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The aspects of the concept of time in the philosophy of Nikolai Berdyaev
No full textPod okriljem hipoteze rada da je vrijeme temeljni pojam filozofske misli Nikolaja Aleksandroviča Berdjajeva, ovaj rad za cilj ima pokazati prisutnost pojma vremena u ključnim dijelovima njegove filozofije, a osobito pojma vječnosti kao vremenske i vanvremenske kategorije. U svrhu ostvarenja zadana cilja, uvodna riječ rezervirana je za postavljanje onoga kako i zašto prilikom analize Berdjajevljeve misli o vremenu, gdje se pokazuje kako je njegovo poimanje vremena usko povezano s načinom na koji on pristupa životnim i filozofskim problemima. Zbog te povezanosti donesen je i biografski prikaz života Nikolaja Aleksandroviča, u kojem se otkriva kako je vrijeme u kojem je živio i djelovao utjecalo na oblikovanje njegova pojma vremena. Unutar i izvan krugova u kojima se kretao, njegova misao o vremenu oblikuje se u njegovu zauzimanju stava u odnosu na vlastite suvremenike, kritičare, kulturu, religiju, spisateljsku djelatnost i pitanje smisla života u cjelini. Filozof Berdjajev dobro je upoznat s načinom na koji vrijeme shvaćaju njegovi filozofski prethodnici, ali i suvremenici, zbog čega ovaj rad u sažetom prikazu donosi pregled problematike vremena, kod relevantnih filozofima i struja, kako bi se ukazalo na posebnost Berdjajevljeva poimanja vremena. Pojam vremena kod ruskog filozofa u ključnim vidovima njegove misli odražava svijest o tome kako se pojavnost vremena može razumjeti i objektivno i subjektivno, što se u njegovoj misli odražava u tome kako on razrađuje sljedeće pojmove: objektivacija, metafizika povijesti, kozmičko, povijesno i egzistencijalno vrijeme i aktivno-stvaralački eshatologizam. Aspekti pojma vremena u njegovoj filozofiji: vječnost, odgovornost, osoba, sloboda i stvaralaštvo, kako ovaj rad nastoji pokazati, nerazdvojivi su elementi njegove filozofske misli koju je on razradio u jedinstvenu cjelinu filozofske argumentacije i teoloških uvjerenja, u kojoj se vrijeme ne može pojmiti razdvojeno od vječnosti i vječnost razdvojenu od vremena. U kontekstu filozofsko teološke usmjerenosti njegovih argumenata, Berdjajev, kako ovaj rad želi pokazati, vrijeme poima kao stvarnost koja nastaje odnosom čovjeka prema svijetu i vječnosti. Vrijeme je za njega sudbina čovjeka koji zalaganjem, odgovornošću, osobnošću, slobodom i stvaralaštvom u vremenitoj povijesti uspostavlja vječno-božansku stvarnost dajući trenutan, ali i konačan (eshatološki) smisao cjelokupnom kozmosu.In this doctoral thesis entitled The Aspects of the Concept of Time in the Philosophy of Nikolai Berdyaev, I attempt to show that the notion of time is crucial for understanding Russian philosopher Nikolai Berdyaev. I argue that the concept of time and aspects of time are present throughout Berdyaev’s philosophical thought. Furthermore, I wish to show that the entirety of Berdyaev’s philosophical thought is interwoven with the notion of time and cannot be understood separately from time, as a timely and supra-timely category, along with the aspects of time: the dynamic eternity, responsibility, person, freedom and creativeness. The introduction to the thesis explains that Berdyaev’s philosophy is a meaning-oriented system, as the Russian philosopher is not merely a philosophical thinker, but also a seeker of the meaning of life. In that way, he is also a seeker of a higher meaning and of the mystical, divine knowledge, which is why, when one talks about Berdyaev’s philosophy, one cannot talk about a system of philosophy. Topic-wise, Berdyaev is seemingly philosophically everywhere. He’s interested in philosophy out of love for wisdom, as somebody who is in awe of life’s mysteries, which is why he discusses multiple topics multiple times, from multiple angles, in different contexts. When researching Berdyaev, everything matters and all topics are interconnected by his attempts to find the meaning of life. In that way, Berdyaev’s philosophy opens up as a triad of topics about: the man, the world, and God. Time in Berdyaev’s thought is indistinguishable from these three topics, and is related to his attempt to give life meaning within eternity, which presents itself to the ever-changing world as a never-changing constant. To show this, a biography of Nikolai Alexandrovich Berdyaev is given, through which I attempt to point out that in order to understand his concept of time, one must know the person behind the name and be familiar with the circumstances of his life. His biography shows that his notion of time is related to what he has experienced in life while searching for meaning in the circumstances life has presented him with. As he lived in „interesting times”, where the world around him was ever-changing, he began to experience life through a lens of eternity, sub specie aeternitatis through which he could give meaning to his current and future predicaments. In that way, his thought formed around the crucial role of man within creation, specifically, man as a personality, man as a being of freedom, God-man, man as a creator, man as a steward of creation. Berdyaev’s thoughts were formed within the discourse with his contemporaries. In his early days, he set up a belief within himself that philosophy is a search for meaning. That process was ongoing during his student years when he was a Marxist supporter, then in exile when he broke up with the Marxists and the Leninists, and before the revolution in Moscow within various Moscow groups: the God-seekers, the cosmists, the idealists, the symbolists, the existentialists and other groups in which he and others formed the core of what became known as the Russian religious renaissance. Also in Europe, where he was exiled along with the others, and where he again experienced the uncertainty of all things within this timely realm. Despite the turbulent times, Berdyaev became renowned and influenced many contemporary thinkers. What is important is that the notion of time in his philosophy is deeply connected to the experience of dialogue. Berdyaev was well aware of the philosophical problems of the time and was in close contact with many contemporary authors. The specific difference between Berdyaev and his predecessors needs to be shown, as well as how he differs in understanding the notion of time from his contemporaries. In light of the topic, and since many authors deal with the problem of time, I consider time in light of the fenomenon, under the light of introspection, temporality and history. These three „philosophical pillars” of the notion of time are always present when one philosophically considers the notion of time. First, time is certainly a phenomenon, an appearance, something that presents itself to the observer, and something that can be thought of independently, separate from other existing objects. Secondly, time has a quality of something intimate, something felt inside the one who senses time. Time is something that can be understood only by introspection, and according to some philosophers, time does not exist objectively and is always subjective. Third, the notion of time is the notion of history, of temporality and is understood as a period, an era or a space in which the events unfold progressively towards a future goal or end. None of the them philosophically provide an answer to the problem of time, only the context in which time must be viewed to be understood. To understand the nature of time, one can argue with Berdyaev that time encompasses three notions: the cosmic time, the historical time, the existential time. Existential time is the base time, cyclical time, a circle of motion ordained by the cosmos in which all life lives and breathes. The historical time represents an arrow, and is separated from the „time-circle” by intention. History has a direction, and is aimed at a certain end. Here, in the realm of the historical, man is lifted above the base and the carnal time, but is still subjected to and enslaved by progress, by the idea of a better tomorrow that never comes. Because of that, Berdyaev posits a third notion, the notion of existential time in which time is condensed into a point, in which time is experienced not as the immediate, now, but as a presence, an existens, as a living. The idea of existential time for Berdyaev is connected with the notion of eternity as an all-encompassing and ever-present reality of God, who can be understood as He who is present. With that in mind, existential time becomes a reality of opportunity in which a person becomes an associate of the divine, the one who ushers in eternity into time. It is important to note that the notion of time in Berdyaev’s philosophy is connected to eternity, in which all time-history becomes part of a larger divine reality. Therefore, according to Berdyaev, there exists a Metahistory in which eternity can enter into time and time can influence eternity. I argue that the notion of time in the philosophy of Nikolai Berdyaev, is based on his concept of the metahistorical and that if eternity can enter time and time can enter eternity, all of time becomes a reality, a realm of the real, where there is actually no time per se, but a net of responsibility which is constructed by overlapping timelines. Time itself is a reality, a matrix of sorts, and beings are the ones who construct that time matrix with their daily decisions. That way human beings are the active-creative participants in the eschatological process, as they decide the outcome of their strains of time, which in turn interact with other time-strains and form the reality of time. The active-creative-eschatology also means that human actions are decisive, irreversible, and once realized create ripples through time and space. Connected with that, Berdyaev’s notion of eternity can be further expanded by linking it with the metahistorical with the active-creative-eschatology and making it the prime reality composed of time, the eternal, and the realm of God. Thus conceived, eternity becomes a dynamic concept, with its own inner workings and movements. Eternity becomes a realm in which the things that are eternal influence the temporal, in which temporal interacts with the eternal. The reality in which the presence and certainty of God affects time, and the eternal things, and in which time and eternal things contribute to the inner workings of the realm of God. It is my argument that eternity can be comprehended as a constructional reality, that eternity in fact is constructed with the support of time, and more specifically, that human decisions shape eternity. That is why the aspects of the notion of time in Berdyaev’s philosophy: 1) responsibility, 2) the persona, 3) freedom, and 4) creativeness, play a big part in comprehending the nature of time. Time is formed, created in freedom, freedom that, as Berdyaev points out, is ungrounded before being, before the first action of God. Beings are free, free to be maximally responsible, to take care of themselves and others in a sub specie aeternitatis way, always keeping in mind the last things, the final result which, whether good or bad, has consequences for all the others, affected or unaffected. Being maximally responsible is indeed an aspect of time, as consequences of one’s actions form a ripple effect within reality, resulting in the formation of what others perceive as events in time or immediate reality. Time is also connected to the notion of personhood, to the idea that human beings can become authentic entities, free entities that can, within time, creatively surprise even God. Inside the mask of a persona, a subject within time can transcend time, can rise up from the cycle of life and death, and step into the realm of recorded history, the realm of the spirit, and even further, into the realm of existential creativeness. As Berdyaev puts it, the subject does not create the world, God does, but God creates creative subjects, who are called to creativity, to discover the person, to answer the call of freedom, the call of the divine. In answering the call of the divine, man can truly become the associate of God, the divine human who governs over all of creation, over all of time. But, as it needs to be noted, man can also answer the call of the devil and become the ultimate destructor. Nevertheless, man is a being of creativeness and the construction of time depends on his actions, whether good or bad. Time is being constructed with every act, whether that act is passive or active, positive or negative; one act affects all others and all others affect the one. The creation of time does not merely include freedom and requires that people act responsibly, but also that the creator of time is satisfied with the choice he made through his actions, as he is the one who will need to live with the consequences of the deed once it is done. In conclusion, this thesis has shown the complexity of Berdyaev’s thought, as well as the complexity the notion of time has in his philosophy. Furthermore, the thesis has defended its hypothesis that time is linked with eternity as a timely and un-timely category. The thesis has also shown that Berdyaev’s thought cannot be researched independently from the aspects of time: dynamic eternity, persona, creativeness and responsibility – they are the key points in Berdyaev’s opus
Korištenje YouTube videozapisa na nastavi engleskog jezika
No full textThe topic of this master’s thesis is the use of YouTube videos in ESL/EFL lessons, focusing on students’ attitudes towards the video-sharing platform and its effectiveness in improving language proficiency, while also serving as a supplementary tool to stimulate students’ interest and motivation. Although technology and media have become an integral part of daily life and education, the topic of YouTube remains a relatively underexplored field within Croatian context.
The research was carried out through a survey which gathered responses from 241 high school students in Croatia, aged 14 to 17. The survey was first distributed via e-mail to high school EFL teachers from various high schools in Zagreb who then shared the survey with their students. The survey was divided into three parts. The first part included general questions aiming to gather demographic information of the participants. The second part explored the participants’ attitudes towards four different social media and video-sharing platforms, as well as focusing on their preferences regarding YouTube video materials, such as video length, preferred language and types of content. In the third part the participants had to express their level of agreement on 16 statements, the aim of which was to explore the connection between YouTube use in EFL lessons and students’ motivation.
The goal of the research was to investigate students’ overall perceptions of YouTube as an English language learning tool used in EFL lessons and the implications the use of YouTube video materials has on their motivation
Typology of two handled jugs during the Early and Middle Bronze Age
No full textRad se bavi tipologijom amforica tijekom ranog i srednjeg brončanog doba. U radu se obrađuje karakterističan tip keramičkih nalaza pronađen na različitim lokalitetima. Tipologija amforica ranog brončanog doba napravljena je za vatinsku kulturu, odnosno sve tri njezine regionalne varijante. Isto tako, tipologija amforica srednjeg brončanog doba napravljena je za Belegiš I kulturu. Na kraju rada ističu se utjecaji različitih kultura u okviru tipološke analize keramičkog materijala tipičnog za rano i srednje brončano doba.Master's thesis is focused on typology of two handled jugs during the Early and Middle Bronze Age. Typology is focused on specific type of pottery finds found on different sites. The typology of the two handled jugs of the Early Bronze Age was made for the Vatin culture, or rather all three of its regional variants. Similarly, the typology of the two handled jugs of the Middle Bronze Age was made for the Belegiš I culture. At the end of the thesis, the influences of different cultures are highlighted within the framework of a typological analysis of characteristic pottery finds of the Early and Middle Bronze Age
The Comparison of the Speeches of Uskoplje Croats and Bosniaks
No full textU radu se opisuje govor stanovnika Gornjeg Vakufa-Uskoplja, grada u Bosni i Hercegovini, uspoređujući govor dviju skupina ispitanika – Hrvata i Bošnjaka. U istraživanju je sudjelovalo 12 ispitanika ženskoga spola starijih od 50 godina. Akustički se analiziraju postalveolarni frikativi /ʃ/, /ʒ/ i frikcija afrikata /t͡ʃ/, /t͡ɕ/, /d͡ʒ/, /d͡ʑ/. Mjereno je pet varijabli za navedene glasove – trajanje i četiri momenta spektra (težište, raspršenje, nagib spektra šuma i istaknutost glavne amplitude). Cilj je rada usporediti govor dviju skupina ispitanika, vidjeti postoje li razlike u akustičkome signalu i analizirati utječe li pripadnost različitoj etničkoj skupini na govor ispitanika. Rezultati su istraživanja pokazali da su vrijednosti težišta i raspršenja spektra šuma veće u bošnjačkoj nego u hrvatskoj skupini ispitanika za sve ispitivane glasove, što bi značilo da se većina energije u izgovoru svih ispitivanih glasova nalazi na višim frekvencijama u govoru Bošnjaka i da je područje jačeg šuma šire u govoru Bošnjaka nego u govoru Hrvata. Za ostale mjerene varijable – trajanje, nagib spektra šuma i istaknutost glavne amplitude – nema statistički značajne razlike između dviju skupina ispitanika (p > 0,05).The paper describes the speech of residents of Gornji Vakuf-Uskoplje, a town in Bosnia and Herzegovina, comparing the speech of two groups of respondents – Croats and Bosniaks. The study involved 12 female respondents over the age of 50. The postalveolar fricatives /ʃ/, /ʒ/, and the friction of affricates /t͡ʃ/, /t͡ɕ/, /d͡ʒ/, /d͡ʑ/ are acoustically analyzed. Five variables were measured for these sounds – duration and spectral moments (center of gravity, spectral standard deviation, skewness, and kurtosis). The aim of this paper is to compare the speech of the two groups, determine whether there are differences in the acoustic signal, and to analyze whether belonging to a different ethnic group affects the speech of the respondents. The research results showed that values of the center of gravity, and spectral standard deviation were higher in the Bosniak group than in the Croatian group for all examined sounds. This suggests that most of the energy in the pronunciation of all analyzed sounds is concentrated at higher frequencies in Bosniak speech and that the area of stronger noise is broader in Bosniak speech than in Croatian speech. For the other measured variables – duration, skewness, and kurtosis – there was no statistically significant difference between the two groups of respondents (p > 0.05)
The effects of teacher-student interaction quality on students' academic dishonesty – the multilevel approach
No full textAkademsko nepoštenje je relativno često zastupljeno u školskom okruženju. Dosadašnja istraživanja ukazuju da je akademsko nepoštenje rezultat djelovanja više individualnih i kontekstualnih odrednica. Međutim, istraživanja su najčešće provedena grupno, unutar razrednih odjeljenja u osnovnim i srednjim školama ili studijskim skupinama studenata. S obzirom da je svaka skupina pod djelovanjem specifičnih dijeljenih iskustava i kontekstualnih odrednica, za pretpostaviti je da članovi jedne skupine imaju sličnu percepciju svoje okoline. Stoga, cilj ovog istraživanja bio je ispitati višerazinsku strukturu i doprinose kontekstualnih i osobnih varijabli u objašnjenju izraženosti akademskog nepoštenja učenika, u okviru hijerarhijskog modela motivacije za postignućem. U predispitivanju konstruiran je instrument namijenjen mjerenju akademskog nepoštenja. Na srednjoškolskom uzorku od 168 učenika provjerena je faktorska struktura instrumenta koja je rezultirala dimenzijama aktivnog i pasivnog varanja te nedopuštene razmjene informacija. U glavnom dijelu ispitivanja sudjelovalo je 912 srednjoškolaca iz ukupno 78 razrednih odjeljenja. Među nastavničkim interpersonalnim karakteristikama davanje slobode učenicima pokazalo se kao glavni pozitivan prediktor aktivnog i pasivnog varanja. Razredne strukture ovladavanja te izvedbe uključivanjem su u negativnoj vezi s akademskim nepoštenjem dok je razredna struktura izvedbe izbjegavanjem pozitivan prediktor varanja. Djelomična medijacijska uloga osobnih ciljeva postignuća potvrđena je za ciljeve ovladavanja uključivanjem, izvedbe uključivanjem i izvedbe rada, dok ciljevi ovladavanja izbjegavanjem i izvedbe izbjegavanjem nemaju značajan doprinos u objašnjenju akademskog nepoštenja. Ciljevi ovladavanja uključivanjem i izvedbe uključivanjem su u negativnoj vezi s aktivnim te u pozitivnoj vezi s pasivnim oblikom varanja. Izbjegavanje rada, s druge strane, je pozitivan prediktor aktivnog varanja. Analiza na razini učenika u višerazinskom modelu pokazala je slične obrasce veza kontekstualnih varijabli s akademskim nepoštenjem. Na razini odjeljenja, jedina značajna veza utvrđena je između nastavničkog vodstva i nedopuštene razmjene informacija. Ovaj je oblik varanja na razini odjeljenja izraženiji u uvjetima razredne klime sniženog nastavničkog vodstva. Istraživanje doprinosi spoznajama o važnosti karakteristika okoline u objašnjenju izraženosti ciljeva postignuća i akademskog nepoštenja u školskom kontekstu.Introduction
Academic dishonesty refers to various forms of unethical behavior in school setting, including cheating, plagiarism, falsifiying data and unauthorized collaboration. The act of academic dishonesty leads to unfair advantage in student's achievement and to teacher's erroneous inferences about student's knowledge or performance (Cizek, 2003).
Several individual and situational factors contribute to academic dishonesty. On an individual level, students' personal traits, including low self-control, academic self-efficacy, and performance pressure, can make them more likely to engage in dishonest behavior (Anderman & Murdock, 2007). Motivation also plays a critical role, particularly when students adopt performance-oriented goals over mastery-oriented goals. Students with performance goals often focus on achieving high grades rather than learning, which can drive them to cheat to meet those expectations (Murdock & Anderman, 2006). Situational factors are equally important. These include academic workload, pressure from parents or peers, and the perceived severity of consequences for dishonesty. Furthermore, students who perceive that others are cheating or that their environment lacks strict enforcement of academic integrity policies are more likely to justify dishonest behavior (Rettinger & Kramer, 2009).
Contextual factors in school settings significantly influence academic dishonesty. Classroom dynamics and teacher behavior, can either promote integrity or unintentionally foster dishonesty. Research show that classrooms with rigid structures focused on performance-avoidance goals may encourage cheating as students aim to avoid failure rather than enhance learning (Anderman et al., 1998). Teachers' interpersonal behavior also plays a crucial role; a teacher perceived as controlling or unsupportive may drive students to opt for cheating, as students feel less connected to the learning process (Wubbels et al., 2006).
The hierarchical theory of achievement motivation (Elliot & Church, 1997) may offer a framweork for understanding how students choose to engage in academically dishonest acts. Classroom environments and teacher's interpersonal behaviors serve as possible antecedents of achievement goals and, indirectly, academic dishonesty.
The aim of this study was to examine the multilevel structure and contributions of contextual and personal variables in explaining the prevalence of academic dishonesty among high-school students, within the framework of the hierarchical model of achievement motivation.
Methodology
Prior to main research, a preliminary study was conducted to develop and validate a new measure of academic dishonesty. The factor structure of the instrument was examined on a sample of 168 high school students, resulting in dimensions of active and passive cheating as well as unauthorized information exchange.
The main part of the study involved 912 high school students (50.3% female) from a total of 78 classes. Each class had a different mathematics teacher. The participants answered questions from several questionnaires: Academic dishonesty scale, which was developed for this research's purposes; Questionnaire on Teacher Interaction (Wubbels et al., 1995); Achievement Goals Scale (Rovan, 2011); Perception of Classroom Goals Structures – Patterns for Adaptive Learning Scales (Midgley et al., 2000).
Using structural equation modelling with clustered error correction five separate mediation models were tested. Also, multilevel structural equation modelling was used to check for higher level contextual effects on academic dishonesty in the classes.
Results and discussion
The results of this study highlight the role of contextual conditions and personal achievement goals in the prevalence of academic dishonesty in mathematics classes. It was found that contextual variables have both direct and indirect effects on the incidence of cheating.
Academic dishonesty varies depending on contextual variables and personal achievement goals. Active cheating is reduced in conditions with pronounced mastery approach and performance approach goals, while it is increased when students are more inclined to work avoidance. Passive cheating follows somewhat different patterns – this form of cheating is more pronounced among students with prominent mastery approach and performance approach goals. Freedom, as an interpersonal teacher characteristic, and the performance avoidant structure positively predict both active and passive cheating, while performance approach structure has a negative contribution in explaining these two forms of academic dishonesty.
Considering the significance and direction of the effects of contextual variables, the research hypotheses about the direct and indirect effects of contextual variables on academic dishonesty were mostly not confirmed. The partial mediating role of achievement goals, as predicted by the hierarchical model of achievement motivation, was confirmed for personal goals with approach valence and, in the case of active cheating, for the goal of work avoidance.
Also, the multilevel structure and multilevel relationships among variables in predicting the prevalence of three dimensions of academic dishonesty (active cheating, passive cheating, unauthorized information exchange) were examined. It was found that the variances in the perception of interpersonal teacher behavior and academic dishonesty can partly be explained at the classroom level. At the classroom level, only the perception of leadership was found to be a significant predictor of unauthorized information exchange. This form of cheating is less pronounced in classrooms where there is a high level of teacher leadership. In other words, if a classroom is characterized by similarly high ratings of lesson structure, clear rules, and responses to rule violations, the likelihood of information exchange regarding tests from the specific mathematics teacher is lower.
Conclusion
The research contributes to the understanding of the importance of environmental characteristics in explaining the prevalence of achievement goals and academic dishonesty in the school context. It supports the notion that academic dishonesty can be considered a characteristic of the classroom and that teacher interpersonal behavior represents the classroom climate, which is similarly perceived among students within the same class compared to students from other classes
Der Einsatz von Erklärvideos im DaF-Unterricht
No full textDiese Arbeit untersucht den Einsatz von Erklärvideos im DaF-Unterricht auf einer theoretischen und empirischen Basis. In dem ersten Teil werden die theoretischen Grundlagen erläutert, einschließlich der Einsatz von Medien im Unterricht und die genauere Bestimmung des Erklärvideos als Medium. Anschließend werden die didaktischen Funktionen von Erklärvideos im DaF-Unterricht analysiert sowie deren Integration in das kroatische Kerncurriculum des Fachs Deutsch untersucht. Vor- und Nachteile des Einsatzes von Erklärvideos sowie die Schritte zur Videoproduktion werden diskutiert. Im empirischen Teil wird ein Projekt zur Nutzung von Erklärvideos vorgestellt, das für die Zwecke dieser Arbeit in der Technischen Schule in Čakovec als eine Aktionsforschung durchgeführt wurde. Die Schüler haben dabei beachtliche Erklärvideos erstellt und somit gezeigt, dass Erklärvideos als Unterrichtsmedium im DaF-Unterricht erfolgreich eingesetzt werden können.This paper examines the use of explainer videos in the teaching of German as a foreign language (GFL) on a theoretical and empirical basis. In the first part, the theoretical foundations are explained, including the use of media in the classroom and the more precise definition of explainer videos as a medium. The didactic functions of explainer videos in GFL lessons are then analyzed and their integration into the core curriculum for the subject German in Croatian primary and secondary schools is considered. The advantages and disadvantages of using explainer videos and the steps involved in video production are discussed. The empirical part presents a project on the use of explainer videos that was carried out at the technical school in Čakovec as an action research for the purposes of this thesis. The students created successful explainer videos and thus demonstrated that explainer videos can be successfully used as a teaching subject in GFL
The role of museums and heritage institutions in sustainable development
No full textOvaj rad istražuje ulogu muzeja i baštinskih institucija u kontekstu održivog razvoja, oslanjajući se na UN-ove ciljeve održivog razvoja kao temeljne smjernice. Kroz pregled literature i analizu održivih primjera iz prakse, rad najprije obrađuje koncept održivog razvoja i teorije odrasta, a zatim razmatra potencijal kulturne baštine kao razvojnog resursa te izazove vezane uz održivost kulturne baštine općenito. Poseban naglasak stavljen je na djelovanje krovnih baštinskih organizacija poput UNESCO-a, ICOM-a, NEMO-a i nevladinog sektora u promicanju održivih praksi. Nadalje, istražuju se održive strategije primjenjive na muzeje, kao i pojava klimatskog aktivizma u muzejima. U završnom dijelu rada analiziraju se primjeri implementacije održivih praksi u baštinskom sektoru kroz koncepte sporog muzeja, muzeja susjedstva i muzeja dobrodošlice te prenamjenu kulturnih dobara za nove funkcije. Zaključuje se da muzeji i baštinske institucije mogu igrati ključnu ulogu u održivom razvoju kroz interdisciplinarne, inovativne i fleksibilne pristupe te da najveću ulogu mogu imati u očuvanju društvene dimenzije održivog razvoja.This paper explores the role of museums and heritage institutions in the context of sustainable development, relying on the UN Sustainable Development Goals as fundamental guidelines. Through a review of literature and an analysis of sustainable examples from practice, the paper first examines the concept of sustainable development and the concept of degrowth, then considers the potential of cultural heritage as a development resource and the challenges associated with its sustainability. Special emphasis is placed on the activities of key heritage organizations such as UNESCO, ICOM, NEMO, and the NGO sector in promoting sustainable practices. Furthermore, the paper explores sustainable strategies applicable to museums and the appearance of climate activism in museums. The final section analyses examples of implementing sustainable practices in the heritage sector through concepts such as the slow museum, neighbourhood museum, and the welcoming museum, as well as the repurposing of cultural heritage buildings for new functions. The study concludes that museums and heritage institutions can play a key role in sustainable development through interdisciplinary, innovative, and flexible approaches, with their greatest contribution being the preservation of the social dimension of sustainability
NFT - development, significance and future
No full textNFT, to jest Non-Fungible Token, postao vodeći naslov za mnoge novinske članke i istraživačka izvješća od 2020. pa nadalje. Razlog iza toga je najvjerojatnije mješavina glavnih faktora vezanih uz njega, a to su njegov novitet, njegova tehnološka kompleksnost, njegov ekonomski potencijal te buduće projekcije vezane uz rast njegove vrijednosti i/ili rast u broju njegovih potencijalnih primjena u različitim radnim sektorima i industrijama. NFT-ovi i njihovo trgovanje baziraju se na blockchain tehnologiji i pametnim ugovorima, koji su sami po sebi možda i najbitnija kontribucija koju su NFT-ovi donijeli u širu javnost. To je primarno zbog njihove svestranosti i primjenjivosti u različitim industrijama. Kao takvi, NFT-ovi i/ili tehnologija iza njih (blockchain) se i dalje razvijaju i njihov značaj ne leži primarno u bolje poznatijim upotrebama kao što su to upotrebe u sektoru umjetnosti i zabave, već u primjeni u drugim industrijama poput fintecha, zdravstva i mnogih drugih. Neki od rizika koji se vežu uz NFT-eve su njihova vezanost uz kriptovalute poput Bitcoina, zbog kojih se stvara osjećaj nestabilnosti vezano uz poziciju NFT-eva na tržištu i varijacija po pitanju njihovih vrijednosti. Unatoč tome, NFT je doprinio većem interesu po pitanju tehnoloških napredaka i njihovih raznovrsnih uporaba, što je dovelo do daljnjih razvoja blockchain tehnologija i njihovih upotreba, time pokazujući njegovu stvarnu važnost. Što se tiče budućnosti NFT-a, ona je i dalje relativno nejasna, s obzirom da je to i dalje veoma nova tehnološka pojava i nije prošlo dovoljno vremena kako bi se mogao prosuditi njihov pravi značaj i kako bi se ustanovile sve moguće upotrebe istih. Unatoč tome, neke projekcije i razvoj po pitanju njihovih novijih upotreba bi trebali sllužiti kao vodilja. Bazirajući se na tome, može se utvrditi da NFT-ovi ne nestaju već da raste njihov potencijal kao i njihovi mogući načini upotrebe.The Non-Fungible Token or better known, the NFT became the leading headline for many newspaper articles and research reports from 2020 onwards. The cause of this was most likely a mixture of a few key factors associated with it, these being its novelty, its technological complexity, its economic potential and the future projections associated with its rising value and/or uses in different fields. NFTs and their trading are based on blockchain technology and smart contracts, which on their own are perhaps the most important contributions that the NFT has brought into the limelight, due to their versatility and applicability to various sectors. As such the NFT and/or the technology behind them (blockchain) is still being developed and its significance lies not primarily in the more commonly known uses such as in the arts and entertainment industries, but rather in other industries such as fintech, the healthcare sector and many more. Some of the risks associated with the NFT are its links with cryptocurrencies such as Bitcoin, which in turn create a sense of instability in regards to the NFT’s position in the market and the fluctuations in its values. Regardless, the NFT has contributed to an increased interest in technological advancements and its varied uses, and it has led to the further development of blockchain technologies and their uses, making its significance imminent. Now, as regards the future of the NFT, it is still uncertain, as it is still a newer technological development, and not enough time has passed for the assessment of its true significance and all its possible uses to be determined. Nevertheless, some projections and developments in its newer uses can serve as a guiding tool, making it ascertainable that the NFT is not simply disappearing, but rather growing in its potential as well as in its uses
Phonetic transcription in the speech of deaf and hard-of-hearing speakers
No full textCilj ovog rada bio je ispitati točnost i dosljednost fonetske transkripcije atipičnog govora - konkretno govora gluhih i nagluhih govornika - koju su zapisivali studenti fonetike. Također se nastojalo utvrditi utjecaj različitih obrazovnih i individualnih čimbenika, poput znanja stranih jezika, proteklog vremena od pohađanja kolegija Fonetska transkripcija i korištenja transkripcije u dodatnim kontekstima, na uspješnost transkripcije. U istraživanju su sudjelovala 24 studenta fonetike koji su transkribirali snimke izgovora jedanaest dvosložnih riječi prelingvalno gluhih i nagluhih govornika. Analiza je provedena kvantitativnim metodama, bodovanjem točnosti i dosljednosti transkripcija. Rezultati su pokazali da su studenti postigli relativno visoku razinu točnosti i dosljednosti, pri čemu su najbolji rezultati zabilježeni kod studenata koji poznaju veći broj stranih jezika. Međutim, pokazalo se da ispitivane varijable nisu pokazale statistički značajne razlike zbog čega se zaključuje da nisu imale utjecaj na uspješnost transkripcija studenata.The aim of this study was to examine the accuracy and consistency of phonetic transcription of atypical speech, specifically the speech of deaf and hard of hearing speakers, as transcribed by phonetics students. The study also sought to determine the influence of various educational and individual factors, such as knowledge of foreign languages, the time elapsed since attending the Phonetic Transcription course, and the use of transcription in additional contexts, on transcription success. A total of 24 phonetics students participated in the research by transcribing recordings of eleven disyllabic words produced by prelingually deaf and hard of hearing speakers. The analysis was conducted using quantitative methods, evaluating the accuracy and consistency of the transcriptions. Results showed that students achieved a relatively high level of accuracy and consistency, with the best results recorded among students who knew a greater number of foreign languages. However, the investigated variables did not show statistically significant differences, leading to the conclusion that they did not have a significant impact on students' transcription performance
The History of Construction and Conservation-Restoration Interventions on the Complex of the Monastery and Church of St. Francis in Imotski
No full textDiplomski rad obrađuje razvoj, značaj i suvremene zahvate na Franjevačkom samostanu i župnoj crkvi sv. Franje u Imotskom koji predstavljaju ključne točke duhovnog, kulturnog i identitetskog života Imotske krajine. Kroz višestoljetnu povijest, samostanski kompleks preživio je brojne transformacije, a rad se posebno fokusira na recentne konzervatorsko-restauratorske zahvate provedene krajem 20. i početkom 21. stoljeća. Ti su zahvati uključivali dogradnju zvonika, restauriranje glavnog pročelja crkve, uređenje unutarnjeg liturgijskog prostora, restauraciju zavjetne slike Gospe od Anđela, kao i izradu novih vitraja i trajno uređenje samostanske zbirke i knjižnice. Naglasak je stavljen na interdisciplinarni pristup koji povezuje arhitektonske, umjetničke, liturgijske i konzervatorske aspekte, uz očuvanje izvornosti i povijesne slojevitosti prostora. Ujedno se razmatra važnost uključivanja lokalne zajednice i institucija u proces očuvanja sakralne baštine. Analizom izvedenih radova i načina njihove provedbe pokazano je kako suvremene intervencije, ako su izvedene stručno i s poštovanjem prema tradiciji, mogu obogatiti sakralni prostor i doprinijeti njegovoj trajnoj vrijednosti. Time se potvrđuje važnost Franjevačkog samostana ne samo kao mjesta vjere, već i kao nositelja kulturnog pamćenja i identiteta.The thesis examines the development, significance, and contemporary interventions on the Franciscan Monastery and the Church of St. Francis in Imotski, which represents key points of spiritual, cultural, and identity-based life in the Imotski region. Throughout its centuries-long history, the monastic complex has undergone numerous transformations, with particular focus in this work placed on the recent conservation and restoration works carried out in the late 20th and early 21st centuries. These interventions included the addition on the bell tower, the restoration of the church’s main façade, the redesign of the interior liturgical space, the restoration of the votive painting of Gospa od Andela, the creation of new stained glass windows, and the permanent arrangement of the monastery’s collection and library. The emphasis is placed on an interdisciplinary approach that connects architectural, artistic, liturgical, and conservation aspects, with the aim of preserving the authenticity and historical stratification of the space. The importance of involving the local community and institutions in the process of safeguarding sacred heritage is also considered. Through the analysis of the works carried out and the methods of their implementation, it is shown that contemporary interventions—when executed professionally and with respect for tradition—can enrich sacred spaces and contribute to their lasting value. This reaffirms the significance of the Franciscan Monastery not only as a place of faith, but also as a bearer of cultural memory and identity