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Politički čimbenici antičke popularnosti misterijskog kulta Demetre i Perzefone u Eleuzini
No full textRad je nastojao dati odgovor na pitanje o uzroku dugog trajanja i popularnosti misterijskog kulta Demetre i Perzefone u Eleuzini. Uvodno je objašnjen značaj festivala u antici, prepričan je temeljni mit Misterija i dana je njihova struktura s naglaskom na glavnu, Ijakhovu procesiju i njene društveno-političke aspekte. Misterije se povezalo s atenskom politikom preko pojma rituala i njegovog političkog učinka, a opisana je i njihova poveznica s bitkom kod Salamine. Pružena je i usporedba s još jednom velikom atenskom procesijom, panatenejskom, kao primjerom dugotrajnog atenskog festivala, no koji nije uspio doseći panhelensku razinu popularnosti Misterija, jer je Misterije Atena promovirala s religijskom dimenzijom i festivalskom funkcijom održavanja odnosa s ostalim polisima u prvom planu, dok su Panateneje bile politički spektakl atenske samopromocije
Applicability of cloud-based video games in education
No full textVideoigre su društveni fenomen koji se već desetljećima intenzivno istražuje, a igranje videoigara je pozitivno povezano s uspjehom u školi. Istraživanja su pokazala da korištenje videoigara u nastavi ima pozitivan utjecaj na: čitanje i pisanje, geometrijsko i matematičko razmišljanje, strateško razmišljanje i zaključivanje, kritičko promišljanje, rješavanje problema i kreativnost, STEM područje, učenje jezika kao i na učeničku motivaciju i zadovoljstvo nastavom. Cilj ove disertacije je istraživanje kvalitete korisničkoga iskustva pri upotrebi videoigara baziranih na računalnom oblaku u odgojno-obrazovne svrhe te razvijanje pristupa za integraciju ovih igara u odgojno-obrazovni proces pri čemu će se uzeti u obzir postojeća ograničenja tehnologije i infrastrukture, kao i potrebe i zahtjeve osnovnoškolskih učitelja. Dodatno, cilj je bio izrađivanje optimizacijskoga modela koji će olakšati implementaciju videoigara u odgojno-obrazovni proces putem videoigara baziranih na računalnom oblaku. Tijekom prve faze istraživanja, distribuirani su anketni upitnici učiteljima razredne i predmetne nastave za ispitivanje stavova o korištenju videoigara u obrazovanju. Analiza je pokazala statistički značajne razlike u stavovima između ove dvije skupine, učitelji razredne nastave pokazali su veću sklonost korištenju videoigara kao obrazovnih alata. U drugoj fazi, testirane su komercijalne platforme za videoigre bazirane na računalnom oblaku kako bi se provjerilo zadovoljavaju li obrazovne potrebe učitelja. Rezultati su potvrdili hipotezu da platforme zadovoljavaju te potrebe, pružajući odgovarajuće resurse. Treća faza obuhvatila je ocjenu tehničkih specifikacija školskih informatičkih učionica kako bi se utvrdila njihova prikladnost za korištenje videoigara. Odabrana je učionica koja je najbolje ispunjavala tehničke i obrazovne kriterije te su odabrane obrazovne igre Tricky Towers za osnovnoškolsko i Age of Caesar za nastavu povijesti. Četvrta faza uključivala je preliminarno istraživanje korištenjem GeForce NOW platforme, tijekom kojeg su studenti igrali igre u različitim postavkama. Razvijen je model optimizacije temeljen na analizi iskustvene kvalitete igara. U petoj fazi istraživanja proveo se kvazieksperiment na nastavnom satu pri čemu je mjerena iskustvena kvaliteta korištenja videoigara u nastavi. Rezultati su pokazali da igranje lokalno i putem računalnoga oblaka nije dovelo do statistički značajnih razlika u iskustvenoj kvaliteti, čime je potvrđena hipoteza da nema razlike u kvaliteti između lokalnoga igranja i igranja putem računalnoga oblaka.Video games have developed into a significant social phenomenon that has attracted the attention of researchers for decades. Over the past few years, the gaming industry has surpassed both the global film industry and the sports industry in North America in terms of revenue. There exists a positive correlation between playing video games and academic success, particularly in STEM education. Studies from the Netherlands have shown that most students with computer skills, such as text writing and basic image processing, have experience playing video games. Video game players have achieved better results on PISA tests in reading, mathematics, and science. Notably, playing strategic video games is linked to enhanced problem-solving skills, which are also reflected in school grades. In the scientific context, serious games, which are designed not solely for entertainment but with educational purposes, are emphasized. These games use multimodal interaction to enhance user experience, allowing players to communicate naturally with both virtual and physical worlds. Serious games, incorporating various media such as text, graphics, animation, sound, and haptics, have demonstrated potential in diverse contexts including education, training, health, and interpersonal communication. The use of video games in education, including genres suitable for specific ages, positively affects student motivation, satisfaction with lessons, and various aspects of learning such as reading, writing, mathematical and geometrical reasoning, strategic thinking, critical thinking, creativity, STEM, and language learning. Despite the significant potential of video games as learning tools, their application for educational purposes has remained rare. Major barriers include technical limitations such as infrastructure and hardware, a lack of IT competencies among teachers, a shortage of quality educational games suitable for classroom use, and high financial costs associated primarily with game acquisition. Successfully integrating video games into the educational process is crucial, requiring the establishment of advanced ICT infrastructure supported by modern technologies such as cloud computing. Cloud-based video games offer an innovative way of organizing online gaming, enabling gameplay that is entirely stored and processed on cloud servers. This technology delivers highquality video to users while their inputs are sent to the server. Cloud games can overcome many of the challenges mentioned as they do not require powerful hardware, reduce the need for specific knowledge among teachers, allow access to the latest games with advanced graphics, and decrease the number of licenses needed. Using cloud games in an educational context offers numerous advantages while eliminating key barriers, posing research challenges related to optimizing interactive video streaming to maximize Quality of Experience (QoE) in computer classrooms. The concept of Quality of Experience finds its application in the telecommunications sector, referring to the evaluation of user satisfaction when using certain technological products or services. This topic has been continuously researched for many years, and although it is welldeveloped, it still presents a field open for the exploration of new technological services, including the under-researched area of educational games in cloud environments. Quality of Experience is assessed both subjectively, using the Mean Opinion Score (MOS), and objectively based on technical Quality of Service (QoS) parameters. Unlike the technically focused QoS, improving services and enhancing user satisfaction crucially depends on understanding users' perceptions of quality. The challenge in introducing cloud-based video games into education involves selecting appropriate games for different educational programs. This research area requires an interdisciplinary approach that merges technical and social research to apply advanced technological solutions in education. This doctoral dissertation has investigated how using cloudbased video games affects the Quality of Experience in the educational setting and developed a methodology for their integration into teaching, taking into account technical and infrastructural limitations and the requirements of teachers for using video games for educational purposes. The dissertation aimed to explore the quality of user experience when using cloud-based video games for educational purposes and to develop an approach for integrating these games into the educational process, considering existing technology and infrastructure limitations, as well as the needs and demands of elementary school teachers. Additionally, an optimization model was created to facilitate the implementation of video games in education through cloud technology. The research addressed the following hypotheses: H1: There is no statistically significant difference in the opinions and attitudes about using video games between elementary and subject teachers. H2: Available commercial platforms for using cloud-based video games meet teachers' needs. H3: There is no statistically significant difference in the Quality of Experience when using games locally and on the cloud. The research was conducted in several phases: During the first phase of the research, survey questionnaires were distributed to primary and subject teachers to investigate their views on the use of video games in an educational context. The analysis of the collected data revealed statistically significant differences in attitudes between these two groups of teachers, which partially confirmed the hypothesis "There is no statistically significant difference in opinions and attitudes regarding the use of video games among primary and subject teachers." Specifically, primary teachers expressed a greater propensity to use video games as educational tools compared to their subject teacher colleagues. In the second phase of the research, various commercial platforms for cloud-based video games were evaluated to determine if they meet the educational needs of teachers. The results confirmed the hypothesis "Available commercial platforms for using video games in the cloud meet teachers' needs," as the platforms provided resources that matched the teachers' requirements for integrating video games into educational plans. The third phase of research involved assessing the technical specifications of computer classrooms, aiming to determine their capability for implementing video games in teaching. Based on these analyses, a classroom that best met the technical and educational requirements was selected. Additionally, two educational games, "Tricky Towers" for primary education and "Age of Caesar" for subject teaching of history, were selected. In the fourth phase, a preliminary study was conducted using the GeForce NOW platform, where students played video games under various technical settings. Based on the performance and Quality of Experience analysis, an optimization model was developed. In the fifth phase of the study, real-time testing of the model in the classroom involved playing games both locally and through the cloud, measuring video quality, fluidity, and overall Quality of Experience. The results showed that there was no statistically significant difference in Quality of Experience between local and cloud gaming, thereby confirming the hypothesis that "There is no statistically significant difference in Quality of Experience when using games locally and on the cloud." The scientific contribution of the work is reflected in the analysis of teachers' opinions and attitudes towards video games in teaching and the assessment of their needs for using games in teaching through cloud computing. A methodology for introducing cloud-based games into the teaching process was also developed. An optimization model for the Quality of Experience of using games in cloud-based teaching was created, considering existing technical and infrastructural limitations, and the Quality of Experience of cloud-based video games was determined. The practical contribution of this doctoral dissertation lies in multiple aspects of enhancing the educational process through the integration of cloud-based video games. A detailed analysis of available video games on commercial platforms and their mapping to specific educational areas and thematic units of the curriculum was provided. This enabled teachers to easily identify relevant games that could be used as educational tools, tailored to the curriculum and specific educational goals. The developed methodology for introducing video games into teaching provided a clear and systematic approach that helps teachers and educational institutions efficiently integrate video games into the teaching process. This methodology includes steps from identifying teachers' needs and selecting appropriate games to implementing games in teaching and evaluating their effectiveness. By developing a model that precisely determines how many computers and what technical specifications are necessary for optimal functioning of games in the cloud, the dissertation provided key information for planning and establishing adequate IT infrastructure in schools. The optimization model allows teachers to maximize the Quality of Experience in learning with minimal technical requirements, thereby reducing potential barriers to implementation, such as high costs and technical limitations. The practical contribution of the dissertation also extends to improving student motivation and engagement through innovative and interactive learning methods. Using cloud-based video games as educational tools can increase students' interest in subjects, improve their understanding of complex concepts, and enhance learning achievements
Übersetzung aus dem Kroatischen ins Deutsche Übersetzung aus dem Deutschen ins Kroatische
No full textU ovom su diplomskom radu prevedena četiri poglavlja iz knjige "Mama kuha ručak, tata čita novine" na njemački. Prevedena poglavlja su: "Što čini lošu majku", "Rad iz ljubavi: celebrity majčinstvo i komodifikacija privatnosti", "Drugi pogled na Jelenu Veljaču" i "Šteta što je kurva". Drugi dio rada obuhvaća prijevod njemačkog teksta "Die leise Macht der Scham. Rassismus, soziale Klasse und die (Re)Produktion sozialer Ungleichheit" na hrvatski
IZGRADNJA LEKSIČKE KOMPETENCIJE I NJEZINA PROGRESIJA : ULOGA UDŽBENIKA
No full textUdžbenici stranog jezika nude strukturirane i sustavne materijale za učenje, vodeći učenike kroz osnovna gramatička pravila, vokabular i kulturne nijanse. Oni igraju bitnu ulogu u usvajanju vokabulara jer sadrže vrlo raznovrstan leksički fond (riječi, izraza, etc.) uklopljene u određene kontekste, pomažući učenicima da razumiju njihovu upotrebu i značenje. Osim toga, uključuju vježbe, aktivnosti i tehnike ponavljanja kako bi se poboljšalo usvajanje novog vokabulara. Današnji udžbenici u poučavanju francuskog jezika uglavnom slijede okvirne smjernice ZEROJ-a (Zajednički europski referentni okvir za jezike) i akcijskog pristupa, što unapređuje primjenu praktičnog vokabulara u stvarnim situacijama. Prema ZEROJ-u, leksička kompetencija je jedna od potkomponenti komunikacijske jezične kompetencije (fr. compétence linguistique) koja se direktno povezuje s poznavanjem i uporabom vokabulara. U ovom radu odlučili smo analizirati izgradnju leksičke kompetencije i napredovanje (progresiju) te kompetencije, tj. sustavan i postupan rast u opsegu ponuđenoga leksičkoga fonda, u udžbeniku Cosmopolite. Naš je cilj potvrditi da progresija, kao mogućnost sustavnoga usvajanja vokabulara, postoji na svim stupnjevima u okviru odabranoga udžbenika. Rezultati naše analize pokazuju da se leksička kompetencija može izgraditi relativno sustavno, uz određena odstupanja od smjernica ZEROJ-a.Les manuels de langue fournissent des supports d’apprentissage structurés et systématiques, guidant les apprenants à travers les règles de grammaire essentielles, le vocabulaire et les nuances culturelles. Ils jouent un rôle important dans l’acquisition du vocabulaire car ils présentent des mots et des phrases dans des contextes spécifiques, aidant les apprenants à comprendre leur(s) signification(s) et à les utiliser de façon appropriée. De plus, ces manuels incorporent des exercices, des activités et des techniques de répétition pour renforcer la rétention du nouveau vocabulaire. Les manuels actuels d'enseignement du français suivent généralement les lignes directrices du Cadre européen commun de référence pour les langues (CECRL) et adoptent une approche actionnelle, favorisant l'application pratique du vocabulaire dans des situations réelles. Selon le CECRL, la compétence lexicale est l'une des sous-composantes de la compétence linguistique directement liée à la connaissance et à l'utilisation du vocabulaire. Dans ce mémoire, notre objectif sera d’analyser la construction de la compétence lexicale et sa progression à travers une méthode d’apprentissage du FLE à savoir le Cosmopolite (1 à 5) (Hachette FLE). Notre objectif consiste à examiner à quel point la méthode choisie permet la construction de la compétence lexicale et sa progression, par niveaux de référence. Les résultats montrent que la compétence lexicale se construit, en général, de manière systématique, avec quelques écarts par rapport aux recommandations du CECRL
Fluctuation of students from different departments in the high school library
No full textOvo je istraživanje obuhvatilo fluktuaciju učenika različitih obrazovnih usmjerenja crikveničke srednje škole u školskoj knjižnici fokusirajući se na razlike u načinu korištenja knjižnice među učenicima gimnazije i strukovnih četverogodišnjih i trogodišnjih programa, odnosno među učenicima koji se školuju za zanimanje hotelijersko-turističkog tehničara i ekonomista te kuhara, konobara i vodoinstalatera.
Cilj je bio istražiti razloge posjeta knjižnici, učestalost korištenja njezinih resursa te percepciju knjižnice kao prostora za učenje, istraživanje i osobni razvoj. Nadalje, istraživanjem se željelo uvidjeti koliko često učenici sudjeluju u aktivnostima knjižnice i koje su to aktivnosti, ali i saznati koju literaturu učenici koriste te u kojoj se mjeri služe internetskim izvorima nauštrb tradicionalne literature.
Rezultati su pokazali da učenici gimnazijskih programa najčešće posjećuju knjižnicu zbog većih potreba za teoretskim i istraživačkim materijalima. S druge strane, učenici strukovnih smjerova rjeđe koriste knjižnicu i njezine resurse. Bez obzira na bogat knjižnični fond i organizirane aktivnosti poput radionica i kvizova, sudjelovanje učenika u takvim događanjima ostaje nisko što ukazuje na nedostatak motivacije.
Istraživanje je također otkrilo trend u kojem učenici sve više ovise o internetskim izvorima poput Googlea i Wikipedije koji su brži i praktičniji, ali često nepouzdani. Tradicionalna knjižnična literatura ograničeno se koristi i većinom se svodi na obveznu školsku lektiru. Ovaj obrazac ponašanja reflektira učeničke preferencije prema lako dostupnim informacijama te je zato potrebno dodatno osvijestiti učenike o važnosti korištenja pouzdanih izvora i svim mogućnostima koje knjižnica nudi.This research covered the fluctuation of students from different educational departments in the school library of high school in Crikvenica focusing on differences in the way the library is used among students from the gymnasium and vocational four-year and three-year programs, i.e. among students studying for the profession of hotel-tourism technician, profession of economics and cook, waiter and plumber. The aim was to investigate the reasons for visiting the library, the frequency of using its resources and the perception of the library as a space for learning, research and personal development. Furthermore, the research aimed to see how often students participate in library activities and what these activities are, but also to find out what kind of literature students use and what kind of online sources they use comparing to the traditional literature. The results showed that students from gymnasium programs visit the library most often due to their greater need for theoretical and research materials. On the other hand, students from vocational programs use the library and its resources less often. Regardless of the rich library collection and organized activities such as workshops and quizzes, student participation in such events remains low which indicates a lack of motivation. The research also revealed a trend in which students increasingly rely on online sources such as Google and Wikipedia which are faster and more convenient, but often unreliable. Traditional library literature is used to a limited extent and is mostly reduced to compulsory school reading. This pattern of behavior reflects students' preferences for easily accessible information and therefore it is necessary to further raise students' awareness of the importance of using reliable sources and all the possibilities that the library offers
Mathematics in Plato's philosophy
No full textU Platōnovoj filozofiji razlikuje se dijanoetička i noetička matematika. Noetička matematika izvodi se iz prve i to preispitivanjem pretpostavki o parnim i neparnim brojevima, geometrijskim likovima i različitim vrstama kutova. Naime, u Platōnovim dijalozima spomenuti brojevi suprotstavljaju se jedni drugima i traže sklad posredstvom treće vrste. U Theaitetu se ta trijada brojeva pojavljuje u stranicama međusobno nepovezanih kvadrata. U Timaju do izražaja dolaze vrste trokuta koje su primjerene tim dužinama. U Menōnu se naznačuje da se te tri dužine mogu međusobno povezati u četiri pravokutnika unutar kruga. Za izvođenje noetičke matematike potrebno je još jedno – uvid uma u postojanje četverokuta i njegove dijagonale. Matematičari se bave četverokutom samim i dijagonalom samom, a ne crtežima, ali ostaju u oblasti razuma (δίανοια). Noetička matematika ima četiri razine. Prva je razina geometrijskih tijela. Tu Platōn ističe međusobnu nepovezanost dviju vrsta pravilnih tijela, njihovu nepovezanost s kuglom i traži zahtjev za višim počelima. Ta se počela pokazuju u kretanju spomenutih dužina u dijagonalama i stranicama četiriju pravokutnika unutar kruga. Ovo kretanje je ograničavanje prema odredbi Jednog, slično onom u Philēbu. Pokreće se iz sebe samog sobom samim. Ono je živo poput duše. Kao takvo pokazuje se i na preostale dvije razine: na razini crte i na razini brojeva. Podijeljena crta nije jedna od usporedbi već sredstvo koje omogućuje izlaganje najvišeg znanja. Odnos cjeline spram većeg dijela prenesen u dijelove na crti uspostavlja raščlambu (διαίρεσις). Diobom Jednog kroz Dvojstvo na njoj se izvode brojevi različiti od matematičkih – noetički brojevi. Oni čine najvišu razinu noetičke matematike. Ovdje se četvorstvo (τετρακτύς), povezano sa slijedom rasežnosti, pokazuje kao deseterstvo podijeljeno na dvije polovice poput dijatonijske ljestvice. Noetička matematika nije beživotna apstraktna struktura nego živi organizam. Ona nije tvorevina ili izum ljudskog duha, nego dar od bogova dušama koje se mogu prema njoj okrenuti. Oslobođene od dijanoetičke matematike i njoj svojstvenog načina razmišljanja, te duše se uzdižu prema dijalektičkoj spoznaji te istinski posreduju između osjetivog i mislivog.In this dissertation, the author makes a shift in relation to most common understandings of the
position and role of mathematics in Plato's philosophy. In those interpretations, mathematics is
fixed on the area between the perceptible and the conceivable. With that, its role is determined
to enable the ascent from that which is becoming and transiting to that which is truly being.
Thus, the mathematical things are connected to the soul because they also have a position in
the middle and a mediating role. However, the area to which these interpreters fix the soul is
the area of reason (δίανοια). It is one of the powers of the soul, that which is lower of the mind
(νοῦς). From this, it follows that in mathematics, the movement of the soul is limited and does
not reach the true realization of its life-giving movement. Contrary to these views, the author
does not fix the place of mathematics in Plato in the realm of reason but recognizes it in the
realm of mind, too. He believes that Plato distinguishes between two mutually connected and
strictly distanced mathematics. The first is dianoetic, and the second is noetic. Dianoetic
mathematics is understood as what is considered mathematics today, and noetic mathematics
is on the same level as dialectics and enables its expression. As such, it truly connects with the
soul. The movement of the soul in it is not limited.
Some researchers talk about dialectical mathematics, but by that, they do not imply any
mathematics different from the dianoetic one. There is talk about the possibility of mathematics
to express the deepest philosophical thoughts through it, about some use of mathematics for
philosophical purposes and about the ontologization of mathematics. In contrast, the author
believes that in Plato, it is not a question of some philosophical use of mathematics, of some
ontologization of it, but of a strictly thought-based derivation of noetic mathematics from
dianoethics. It has its own area, a completely different way of thinking, and it has an entirely
different purpose.
In Politeia, Plato talks about the need to question assumptions about some matters of
mathematics. These are the existence of even and odd numbers, geometric figures, and different
types of angles (Resp. 510c). They are joined by the phenomenon of the quadrilateral and its
diagonal (510d). Plato does not take these examples by chance. He lists only those that are
relevant to dialectics, so philosophers should reconsider them. In Plato's philosophy, even and
odd numbers relate within themselves and to each other, oppose each other, and seek harmony
through the third kind. When, in some arrangements, these numbers are not connected and
included in the whole, Plato asks for their connection and inclusion. Thus, in Theaitet, squares
whose sides are √2, √3, and √5 are placed separately from each other. The mutual
incommensurability of these lengths is emphasized, but the need to connect them, that is, unify
them at a higher level, is pointed out. Menon suggests that these three lengths can be connected
to each other in three rectangles within a circle. In the Timaeus, the cosmos cannot be thought
through principles that are associated only with even and odd numbers. The third kind must
also be included. Without them, the former remain disconnected within themselves and
between themselves. This trinity of numbers is also manifested in regular geometric bodies and
the figures and lengths associated with them. This is where the types of angles, i.e., triangles,
come to the fore. It goes beyond the division into straight, sharp, and blunt. There is a need to
find triangles with those lengths that will enable the above-mentioned connections within
regular bodies and figures.
In order to perform noetic mathematics, one more thing is needed – the noetic insight into the
phenomena of the quadrilateral and its diagonals (510d). Mathematicians deal with the
quadrilateral itself and the diagonal itself and not with drawings, but that is not enough to
produce the instrumentation to perform noetic mathematics. With the help of such
instrumentation, what is not possible in dianoetic geometry should be performed: connecting
the above-mentioned lengths by their exiting from the diagonal of one rectangle into the side
of another. In this exposure, they are not only connected to each other, but also to the circle as
a line.
Noetic mathematics has four levels: the level of geometric bodies, the level of geometric
figures, the level of line, and the level of numbers. On these four levels, the expression of all
beings is made possible in different ways. At the level of geometric bodies, all beings are
known through the triad consisting of a sphere and two types of regular geometric bodies. The
sphere represents the perfect model by which the changing physical world (κόσμος) was
created. The structure of that world is recognized in the structure of four regular bodies
(tetrahedron, cube, octahedron, and icosahedron). The fifth body (dodecahedron) is positioned
as a space (χώρα) “the mother and Receptacle of what has come to be visible“ (Tim. 51a). Plato
points out that the connection is present only within three regular solids, in those in whose faces
the triangles are based on an odd number, on the length √3. There is no connection with a body
whose surface is a triangle based on an even number at length √2 and with a body whose surface
is based on a third type of number at length √5. That is why he speaks of the existence of higher
principles than these, which are shown in regular geometric bodies. The path leads to noetic
mathematics at higher levels, first at the level of geometric figures. However, in order to
establish it, it is not enough to place regular polygons in a row one behind the other and add a
circle at the end of that row. No lengths in that series are connected, neither to each other nor
to the circle. Mathematicians will stop there, but philosophers should not leave the assumptions
made by mathematicians about circles and polygons unexamined. With the indispensable help
of noetic insight into the phenomenon of the quadrilateral and its diagonal, they should make
a breakthrough from dianoetic mathematics. Plato encourages this necessary insight in many
places in his dialogues, specially in Theaetetus, Menon, Politics, and Politeia.
In Theaitet, unrelated squares with sides √2, √3, and √5 are connected to each other by
establishing a system of squares in which one arises from the other by the exit of the diagonal
into the side. The procedure is carried out until the length of √17 is established. The division
of these lengths is sought according to the principle that needs to be discovered. In the dialogue,
the rational principle is stated, but the principle of mind is also implied. All lengths from length
1 to this last one are divided into those that can be entered in the circle of radius 1 and the
others. Among the others, the first one of importance is the one that cannot be inscribed in a
circle because it is larger than the diameter. These are written in the circle as 1, √2, √3, and √4.
The triad of numbers is missing the third type, represented by the number √5. It appears at the
first length and cannot be entered in the circle. Menon suggests that all these lengths can be
connected to each other as sides and diagonals in a circle of inscribed rectangles. In Politics,
the process of transferring the diagonal of a square of length √4 to the side of the square is
interpreted as a loss of power (δύναμις). This indicates that what is going on in the metaphysical
sense is viewed here through geometric derivatives.
The third level of noetic mathematics is exposition about divided line. The author believes that
in Plato's exposition of the highest knowledge, that of the Good, the line is not one of similes
but rather what is directly spoken through philosophically. It has primacy before the sun's
simile and the myth about cave. These are only pictorial representations of what is directly
expressed through the divided line and other parts of noetic mathematics. Interpreters see a lot
of unspoken things about the divided line, but due to their preconceived notions about the line
as a comparison, they do not see important omissions. First of all, it is about the ratio by which
the line should be divided and the length. The ratio determined when dividing the line does not
come from outside. It is the ratio that is initially established between the whole and the larger
part, and then, by analogy, it is transferred to the parts established by division. The question
arises as to the reasons for such a division. The answer to this question is that by dividing the
relationship of the whole to the larger part, transferred into parts, it establishes not only an
analogy but also a diaeresis (ἀναλογίαν καὶ διαίρεσιν, Resp. 534a). For the division of a line to
be a diaresis, the setting up of a relationship within it must begin from the relation of the whole
to the greater part and go all the way to establishing the provision of what is sought in it. At
the beginning, a greater and smaller part is established, and in the further division, the greater
and the smaller prevail through the establishment of the mean. First, the first mean is
established, the mean of the entire line. This is followed by the mean in the middle of the greater
part of the line and then the mean in the middle of the smaller one. Ultimately, the mean is
established in the mean of the (first) mean.
The ratio by which the line is divided by Euclid is called the division in extreme and mean
ratio, and according to Proclus' testimony, Plato called it the section (τομός). He does not
explicitly mention it anywhere in his dialogues, but according to some researchers (J.B.
Kennedy, J. Bremer), Plato incorporated it into their structure. Furthermore, many valuable
things (τιμιώτερα) are attached to Plato's section. Among them is the one that was at the center
of Konrad Gaiser's interest - the sequence of dimensions. Namely, the segments of the divided
line order from length 1 through lengths 1/a, 1/a2, and 1/a3 up to the last one whose length is
1/a6. The first three are the dimensions of the perceptible (length, width, depth), and the
remaining three are the dimensionlessness of the conceivable - first length, first width, and first
depth (πρῶτον μῆκος, πρῶτον πλάτος, πρῶτον βάθος). In the establishment of the first mean,
the conceivable dimensionlessness of length enters the same sensible dimension. The same
happens with the conceivable dimensionlessness of width. Ultimately, in the establishment of
the mean in the mean, the thinkable depth enters in the sensible one. Thus, the thing in the
middle of the line is shown not only as a perceptible thing but also as a thinkable one. Its idea
is no longer separated from it but is present in it. The appearance of the idea of an individual
sensible thing also implies the appearance of the idea of the Good. It shows itself on the line as
in its own place (ἐν τῇ αὑτοῦ χώρᾳ, 516b4–7).
The division of the line derived according to the above-mentioned Plato's section has its
beginning, its course, and its completion determined by it. In Politea, the performance was
completed only halfway. This is an example of Plato's omission of knowledge. In this partial
performance, the third dimension does not enter a relationship with its conceivable
dimensionlessness, and thus, neither does the second with its and neither does the first with its.
This omission of knowledge is related to that of fourness (τετρακτύς). This mystery of
Pythagoreanism and Platonism is infinitely more than the sequence of the first four natural
numbers (1, 2, 3, and 4). It is a structure that also includes the remaining numbers of the decade.
These four numbers are the poles of numbers 8, 7, 6, and 5. Number 1 is in polarization with
number 8, number 2 with number 7, number 3 with number 6, and number 4 with number 5. A
polarized decade is a request to establish harmony. Accordingly, number 5 enters number 2,
number 6 enters number 3, and number 7 enters number 4. This insertion of one number
corresponds to the insertion of one divided line section into another. These two interrelated
omissions of knowledge serve two purposes. The first is the usual one: Plato does not want to
entrust the more valuable things (τιμιώτερα) of his philosophy to the letter. The second is
specific to these two cases. Namely, the presentation of the divided line and τετρακτύς stops
when the dimensions of the sensible world are retrieved. It does not go beyond the dimensions.
This sharpens the attitude towards the conceivable. The transition to the conceivable does not
occur in the soul in a continuous movement but in a reversal (ψυχῆς περιαγωγὴ).
This connection of the mathematical through the line and τετρακτύς with the soul may seem
presumptuous. However, it can be supported by a theme from the Timaeus. Here, the soul is
also understood as length. It is divided in a similar way as the line in Politeia. The difference
is that the line is divided according to Plato's section, and the length of the soul is divided into
sections that determine musical intervals. These two divisions are related. This can be seen,
among other things, by the fact that they express the mediation between the extremes and the
juxtaposition of the dimensions of the sensible and the thinkable. Mathematicians’ narrow
assumptions about even and odd numbers also come to the fore. At the basis of the division of
the mixture of the length of the soul are two four-membered geometric sequences. Both
sequences derive from number 1. In the first, a sequence of even numbers derives from that
number (1, 2, 4, 8), and in the second, a sequence of odd numbers (1, 3, 9, 27). Those two
sequences allow an octave (1:2), a fifth (2:3), a fourth (3:4) and one of the major seconds (8:9).
To establish the remaining intervals, the major third (4:5), minor third (5:6), major sixth (3:5),
minor sixth (5:8), another major second (9:10), and minor second (15:16) it is necessary to
include the numbers of the third series in those two series (3/5, 5, 15, 45). Without this
inclusion, the mixture of souls is not a true mixture of souls. This third series of divisions of
the soul allows mediation and the possibility of constructing a true diatonic scale feasible on a
monochord whose string is divided into sixteen equal parts.
The fourth, highest level of noetic mathematics is the level of numbers. These are not the
numbers of dianoetic mathematics. They are fundamentally different from them. According to
Aristotle's testimony, Plato knew such numbers. These are numbers that are not counted, and
they are not added or multiplied: the One (τὸ ἕν), Duality (δυάς, δυάδα) or Great and Small (τὸ
μέγα καὶ τὸ μικρὸν) and the numbers that are generated from them by the participation (κατὰ
μέθεξιν) of the Great and the Small in the One, that is, in the indefinite Duality (ἀόριστος δυάς).
These numbers are mutually incomparable because they are incommensurable (ἀσίμβλετοι
ἀριθμοί). There is no before and after between them; they do not differ in size. There is not an
infinite number of them, but only ten. There have been many attempts to reconstruct that
teaching. However, in these reconstructions, their difference compared to mathematical ones
has been ignored. Mainly trying to find out the way in which the generation is performed and
the order in which it is achieved. Some believe that it is an order of magnitude like the order
of mathematical numbers. L. Robin determines some inherent, intrinsic order. J. Stenzel seeks
their origin and order in Plato's method of diaresis. K. Gaiser tries to recognize noetic numbers
in the sequence of dimensions, in their emanation from the One. Since the sequence of
dimensions is determined by the set of numbers from 1 to 4, that set also represents the noetic
numbers. According to the principle of indeterminate Duality, numbers that begin with an even
number, the number 2, are derived first and then those that begin with an odd number 3. The
number 5, which belongs to the third type of numbers, was seen as an exception. A. Toeplitz
believes that noetic numbers are generated in a certain ratio and formed as by striking a stamp
into a plastic material (ἐκμαγεῖον). Van der Wielen recognizes the generation of numbers in
the division of the line, similar to that in Politeia. In each of these points of view, the author
encounters something close but, at the same time, unacceptable. He believes that the genesis
of noetic numbers is comparable to the division of the line in Politeia, but it is not just a similar
division but the same division. He also believes that in that division the ratio of the whole line
and the greater part is transferred as a stamp to further divisions up to the last one. There is a
diaresis at work here, but it is far from dividing number 1 into numbers 2 and 3 and so on.
Gaiser is right to insist on a sequence of dimensions, but it is established not only up to the
third dimension but up to the same number of the dimensionlessness. Finally, the order of
noetic numbers does not correspond to the order of natural numbers: it is intrinsic to their
nature, but it is not the order established by Robin.
Dividing the line by Plato's section leads to the numbers 0.6180339, 0.3819660, 0.2360679,
0.1458980, 0.0901699. Together with the numbers 0.7639320, 0.8951019, and 0.9099300,
with which they are connected, they form a whole of ten numbers. In the first seven decimal
places of each of them, we can make out numbers that are different from mathematical
numbers. They correspond to those in τετρακτύς. The number in the first position is connected
to the self-polarized number in the sixth position, the number in the second position to the selfpolarized
number in the third position, and the number in the fourth position to the selfpolarized
number in the seventh position. The digits in these numbers should be understood as
separate numbers, not as tenths, hundredths, thousandths, etc. It is an order of numbers from 0
to 9 where the first tetrad of the τετρακτύς connects to the second and numbers 0 and 9 together
with 1 and 8 express One and Nothing. These numbers do not seek to express a specific
magnitude but are rather viewed as systems in which their members are arranged in a special
way and thus placed in special relationships, different from quantitative ones. They are like
words and sentences. From seven-membered noetic numbers, six-membered numbers are
formed, which express the limiting and the one being limited: 1458 9 7 (8541 0 2) and 3819 6
60 (6180 3 39), then four-membered numbers 23 67 (76 32) and 47 25 (52 74) that express
indefinite and definite Duality and then again four-membered expressing the One that is, 19
80; One that is not 18 90. They form the composition of noetic numbers. This composition is
performed in the first seventy-two digits of an extraordinary number, the number π. Each of
those digits in that number is not only a digit of that number but also a noetic number. All those
noetic numbers and only those numbers are present in those seventy-two digits of the number
π. And they are not only present; they are moving. And they move the same way that lengths
move from one rectang
Turcisms in epic folk songs in the Dubrovnik area
No full textOvaj se diplomski rad bavi istraživanjem i analiziranjem turcizama na području Dubrovnika na temelju neobjavljene zbirke Junačke narodne pjesme iz Dubrovnika autora Vice Vodopića iz 1871. godine. Dubrovnik je 1358. godine postao Dubrovačka Republika i razvio jake trgovačke i diplomatske veze s Osmanskim Carstvom, što je znatno utjecalo i na međujezične kontakte. Kao posljedica tih kontakata, u jeziku Dubrovnika prisutan je znatan broj turcizama. U radu se objašnjava pojam turcizam, proučava se proces jezičnog posuđivanja i analizira se korpus turcizama iz navedene zbirke na temelju spoznaja kontaktne lingvistike. Cilj je ovog rada pružiti uvid u određena semantička polja i prikazati na koji su način Turci predstavljeni u usmenoj epskoj poeziji na području Dubrovnika. Također, analizom se predstavlja i povijesni odnos između Dubrovačke Republike i Osmanskog Carstva, a na kraju se rada nalazi rječnik koji obuhvaća sve turcizme iz analizirane zbirke.This diploma work deals with the research and analysis of Turcisms in the Dubrovnik area based on the unpublished collection Junačke narodne pjesme iz Dubrovnika by Vice Vodopić written in 1871. In 1358 Dubrovnik became the Republic of Dubrovnik and developed the strong trade and diplomatic connections with the Ottoman Empire, which significantly influenced the interlanguages contacts. As the consequences of these contacts a considerable number of Turcisms is present in the language of the Republic of Dubrovnik. This diploma work explains the term Turcism, studies the process of linguistic borrowing and analyzes the corpus of Turcisms from the aforementioned collection by using contact linguistics. The aim of this work is to provide an insight into certain semantic fields and show how the Turks are represented in the epic folk poetry in the Dubrovnik area. The analysis also presents the historical relationship between the Republic of Dubrovnik and the Ottoman Empire, and at the end of the work there is dictionary that includes all the Turcisms in the analyzed collection
Cultural capital and study choice in the context of social status in Croatia
No full textIstraživanje ovog rada fokusira se na ulogu kulturnog kapitala u obrazovnim odlukama studenata različitih fakulteta s naglaskom na kulturni kapital kao ključni faktor u oblikovanju obrazovnih putanja i društvenog statusa. Kroz analizu studenata Pravnog, Medicinskog, Filozofskog i Arhitektonskog fakulteta, istraženi su obrasci kulturnog kapitala i njihova povezanost s obrazovnim i profesionalnim odlukama. Rezultati sugeriraju da studenti Pravnog i Medicinskog fakulteta posjeduju najvišu razinu kulturnog kapitala, što im omogućuje lakšu integraciju u profesionalne krugove. S druge strane, studenti Sociologije i Psihologije pokazuju srednju razinu kulturnog kapitala, dok studenti Arhitekture i Pedagogije imaju niže razine, što može biti povezano sa specifičnostima tih studija i njihovim fokusu na praktične vještine. Na temelju rezultata sugerira se da kulturni kapital utječe na obrazovne odluke i društveni status studenata. Istraživanje također ukazuje na potrebu za daljnjim istraživanjima koja će obuhvatiti šire uzorke i dugoročne studije, kako bi se bolje razumjela dinamika kulturnog kapitala u obrazovnim sustavima i njegov utjecaj na društvenu pokretljivost.The focus of this research is on the role of cultural capital in the educational decisions of students from different faculties, with an emphasis on cultural capital as a key factor in shaping educational pathways and social status. Through the analysis of students from the faculties of Law, Medicine, Philosophy, and Architecture, patterns of cultural capital and their connection to educational and professional decisions were examined. The results suggest that students from the faculties of Law and Medicine exhibit the highest levels of cultural capital, facilitating their integration into professional circles. On the other hand, students from Sociology and Psychology show a moderate level of cultural capital, while students from Architecture and Pedagogy have lower levels, which may be related to the specific nature of these studies and their focus on practical skills. Based on the results, it is suggested that cultural capital influences educational decisions and the social status of students. The research also highlights the need for further studies that include larger samples, and long-term investigations to better understand the dynamics of cultural capital in educational systems and its impact on social mobility
Kreativno pisanje kao oblik aktivnog učenja u nastavi španjolskog jezika
No full textEste trabajo de fin de grado se centra en el estudio de la escritura creativa como una forma de aprendizaje activo en la enseñanza del español como lengua extranjera. La escritura creativa es un tema que ha sido investigado, pero que aún no tiene una presencia significativa en la enseñanza de lenguas extranjeras. Aprender y enseñar la habilidad de escribir es un proceso exigente que requiere una considerable cantidad de tiempo, mientras que la creatividad a veces queda descuidada, ya que se prioriza la cobertura de los contenidos curriculares durante el año académico. Al elegir este tema, buscamos acercar la escritura creativa tanto a los estudiantes como a los profesores y cambiar su perspectiva sobre el aprendizaje y la enseñanza de la producción escrita a través de la creatividad. En la parte teórica del trabajo, primero se presentan los temas de la escritura y la creatividad, mientras que el tema principal, la escritura creativa, se analiza a través de sus características, técnicas y actividades que fomentan la participación activa y la autonomía del alumnado. En la segunda parte del trabajo, nos centramos en la investigación realizada en un instituto de secundaria en Zagreb, donde analizamos los datos recogidos entre estudiantes de español como lengua extranjera. Antes de llevar a cabo el estudio, esperábamos obtener resultados positivos, así como un gran interés de los alumnos por la escritura creativa, lo cual, naturalmente, conduciría a un aumento de su motivación para aprender español. Los resultados obtenidos confirman estas expectativas: los estudiantes mostraron una actitud positiva hacia la escritura creativa, demostraron ser capaces de producir textos creativos y expresaron que este tipo de actividades los motiva a continuar aprendiendo y perfeccionando su competencia en lengua extranjera. Estos resultados sugieren que la escritura creativa puede ser una herramienta valiosa para enriquecer las prácticas docentes y fomentar un aprendizaje más dinámico y significativo en la enseñanza de lenguas extranjeras.Ovaj diplomski rad bavi se proučavanjem kreativnog pisanja kao oblika aktivnog učenja u nastavi španjolskog kao stranog jezika. Kreativno pisanje je tema koja je istraživana, ali još uvijek nije aktualna u nastavi stranih jezika. Učenje i poučavanje vještine pisanja je zahtjevan proces za koji je potrebna veća količina vremena, dok je kreativnost ponekad u nastavi zanemarena jer se veći fokus stavlja na obrađivanje nastavne građe u akademskoj godini. Odabirom ove teme želimo približiti kreativno pisanje kako učenicima tako i profesorima i promijeniti im perspektivu prema učenju i poučavanju vještine pisanja koristeći se kreativnošću. U teorijskom dijelu rada predstavljene su prvo teme pisanja i kreativnosti, dok je glavna tema rada, kreativno pisanje, analizirana je kroz njezine karakteristike, tehnike i aktivnosti koje potiču učenikov angažman i samostalnost. U drugom dijelu rada fokusiramo se na istraživanje provedeno u srednjoj školi u Zagrebu, gdje analiziramo podatke prikupljene među učenicima španjolskog kao stranog jezika. Prije provođenja istraživanja očekivali smo pozitivne rezultate, kao i veliki interes učenika za kreativno pisanje, što bi, naravno, dovelo do povećanja njihove motivacije za učenje španjolskog jezika. Dobiveni rezultati potvrđuju ova očekivanja: učenici su pokazali pozitivan stav prema kreativnom pisanju, sposobni su producirati kreativne tekstove te su izrazili da ih ovakav tip aktivnosti motivira za nastavak učenja i usavršavanja stranog jezika. Ovi rezultati sugeriraju da kreativno pisanje može biti vrijedan alat za obogaćivanje nastavne prakse i poticanje dinamičnijeg i značajnijeg učenja u nastavi stranih jezika
Prevođenje švedskih modalnih čestica ju, väl i nog na hrvatski
No full textDenna masteruppsats sätter fokus på översättningen av de svenska modala partiklarna ju, nog och väl till kroatiska och de olika metoder man kan använda därvid. I den teoretiska bakgrunden förklaras modala partiklar och ges en översikt över tidigare forskning. Detta följs av analysen av exempel från egna översättningar som försöker belysa hur det faktum att modala partiklar är multifunktionella och kontextbundna påverkar översättningslösningar. Den sista delen av uppsatsen utgörs av svenska källtexter och deras översättningar till kroatiska, och tvärtom. Fyra texter översattes från svenska till kroatiska och tre från kroatiska till svenska. Svenska källtexterna som utvaldes var en novell samt några utdrag ur en seriebok, en kokbok och en klimatrapport, medan kroatiska källtexterna består av en text om turism, en text om kosmetiska produkter och en text om konst.Cilj ovoga rada bio je dati kratki pregled prevođenja švedskih modalnih čestica ju, nog i väl na hrvatski jezik i različitih metoda koje se pritom mogu primijeniti. U teoretskom dijelu objašnjava se što su modalne čestice i pruža pregled prethodnih istraživanja. Nakon toga slijedi analiza primjera iz vlastitih prijevoda kojom se pokušava ukazati na to kako činjenica da su modalne čestice multifunkcionalne i vezane uz kontekst utječe na prijevodna rješenja. Posljednji dio rada sastoji se od švedskih izvornika i njihovih prijevoda na hrvatski jezik, te obrnuto. Četiri teksta prevedena su sa švedskog na hrvatski, a tri s hrvatskog na švedski. Tekstovi odabrani za prevođenje sa švedskog bili su kratka priča te ulomci iz grafičkog romana, kuharice i izvješća o klimatskim promjenama, dok su hrvatski izvornici tekstovi o turizmu, kozmetičkim proizvodima te umjetnosti