajališta o utjecaju darovitosti na sociometrijski status učenika. S jedne su strane znanstvenici koji tvrde da darovitost doprinosi pozitivnom sociometrijskom statusu učenika, dok su s druge strane znanstvenici koji tvrde da darovitost uzrokuje negativan sociometrijski status učenika. Utvrđivanje sociometrijskog statusa učenika nužno je za pedagoško djelovanje kako bi se taj status poboljšao, ukoliko za to postoji potreba. Istraživanjem su pronađena i identificirana, pomoću anketnog upitnika, dva darovita učenika. Rezultati istraživanja sociometrijskog statusa učenika u razredu, utvrđeni anketnim sociometrijskim upitnikom, pokazuju da prema sociometrijskom statusu jedan od učenika pripada prosječnoj sociometrijskoj kategoriji, a drugi pripada sociometrijskoj kategoriji „zvijezda razreda“. Prema rezultatima istraživanja, učenik koji pripada prosječnoj sociometrijskoj kategoriji razvio je dva odnosa prijateljstva s drugim učenicima iz svoga razreda, dok učenik koji pripada sociometrijskoj kategoriji „zvijezda razreda“ nije razvio niti jedno prijateljstvo s učenicima iz svoga razreda. Daroviti učenici međusobno su u odnosu ignoriranja.Gifted individuals are those who have one or more abilities that are significantly overdeveloped. Giftedness as a feature influences all aspects of the life of gifted persons, including their sociometric status. Since the social position significantly influences the social-emotional development of the individual, which is a prerequisite for the realization of the full potential of gifted students, a graduate thesis examines the sociometric status of a gifted student in a class. In the literature there are two different views on the influence of giftedness on the sociometric status of students. On the one hand, scientists claim that giftedness contributes to the positive sociometric status of students, while on the other hand, scientists claim that giftedness causes the student's negative sociometric status. Determining the sociometric status of a student is necessary for pedagogical action in order to improve this status, if there is a need for it. Two gifted students were identified by the survey questionnaire. The results of the sociometric survey of the students in the class, determined by the sociometric questionnaire, show that one of the students belongs to the sociometric category of average students, according to the sociometric status, and the second belongs to the sociometric category of "class stars". According to research results, a student belonging to the average sociometric category has developed two relationships of friendship with other students of his class, while a student belonging to the "class star" sociometric category has not developed any friendship with his classmates. Two gifted students are in the relationship of ignorance each other
Typological and chronological classification of Roman pottery from Siscia
Full text linkTema disertacije je tipološko-kronološka klasifikacija rimskih keramičkih nalaza
antičke Siscije. Keramički arheološki materijal nalazi se pri svim arheološkim istraživanjima
na području rimske Siscije, današnjeg grada Siska. U interpretaciji nalaza i nalazišta
keramički materijal od iznimnog je značaja. Njime se mogu pratiti društveno-ekonomske
promjene na ovom prostoru koje se oslikavaju u stilu, proizvodnji, trgovini, očuvanju
tradicijske kulture, svakodnevnim potrebama, prehrambenim i pogrebnim običajima. Prvi
kontakti Segestana s rimskom civilizacijom kao i razdoblje nakon osvajanja, razvoja Siscije te
njenog kontinuiteta i nestanka u razdoblju kasne antike može se pratiti na keramičkim
nalazima nađenim pri iskopavanjima na području Siska. Iako je sisački materijal od iznimne
važnosti za istraživanje povijesti prostora Panonije do sada je izostala sveobuhvatna obrada i
analiza keramičkog materijala. Tipološko-kronološka analiza keramičkog materijala s
novoprovedenih istraživanja uz usporedbu s do sada objavljenim materijalom iz Gradskog
muzeja Sisak i Arheološkog muzeja u Zagrebu zato je od iznimne važnosti. U tezi se analizira
keramički materijal s lokaliteta sv. Kvirin, istraživanja 2003. i lokaliteta Povijesni arhiv,
istraživanja 2003./2004. u Sisku, koji broji više od 2000 ulomaka, oba vođena suvremenom
metodologijom i stratigrafskim principima. Kontinuitet življenja na oba položaja daje
značajan doprinos kronološkoj klasifikaciji keramičkog materijala. Tipološko-kronološkom
klasifikacijom rimske keramike promatrane su i faze razvoja Siscije koje su poznate iz
antičkih izvora.
Metodologija rada temelji se na tipološko-kronološkoj klasifikaciji keramičkog materijala iz
Siscije koja obuhvaća analizu tehnike izrade, analizu faktura, morfologije, dekoracije,
funkcije, kvalitete izrade i kvantitete proizvodnje. Komparativnom metodom nađene su
analogije s keramičkim materijalom relevantnih rimskih lokaliteta. Rad je popraćen crtežima
keramike, fotografijama, grafičkim prikazima. Analiza obuhvaća izmjeru materijala,
deskripciju te makroskopske analize na temelju kojih je izrađen katalog. Znanstveni doprinos
je u objavi, analizi te interpretaciji rimske keramike iz Siscije čime je upotpunjena slika o
najvažnijem antičkom lokalitetu panonske Hrvatske.
Radom je obrađeno ukupno 502 različitih tipova svih vrsta rimske keramike. Predstavljeni
su do sada poznati tipovi, kao i novi za koje se smatralo da ih u Sisciji nema, a neki od njih su
jedinstveni za cijeli panonski prostor. Tipološko-kronološka klasifikacija rimske keramike
prva je cjelovita objava keramičkog materijala iz Siscije. Provedena analiza keramike
pridonijet će i razumijevanju graditeljske baštine i urbanizma Siscije kroz svih 7 stoljeća
života grada.The typological and chronological classification of Roman pottery is the basis for the
study of any Roman site. Other than finds from specific positions or specific types of pottery,
the material from Siscia, the most important city in Roman Pannonia, as attested to by
historical sources, has so far not been fully typologically and chronologically classified based
on a complete analysis of Roman pottery. Therefore, the pottery from the territory of Siscia
has not been included into expert publications to the extent that it deserves, although it is
crucial for the study of the historical Pannonia. This paper was written with the goal of
positioning Siscia as the point of reference for the study of the Roman period in Pannonia and
the wider region.
The basic analysis was conducted on pottery discovered at the Sv. Kvirin (St. Quirinus) and
Povijesni arhiv (Historical archives) positions that were excavated in accordance with
contemporary stratigraphic principles. Both positions are within the walls of the Roman
Siscia. The Sv. Kvirin and Povijesni Arhiv positions yielded a total of 1581 pottery
fragments. The typological and chronological analysis of pottery was widened by the analysis
of previously published material that is kept at the City Museum Sisak and the Archaeological
Museum in Zagreb. A total of 46 different kinds of publications included over 1017 pottery
fragments. The typological classifications revealed groups based on one or more categories:
usage (function), characteristic production technology, origin/provenience, and morphological
forms. The analysis of characteristic structures, forms, modes and ways of decorating showed
or indicated the produce from different well-known workshop centers, and, thereby, the
provenience of pottery forms that appeared in ancient Siscia.
In the typological classification, the material was divided into table ware, pottery used in food
preparation and serving, pottery used for storing food and beverages, pottery of special
function, ceramic figurines, and pottery used in construction.
The Povijesni arhiv and Sv. Kvirin positions yielded a total of 161 fragments of thin-walled
pottery, and the previously published material includes a total of 337 examples. The analyzed
finds differ based on production technique, fabric, form, and mode of decoration. Based on
production technique, pottery thin-walled pottery was made in a mold and/or on a potter’s
wheel out of purified clay or clay paste with inclusions, and was fired in a reduction or
oxidation atmosphere. Typological categories include small bowls, glasses and cups. A total
of 23 types of small bowls (TWP B. 1-23), 30 types of glasses (TWP G. TYPE 1-30) and 2
types of cups (TWP C. TYPE 1-2) have been established. The analysis revealed 17 different
fabrics, pointing to the diversity and the possible number of workshops, but also to the different modes off decoration and firing of thin-walled pottery in a single workshop (TWP 1-
17). The most common fabric is TWP 6 that can be ascribed to Pannonian workshops. Motifs
include barbotine decorations, ribbed scales, droplets, spiral vines, floral motifs, leaves, sandy
decorations and incised nets. The quantity of the recovered material could indicate the
workshop in Siscia as the place of production. The following fabrics could be ascribed to
Pannonian workshops: TWP 10 and TWP 5, TWP 7, TWP 11, TWP 17; the following to
workshops in Italy: TWP 2, and TWP 3, TWP 9, TWP 10, TWP 12, TWP 13, TWP 15 and
TWP 16. The TWP 1, TWP 4 and TWP 14 are exceptions. The TWP 1 matches the fabric of
thin-walled pottery from Baetica in color, which would be the first find of Baetican pottery in
the Croatian part of Pannonia. The TWP 4 fabric matches pottery from Lyon in color, but the
decorations indicate connections with motifs that were predominantly used on produce from
Pannonian workshops. The forms of pottery of the TWP 8 fabric suggest that they were
produced in Pannonian workshops, while the motifs reveal influences from Gallia. The TWP
14 fabric can be attributed to the La Butte workshop from Gallia. Thin-walled pottery can be
dated to the period from the last decades of the 1st century BC, when the first produce from
Italy appeared. During the time of Tiberius and Claudius, thin-walled pottery revealed a
plethora of forms, modes of decoration and imports from Italy, Gallia, Baetica and other
Pannonian workshops. The appearance of thin-walled pottery can be traced up until the 2nd
century, when it was dominated by types of glasses made in Pannonian workshops. Some
examples can be dated to the 3rd century.
The analyzed material revealed, for the first time in Siscia, the presence of pottery with a
black slip, characteristic of the middle Augustan period. It is proof that Roman military and
trading routes were present in the area in Octavian’s period. So far, it had been registered in
the southeastern Alpine region, and not on Pannonian territory. The find from Siscia is a
confirmation of the written sources. The fragments can be ascribed to the Lamboglia 5/7 type
of plate (BSP. TYPE 1) that can, in Siscia, be connected to the Augustan period.
Out of all the types of Roman pottery from Sisak, terra sigillata is the most thoroughly
studied due to Rajka Makjanić’s paper “Terra sigillata” that was published in the series:
Siscia, Pannonia Superior International Series in Oxford in 1995. The author published a
total of 327 examples of terra sigillata from the Archaeological Museum in Zagreb, most of
which were discovered when the Kupa riverbed was cleaned in between 1913. and 1915.
(Makjanić 1995: 43). The analyzed material provides an insight into the plethora of sigillata
ceramic material that reflects the importance of Siscia in the Roman Empire. The paper brings
an overview of previously discovered and published types of terra sigillata, as well as an analysis of sigillata from the Sv. Kvirin and Pov. Arhiv positions. Siscia yielded finds of
Italian, Gaelic, African, Pannonian and Moesian sigillata. The Italian sigillata from Sisak was
made in workshops in Arretium, northern Italy and Campania, and can be divided into smooth
and relief Italian sigillata. A total of 32 different types of have been found.The Sv. Kvirin and
Pov. Arhiv positions yielded the following types of terra sigillata: Haltern 9, Consp. 13,
Consp 14, Conp 18, Consp 20, Consp 21, Consp 24, Consp 26, Consp 27, Consp 29, Consp
34, Consp 43, Consp 43-44, Consp 48, and Drag 11. The finds can be dated to the period
between the last decades of the 1st century BC and the 2nd century.
The analysis of material from recent archaeological excavations of the Augustan and the
Tiberian-Claudian phase of Siscia revealed large amounts of relief pottery of the Aco and
Sarius types, suggesting that it was one of the most significant military and trading centers
during the Early Empire. With a total of 71 finds, Siscia is the Pannonian site that yielded the
largest amount of relief pottery of the Aco and Sarius types. This paper includes all examples
of previously published relief pottery from the positions of Sv. Kvirin and Povijesni Arhiv,
and the analysis of finds based on their form, fabric and decorative concept. The analysis of
fragments from Siscia, which could be defined as belonging to a certain form, revealed a total
of 31 fragments of Aco beaker and 40 examples of Sarius cups. The analysis of form and
fabric revealed 2 types of Aco beaker (ACO TYPE 1a i b – 2). The analysis of decorations on
Aco beaker revealed the following motifs: the Kommaregen triangles, vegetative motifs,
zoomorphic decorations, ribbons/chains composed of beads, architectural elements,
interweaving/weaved basket motifs, abstract motifs, and a group of undefined motifs. The
analyzed material includes Aco type beaker with and without a sigillata slip. Glasses without
a slip were being produced from about the middle of the 1st century BC, while the examples
with a slip started to appear from the late Augustan-Tiberian period. In Siscia, the latter
remained in use during Claudian times as well. Stamp include those of C. Aco C. L. Eros and
Buccio Norbanus, but the analysis of stylistic and morphological features also revealed
examples ascribed to the workshops of L. Norbanus or Stepanus Norbanus, C. Aco or C. Aco
Diophanes, as well as the workshops of Optatus and L. Sarius Surus. In addition to the
examples from northern Italian workshops situated between the Po River and Ravenna, relief
pottery from workshops in Gallia was also recorded.
The analysis of all published, as well as the finds from the Sv. Kvirin and Povijesni Arhiv
positions, revealed 40 examples ascribed to the Sarius cup type. Due to the fragmentation of
finds, one form of the Sarius cup was defined (SAR. TYPE 1). Just like on Aco beaker, a
large number of decorations were noted. The concept is uniform, but specific motifs are differently grouped. The recorded motifs include: vegetative, zoomorphic, geometrical,
figurative and abstract ones. The motifs are freely or geometrically distributed on the vessels.
The recorded workshops include those of Clemensa, L. Sarius Surus, Ivcundus, but some
forms have also been recorded that display no analogies with the previously discovered Sarius
cup types. The finds can be dated to the Augustan and the Tiberian-Claudian period.
Sisak yielded terra sigillata from southern Gallia - La Grafenesque, central Gallia - Lezoux,
eastern Gallia, and the Rheinzabern and Westerndorf, Pfaffenhofen workshops, and can be
divided into smooth and relief sigillata. The Sv. Kvirin and Povijesni Arhiv positions yielded
the following types of sigillata from Gallia: Drag. 18/31, Drag 33, Drag 36, Drag 37, Drag 31,
Lud Tk', Drag 43, Drag 54, and the exceptionally rare find of marbleized sigillata from the
Graufesenque workshop, ascribed to the Ritt. 12 type. The import of produce from Gallia was
dated to the time between the middle of the 1st and the 3rd century.
In addition to the sigillata from Italy and Gallia, Siscia also yielded some African sigillata. So
far, 33 examples of African sigillata have been published, and the Povijesni Arhiv and Sv.
Kvirin positions yielded a total of 13 fragments. The analysis revealed almost equal amounts
of vessels of productions A, C and D (30 - 35%), with 2% of finds of the A/D production.
African goods reached Pannonia across the Adriatic, Italy and Noricum (Gabler 2012, Pröttel
1996, Hárshegyi & Ottományi 2013: 476-480, Gabler 1988: 32, Makjanić 1985: 50). The
forms discovered in Siscia include bowls (85%) and plates (15%). According to Hayes’
typology, the following types were recorded: Hayes 3C, Hayes 14/17, Hayes 32, Hayes 50,
Hayes 52, Hayes 53, Hayes 58, Hayes 60, Hayes 61, Hayes 62, Hayes 67, Hayes 70, Hayes
81, and Hayes 91. The fragments can be dated to the period between the 2nd and the second
half of the 6th century. The appearance of African sigillata can be connected to the prosperous
rule of Hadrian, a period from which Siscia also yielded finds of luxurious Mediterranean
goods. The beginning of trade and substantial import of African goods can be connected to
the period after the mint in Siscia was founded during the middle of the 3rd century, and it
lasted until the mint stopped functioning at the middle of the 5th century.
Pannonian sigillata appeared in the 2nd and 3rd century as a new type of sigillata ware with
relief decorations. The motifs include those that are specific of Pannonian, Moesian, as well
as those from different workshops, such as Lezoux, Trier, and Rheinzabern, and motifs from
African workshops that were portrayed on vessels in a new way (Vikić Belančić 1967: 33-34;
Brukner 1981: 30-32). Based on the analysis of relief decorations and fabrics defined in the
Sisak collection from the Archaeological Museum in Zagreb, the following workshops were
recorded: Viminacium-Margum, dated to the 2nd - 3rd century, and the one from Pannonia Inferior that was, due to its unknown location, marked as workshop X. However, due to
recent research, the suggested location of this workshop is in Cibalae (Makjanić 1995: 73; Pl.
73, 74; Iskra-Janošić 2001: 121; Leleković 2007: 81; Ožanić Roguljić 2016: 21). The
analyzed material included one fragment of relief Pannonian sigillata from the ViminaciumMargum workshop.
Relief pottery was, based on the mode of surface processing, placed into a separate category
of table ware. The group of relief pottery includes Adriatic vessels on a foot, as well as relief
pottery from Corinth, Cnidus and Egyptian vessels.
As a separate form, vessels on a foot can be ascribed to the Dragendorff 11. Based on the
fabric, decorations and the slip, the analyzed material indicates that relief pottery was
produced in Adriatic workshops. These finds are the first of their kind on the territory of
Pannonia that have been dated to the first half of the 1st century.
A special group of relief pottery includes relief pottery from Corinth and Cnidus. The relief
pottery from Corinth is characterized by the form of cylindrical vessels (pyxis) with
differently shaped rims (COR. REL. TYPE 1). It is dated to the period between the second
half of the 2nd and the end of the 3rd century. The group of relief pottery includes a find of a
relief zoomorphic handle that is being kept in the collection of the Archaeological Museum in
Zagreb, and that was the handle of a relief ceramic patera portraying a ram’s head (CNID.
REL. TYPE 1). Relief pottery from the workshop centers in Asia Minor and Cnidus has also
been found at sites on the Adriatic, and can be dated to the 2nd century.
Egyptian glazed ware forms a separate group of table ware. It was analyzed separately from
other glazed pottery based on the specific category of its origin. It was included into the group
of Roman pottery because of its form, which appears in Roman contexts in both Egypt and
Siscia. The find of the Egyptian glazed cylindrical vase (EG. TYPE 1) is very important for
the periods connected to Augustan times, and this is the first find of its kind in Pannonia and
Noricum.
A separate group of pottery, Pannonian slip ware, was produced in several centers in
Pannonia as fine table ware (bowls, plates, and glasses, rarely lids and jugs). It was fired in an
oxidation or reduction atmosphere with a grey, black or red slip. The slip can be glossy, have
a metallic sheen, or can be matte. The fragment are either undecorated or decorated by
rouletting (impressing small wheels or sticks) and/or stamping (Adler-Wölfl 2004: 9; Nagy
2017: 6). The Sv. Kvirin and Pov. Arhiv positions yielded 57 fragments of Pannonian pottery
with a slip. The analysis established that there were 7 different fabrics of pottery in Siscia. A
total of 56% of the fragments have a light to dark grey slip, and 29% have an orange to red slip. The typological analysis revealed 10 types of glasses (PSW. G. TYPE 1-10), 4 types of
plates (PSW. PL. TYPE 1-4), and 10 types of bowls (PSW. B. TYPE 1-10). The analysis of
stamped decorations from Siscia revealed Pannonian ware with a slip of both the southern and
the western Pannonian group. The analysis helped establish that Pannonian ware was present
in Siscia between the rules of Trajan and Septimius Severus.
Table ware includes the group of glazed table ware that appears in the 3rd and 4th century, and
sporadically also in the 5th. The Sv. Kvirin and Povijesni Arhiv positions yielded 11 fragments
of glazed table ware that were typologically divided into jugs (GW. TYPE 1), a glazed patera
(GW. TYPE 2), a glass (GW. TYPE 3A and 3B), and undefined forms. The glazed patera
with relief decorations on the handle is, based on analogies with finds from other sites,
ascribed a cult-related function, and was dated to the second half of the 2nd century.
The analysis and the typological and chronological classification of Germanic tribe pottery,
discovered at Pov. Arhiv. Position, make a great scientific contribution to the study of Siscia.
in 6
th century during the Late Antiquity and Migration period. In addition, it was discovered in
a layer that contained a repertoire of Roman pottery dated to the Late Antiquity. Two vessel
fragments from the Pov. Arhiv position can be ascribed to Langobard and maybe Saxon
pottery. Based on the production technology and morphology, 2 types were defined: a bowl
with stamped decorations depicting a series of circles with crosses shown in the positive, and,
below it, a series of ovals with striped imprints (GERM. TYPE 1), and a jug with a tubular
spout (GERM. TYPE 2). Base on the datation of a ceramic vessel from Sisak into the 6th
century, this find can be connected to the period between 537, when the Lombards appeared
as a new force in the western territories of the Sava-Drava-Danube interfluve, and the time
when they moved to Italy.
The analysis of table ware, based on morphological characteristics, established types of
different fabrics and provenience: glass, cup, kantharos, plate, jug/vase. The review of all
published examples of each type is followed by the analysis of finds from the Sv. Kvirin and
Pov. Arhiv positions. A total of 23 types of glasses (G. TYPE 1-23) were defined based on the
shape of the rim, body and base. A separate group of glasses was defined to include those
with ribs, dated to the period between the 2nd and the 3rd century. The analysis of previously
published, as well as those from the Pov. Arhiv position, revealed 4 types of cups (C. TYPE
1-2). A special group includes the type of kantharos decorated by polished waves and zigzag
decorations that can be dated to the first half of the 1st century (KANT. TYPE 1-2).
The Sv. Kvirin and Povijesni Arhiv positions yielded 59 fragments of plates, and they include
forms typical of the local Late Iron Age tradition, as well as Italian and provincial forms that display Italian fashion to a smaller or greater extent. The analysis of both previously
published, and forms from these two positions, revealed a division into 15 types (PL. TYPE
1-15).
The paper brings all previously published jugs and vases, but their typological and
chronological classification was made based on the finds from the Pov. Arhiv and Sv. Kvirin
positions. Due to their fragmentation, the types were defined based on the shape of the rims
and necks. A total of 48 types were defined (J. TYPE 1-48).
The group of pottery used in food processing, preparation and serving includes bowls, pots,
mortars and lids. A special group includes kitchen ware from the eastern Mediterranean and
Africa (I. MED. W TYPE 1, AFR. C. W. TYPE 1-4).
Bowls are the form that makes it possible to track the preservation of the Pannonian La Tène
tradition, the import of new Roman types, but also the production of new forms that were
created by merging the La Tène heritage and the im
Media competencies of the faculties of teacher education students
No full textHrvatski obrazovni sustav, odnosno nastava medijske kulture, u najvećem je dijelu posvećena filmu, filmskoj kulturi, a u manjoj mjeri medijima. Stoga smo u ovom radu po prvi puta u Hrvatskoj proveli istraživanje o medijskim kompetencijama studenata učiteljskih fakulteta, od kojih se očekuje da predaju o medijskoj kulturi temeljem postojećeg Nastavnog plana i programa. U istraživanju koje je provedeno pomoću ankete sudjelovalo je 889 ispitanika, od toga 823 žene (95.4 %) te 40 muškaraca (4.6 %), dok 20 ispitanika nije dalo podatak o svom spolu. Ispitanici su bili studenti, raspona godina 18 - 38, a prosječne dobi 21.5., ukupno 25 ispitanika nije dalo podatak o svojoj dobi. Istraživanje je provedeno tijekom svibnja i prve polovice lipnja 2017. u Zagrebu, Rijeci, Petrinji i Čakovcu. Cilj je bio utvrditi i istražiti razine medijskih kompetencija studenata učiteljskih fakulteta, utvrditi u kolikoj mjeri studenti koji se
obrazuju za zvanje učitelja mogu i znaju koristiti medije, prepoznaju li osnovne žanrove, medije, proces selekcije vijesti, utjecaj oglašavanja te mogućnosti za zaštitu privatnosti. Istraživanje je pokazalo kako studenti ne prepoznaju medijske žanrove, da u manjoj mjeri analiziraju sadržaj kojem su izloženi te da ne poznaju, odnosno ne razlikuju, temeljne pojmove poput medijske kulture, medijske pismenosti, medijskog odgoja i medijskih kompetencija. Također, kroz istraživanje je ustanovljeno da studenti koji bi trebali poučavati djecu o medijima sami ne analiziraju medijski sadržaj, iako je analiza sadržaja sastavni dio učenja o medijskoj kulturi. Kada je riječ o specifičnim kompetencijama poput analize i prepoznavanja prikrivenog
i prijevarnog oglašavanja, studenti, iako najčešće izjavljuju da primjećuju prikriveno
oglašavanje, zapravo poistovjećuju pojmove reklama, oglas, sponzorirani oglas i sl.
U konačnici cijeli rad ukazuje na potrebu za razvojem programa medijskog obrazovanja,
interaktivnog pristupa učenju i poučavanju te ističe potrebu dvosmjerne komunikacije između učitelja i učenika kao i nužnost stalnog nadograđivanja znanja odgajatelja, učitelja i profesora te stručnih suradnika. Uz to ova disertacija ukazuje na nužnost redefiniranja programa obrazovanja studenata - budućih učitelja koji bi trebali poučavati djecu o medijskoj kulturi budući da u Hrvatskoj još uvijek ne postoji sustavan oblik medijskog obrazovanja svih dobnih uzrasta, a napose djece i mladih.More than fifty years have passed since the idea about the need for media education, which was
supported by the UNESCO in 1964, has been brought up. Media literacy has a long tradition;
in the historical review we can see numerous examples of formal and informal programs in
Europe, the USA, Australia, as well as on the other continents. As the media have been
developing, the concept of media education has been developing, too. In the most European
countries the process of media education was connected to the development of film and film
literacy, what is still the case in Croatia nowadays.
Croatian educational system, or the teaching of media culture, is largely devoted to the film,
film culture, and to a lesser extent, media. The information society we live in, as well as many
technological changes we witness, require a different approach to learning, as well as teaching.
The need for developing high - grade media education programs is growing every day, the
development of media, new technologies and finally the information society in which we live,
require modern access to media literacy of all generations. Numerous changes occurring on a
daily basis require an interactive approach to learning and teaching, they require two-way
communication between teachers and students, and constant improvement of the knowledge of
educators, teachers, professors and professional associates. It is unimaginable to teach media
culture without basic aids, only through the theoretical approach. In the end, it is very difficult
to motivate students who have computers, smartphones and the Internet at home, in that way.
In order to understand the meaning and the importance of media education, the thesis defines
several concepts related to media education, which are the basics of this scientific work. It is
about defining media literacy, media culture, media education and media competences. For the
media competences, that are the central concept of this thesis, we have pointed out that they are
the ultimate outcome of media literacy. Furthermore, the need to develop media competences
during education has been constantly highlighted and the teacher education throughout their
working life has been especially emphasized.
The excessive exposure of children and young people to the media is the fact that is in favour
the need to develop the media education program. Just because of this substantial exposure of
children to the media, there is a need to develop programs of study and curriculum in order to
have educated staff to teach children about the media education. Nowadays, children are
increasingly dedicating themselves to the media, they are exposed to them to a great extent, and this is one of the reasons why we emphasize the need to stimulate education of all generations,
especially children and young people, as well as students and future teachers.
Beside the role of educational institutions, the role of the parents should also be emphasized.
Parents, apart from setting limits and rules, are the people whom the children first use the media
with. Children’s first introduction to the media usually begins very early, before kindergarten,
in their own home, which has been confirmed in this thesis through various researches. On the
other hand, learning about media culture for children in Croatia begins and ends in elementary
school. Croatian language is the most extensive in elementary education, it is taught from the
first to the eighth grade, and it includes four components: Croatian language, literature,
linguistic expression and media culture.
One of the four elements of Croatian language teaching is media culture, which often depends
on the teachers’ determination. There is also a problem of insufficient infrastructure and poor
equipment of schools for the teaching of media culture.
Additionally, the curriculum is quite outdated in the field of media culture and the media
education generally refers more to the film and theatre, and less to the media. During elementary
school education, students have the choice of 67 different films within the media culture classes.
They have the opportunity to get acquainted with an animated film, a film story, a children's
film, a documentary film and a feature film. What we can notice when we look at the titles of
provided films, that they tend to be older editions of both feature and animated films. From this,
we can also conclude that it is necessary to change the content intended for children in order to
learn about the film within the media culture classes.
The thesis has been particularly focused on the use of media in education, as this is one of the
ways of making the learning process more interesting and more acceptable to the students.
Today’s children are using computers, cell phones, laptops and all other means of
communication from the earliest age and would in any case benefit from integrating media into
teaching. Additionally, it is necessary to provide adequate education for the teachers, not only
during the time of their studies but also throughout their working life. Let's add that in the last
few years a special industry that monitors this area and produces special programs and devices
that should improve media engagement in the teaching process, has been developing. Activities
in most countries start from equipping schools and creating basic infrastructure prerequisites
such as the School 2.0 program implemented by Carnet in Croatia. However, it must be said that equipping schools shouldn’t have a self - serving purpose, but should serve the content that
is the center of the curriculum.
In the new circumstances in which children increasingly dedicate their time to the media and
especially multimedia, it is necessary to educate future teachers in the field of media and media
culture and to develop their media competencies.
Therefore, in this thesis, for the first time in Croatia, we have conducted a research on the media
competences of students of the Faculties of Teacher Education expected to teach about media
culture based on the existing curriculum. As for the students, future teachers, who are in the
focus of our thesis, they acquire their knowledge about the media at the Faculties of Teacher
Education. At the moment, there are two Faculties of Teacher Education in Croatia: the Faculty
of Teacher Education of the University of Zagreb with its departments in Petrinja and Čakovec
and the Faculty of Teacher Education of the University of Rijeka. In addition, there is a Teacher
Education department at the Josip Juraj Strossmayer University in Osijek - the Faculty of
Education of the University of Osijek and its department in Slavonski Brod, at the University
of Zadar - Department of Teacher Education in Gospić, Split University - Faculty of
Philosophy, University of Split, University of Zadar - Department of Education of Teachers
and Preeschool Teachers of the University of Zadar and the University of Juraj Dobrila in Pula
- Faculty of Educational Sciences of the University of Pula.
The aim of the thesis was to identify and examine the levels of media competences of the
students of Faculties of Teacher Education, to determine to what extent students can and know
how to use the media, to determine if they are able to identify main genres, media, news
selection process, advertising impact and privacy protection features. Students in Croatia
acquire media competencies, essential for teaching media culture primarily through the
university course of Media Culture, which should provide them, among other things, in
accordance with the learning outcomes, basic knowledge and skills for one of the four
components within the teaching of Croatian language in elementary school. (Elementary School
Curriculum 2006). Additionally, this thesis provides a detail analysis of the representation of
media culture program in Croatian language teaching and further analysis of the media
education programs in the EU member states.
The research was conducted through a survey, and the order of the questions in the
questionnaire was made in such a way that the first part of the questionnaire provides an insight
into socio - demographic data of the respondents (gender, age, education). In the second part of the questionnaire, it has been examined whether the students of the Faculties of Teacher
Education are familiar with the terms of media literacy and media culture, their understanding
of media literacy, whether they are familiar with the media culture program within the National
Curriculum, if they are satisfied with the level of their knowledge, what is their opinion about
the teaching of media culture, whether it is necessary to change the way in which media culture
is taught and how they look on the support of the institutions in the field of further education
and training. The level of students' media competencies has also been examined and the
differences in relation to the year of the study were determined. The third part of the
questionnaire provides answers to the questions that give us the students’ opinion related to
media education and the level of satisfaction with the acquired knowledge.
The survey has been conducted in Zagreb, Rijeka, Petrinja and Čakovec, with 889 respondents,
823 women (95.4%) and 40 men (4.6%), while 20 respondents did not reveal their sex. The
responses of six respondents were not considered in the analysis because they did not answer
most of the questions. All analysis have been based on the responses of 883 people. The
respondents were students, ranging from 18 to 38 years old, the average age was 21.6, and a
total of 25 respondents did not give the information about their age. The survey has been
conducted in May and in the first half of June 2017. The majority of survey questionnaires have
been filled in Zagreb (507), in Čakovec (149), in Rijeka (122) and in Petrinja (87).
The results of the research have been presented in three phases; first we presented the aggregate
results, then we compared the results according to the year of study and finally we showed the
differences in relation to the study.
Through the first part of the research on the media competences of the Faculty of Teacher
Education students and their attitudes related to familiarity with the basic concepts on which
this work has been based, such as; media education, media culture, media literacy and media
competences, we received a set of answers that showed us their first level of knowledge related
to media perception, their media perception, approach, and analysis. We have already partly
examined their familiarity with the subliminal advertising, which is also a part of the media
literacy, with these questions. The answers have shown that the students do not recognize media
genres, that they analyze the content they are exposed to to a lesser extent and that they don’t
know the basic terms.
Regarding media genres, the results have shown that the students can hardly distinguish them.
They connected the term of media genres to media types, so they usually answered “television or the internet”. By analyzing all the responses given by the respondents, we can conclude that
they were connecting anything that associated them with the media, to the media genres,
without noticing the difference between media, media genres, or media functions.
When we asked the students if they analyze the content they receive through the media, we
noticed from their responses that very few students have been analyzing the information they
received from the media. Altogether 872 students answered the questions, 11 did not respond.
140 of them (15.9%) answered that they do not analyze, 160 (18.1%) answered they analyze,
and the largest number, even 572 of them (64.8%) answered that they partially analyze the
content they receive from the media. The thing we should be worried about regarding these data
is the fact that students who are supposed to teach children about the media, do not analyze
media content themselves, which should be the basic part of learning about the media culture.
In addition, regarding subliminal advertising, the students mostly pointed out that they notice
subliminal advertising while using the media. 873 students answered this question, 10 of which
did not give the answer. 115 students (13%) said they did not notice subliminal advertising, 501
students (56.7%) noticed it, and 257 (29.1%) said they partially noticed subliminal advertising
while using the media. Although the students usually responded that they had noticed
subliminal advertising, we can notice from their answers that all the terms they used while
talking about subliminal advertising had seemed the same to them. In that case, they identified
the terms of commercials, advertisements, sponsored advertisements, etc.
The question about the definition of key terms in media education is one of the most important
parts of this scientific work, as this has enabled us to explore students’ knowledge about the
terms, which has ultimately shown that the students who will teach about media culture in this
sample do not really recognize the term. The results have shown that regarding the term of
media culture, only 29 (3.3%) out of 883 students answered correctly, while 854 (96.7%)
answered incorrectly. When asked about media literacy, 171 (19.4%) out of 883 students
responded correctly, while 712 (80.6%) answered incorrectly. Regarding the media education,
only 165 (18.7%) out of 883 students answered correctly, while 718 (81.3%) answered
incorrectly. Concerning media competencies, only 22 (2.5%) out of 883 students gave the
correct answer while 861 (97.5%) students gave an incorrect answer. We can conclude that the
majority of the respondents do not recognize the basic terms. The most students (171) gave the
correct answer to the question about the media literacy, and the least accurate answers were given about the media competence, which only 22 students have answered correctly. These
results point to the need to educate future teachers about the media culture.
But, on the other hand, the results should also be seen in the context of insufficient education,
that students receive during their studies, primarily in the field of media. The responses have
shown that the students did not even recognize the term of media culture even though the answer
that media culture is a university course that should provide them basic knowledge for one of
the four components within the teaching of Croatian language was offered to them.
When we look for a reason why this is the case, one of the problems is certainly the content of
the course that students have the opportunity to listen to while studying but also the availability
of the course. There is a very small number of courses, the analysis have shown that the students
of the Faculty of Teacher Education in Zagreb with the branches in Petrinja and Čakovec were
offered a total of four courses about media culture (Teacher Module Studies: Croatian
Language, Fine Arts, Informatics, Educational Sciences) while two courses have been offered
to the students in Rijeka.
Their common course is Media Culture. Students in Rijeka have only one mandatory course of
Media Culture during the 9th semester and except this course they have the possibility of
another elective course: Interdisciplinary Approach to the Media. Moreover, the literature is
also a problem. If we discuss the availability of the literature, it is very poor and outdated in a
certain part, which is confirmed by the respondents, too. The students are aware of the need to
learn about the media, in their responses they often mentioned the need for the practical
knowledge, as well as the implementation of the media into the other courses during their
studies.
Regarding the new trends of children and young people being exposed to the media, it is
obvious that the existing curriculum and syllabuses of all analyzed courses need to be updated.
This is one of the conclusions that result from the existing media education model based on the
media culture module in which, among other things, children watch only a part of the proposed
67 films from the middle of the last century, during their elementary education, respecting their
artistic and social value. Learning about the media needs to be adapted to the information and
communication society we live in.
Furthermore, through the research we have asked the students to highlight the positive and the
negative sides of using the media. The consumption and the exposure to the media can have
positive and negative impact. It is certainly positive that the media have made the learning
easier, with the availability and the speed of the information they provide, and they are used as
the media in education more frequently. The negative influence is often seen through the
violence that children are exposed to while watching television, surfing the internet, playing
games, etc. or through various forms of manipulation, such as subliminal advertising or media
advertisements.
In their responses the students emphasized the problem of violence and manipulation. The
violence and manipulation are the another reason why children need to be educated about the
media from the earliest age. Regarding the benefits of using the media, in this part students
have mentioned faster access to the information, easier learning, and developing critical
thinking. The research results indicate that the students are aware of the problems but also of
the benefits that the media provide. They emphasized and recognized the educational role of
the media as a positive side and as a support for learning, while on the other hand they are very
realistic about the bad sides, such as excessive exposure to the media, alienation and living in
the virtual world.
Also, the students were expected to write the main media functions within the teaching process,
and 621 students have answered that question. Part of the students have start from the basic
level in which they say that the media function within the teaching process should be primarily
informative so that the children know what is happening in their daily lives and will be able to
access the information. In addition, some of them considered that role in the sense of education,
so they gave the responses that the media should provide high quality education for children,
enable access to the information, make learning easier, make classes more fun and more
dynamic. Some of them have pointed out that the use of media in education would encourage
children’s critical understanding, enable proper use of the media, complete the teaching content,
encourage interaction in the classroom, develop competencies and serve as a teaching aid.
In the end of the thesis we have also analyzed the presence of extracurricular programs, projects
and activities related to media education which are under the jurisdiction of local selfgovernment. At this level we have also recognized very clearly the absence of the strategic
approach to media education at the national and local level. As we have assumed, counties and
towns in the territory of the Republic of Cr
Polish people in Zagreb – practices of maintaining and identity construction in the private and public sphere
Full text linkCilj rada bio je istražiti identitete Poljaka u Zagrebu, odnosno načine kako pojedinac njeguje svoj identitet kroz Poljsku kulturnu udrugu „Mikołaj Kopernik“, a kako ga njeguje unutar obitelji. Slijedeći teorijska polazišta o identitetu, istraživale su se prakse u privatnoj i javnoj sferi. Istraživanje se temelji na polustrukturiranim intervjuima s migranticama iz Poljske i njihovim potomcima. U epistemološko - metodološkom smislu polazilo se od cjelovito istraženih pojedinačnih slučajeva, a metodom životne priče ocrtalo se življeno migrantsko/manjinsko iskustvo. U istraživanju se pokazalo kako su javna i privatna sfera neodvojivi simbolički prostori. Privatna sfera je osobni prostor pojedinca, a javna sfera je prostor Poljske kulturne udruge u kojem se svi osobni identiteti doseljenika isprepliću i tvore inter-identitet Udruge. Takvim kreiranim identitetom Udruga se predstavlja javnosti, odnosno građanima Republike Hrvatske. U radu su opisane pojedine božićne i uskrsne prakse, s naglaskom na poljsku gastronomiju, koje su se pokazale najvažnijim pri održavanju, prenašanju i konstruiranju identiteta u obje sfere. Tijekom istraživanja proslava običaja, uočeni su kulturni procesi selekcije pojedinih elemenata tradicijske poljske kulture koji se upisuju u stvoreni identitet Udruge i askripcije određenih folklornih elemenata kao zajedničkih svim članovima Udruge.The aim of this thesis was to examine the identities of Polish people in Zagreb, namely the ways how an individual nurtures his identity through the Polish Cultural Association „Mikołaj Kopernik“ and within the family. Following the theoretical starting point of identity, practices in the private mode and the public face were examined. The research is based on semi-structured interviews with female migrants from Poland and their offspring. In the epistemological – methodological sense, the starting point were fully examined individual cases, whereas using the life story method a migrant/minority experience was depicted. The research showed that the public and private sphere were inseparable symbolical spaces – the private sphere is the personal space of an individual and the public sphere is the site of the Polish Cultural Association where all personal identities of the immigrants interwine and form the inter-identity of the Association. With such created identity the Association is presented to the public, i.e. to the citizens of the Republic of Croatia. The thesis describes some of the Christmas and Easter practices, with a focus on Polish gastronomy, which proved to be the most important in maintaining, transferring and constructing identity in both spheres. While examining celebrations of traditions, cultural processes of selection of individual elements of traditional Polish culture which are recorded in the created identity of the Association and ascription of certain folklore elements as common to all members of the Association were detected
Das Konzept der Intermedialität am Beispiel von Ferdinand von Schirach
Full text linkDie Fragestellung dieser Diplomarbeit hat sich mit der Arbeitsdauer geändert. Am Anfang sollte nur die Intermedialität am Beispiel von Ferdinand von Schirach analysiert werden – was man auch aus dem Titel herauslesen kann – aber da die Intermedialität sich als ein Phänomen, dass viele andere mit sich bringt, erwiesen hat, haben sich Schritt für Schritt auch die Themen dieser Arbeit erweitert und weiterentwickelt.
Obwohl es in dieser Arbeit vorerst womöglich um trockene Begriffe und Analysen gehen sollte, kann von Schirach scheinbar auch bei wissenschaftlichem Schreiben einen zum Nachdenken bringen und den Autor eines solchen Textes dazu fordern, das Medium als Konzept im modernen Zeitalter, umzudenken. Gerade für diesen Bereich finde ich Ferdinand von Schirach als Objekt wissenschaftlicher Analyse äußerst angemessen, da man ihn freilich als eine Art Soziologen oder Psychologen und näturlicherweise als Juristen und Schriftsteller betrachten kann. Von Schirach ist aus mehreren verschiedenen Perspektiven forschbar, was auch etwas über sein Talent bzw. die Universalität seiner Werke sagen könnte. Vor allem aber kann uns Ferdinand von Schirach aber belehren, das Gespräch und die Diskussion mehr zu schätzen. Hier liegt meiner Meinung nach sein größter Wert und es ist das, was ihm zu einem intermedialen Erfolg gemacht hat
The Role of Visual Representation in the Construction of Meaning
Full text linkThe main focus of this thesis is to analyze verb-particle constructions in the English language and their relationship with strategic construal. This is achieved through the analysis of visual depictions of such constructions by Croatian and Omani high-proficiency speakers of English. The thesis first provides a theoretical background covering the most important topics related to this subject: verb-particle constructions, strategic construal, conceptual blending, and decoding images. The research was carried out by analyzing the participants’ pictoral output, dividing the drawings into categories, and studying emerging patterns. Furthermore, focus was placed on speakers’ strategies for visually depicting verb-particle constructions and individual images that merited further analysis