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Bank Guarantee as a Means of Securing Contract Performance under the Law of the Republic of Serbia
Full text linkBank guarantees are the most widely used instrument to secure contract performance in commercial law, both nationally and internationally. They are commonly employed in sales contracts and during the execution of foreign investment projects. Establishing a bank guarantee is prompt and effective falling under neutral banking operations. As the number of business entities has grown significantly, there has been a corresponding increase in commercial contracts requiring secured performance. Despite the advantages of swift transactions at both levels, business entities face economic and legal risks that drive them to secure contracts most effectively to protect their interests and achieve their business goals. In this context, the bank is essential in fostering successful business collaborations. Given the importance and complex nature of bank guarantees in today’s legal transactions, this paper examines current issues and challenges related to the key aspects of bank guarantees as a means to secure contract performance, including their efficiency and speed in enforcement, along with their advantages and disadvantages, with particular reference to judicial decisions and electronic bank guarantees in light of innovative technologies. It reviews existing statutory provisions and provides a comparative analysis across various levels. The paper focuses on eliminating uncertainties surrounding the bank guarantee institution to promote more secure business practices
Učinkovitost računalniške igre za prepoznavanje in razumevanje čustev pri otrocih z okvarami sluha
Full text linkThe present study evaluates the effectiveness of the EMOFIT computer game on the recognition and understanding of facially expressed emotions in 6-10-year-old hearing-impaired children. This quasi-experimental, pre-test-post-test design study, with control and experimental groups, was conducted with the participation of thirty children. The results showed significant improvement in emotion understanding, especially in adaptation (e.g., η² = 0.84), with slight improvement in naming (e.g., η² = 0.57). Results suggest that games like EMOFIT can effectively improve impaired social skills and emotional development among children.V študiji ocenjujemo učinkovitost računalniške igre "EMOFIT" pri prepoznavanju in razumevanju obraznih čustev pri otrocih z okvarami sluha, starih od 6 do 10 let. V kvazieksperimentalni študiji s pred- in potestom ter kontrolno in intervencijsko skupino (vsaka n = 15) je sodelovalo 30 otrok. Rezultati kažejo, da "EMOFIT" izboljšuje razumevanje čustev (npr. η² = 0,85), zlasti pri prilagajanju (η² = 0,84), medtem ko so izboljšave pri poimenovanju manjše (η² = 0,57). Ti izsledki poudarjajo potencial iger, kot je "EMOFIT", za izboljšanje socialnih veščin in čustvenega razvoja otrok z okvarami sluha
Uvodnik
Full text linkThis special issue of the Journal of Elementary Education addresses the topic of healthy lifestyles in the context of sustainable development and lifelong learning. It is based on content developed as part of the Healthy Lifestyle for Sustainable Development and Lifelong Learning project, implemented by the Faculty of Education, University of Maribor (The project is part of the national Recovery and Resilience Plan (NOO) and is co-financed by the European Union’s Recovery and Resilience Facility). The focus is on striving for a holistic approach to understanding the factors under consideration and the relationships between them, contributing to the well-being of individuals and society.
In recent years, a healthy lifestyle has become a topic of discussion at the interface between science, policy, and everyday life. The chosen topic goes beyond individual disciplines and signals a shift in understanding healthy lifestyles and well-being as complex and dynamic processes that go beyond physical and motor aspects, holistically treating the individual. It encompasses reflections on physical, mental, and social balance, cultural and environmental aspects of life, the importance of creativity and belonging, and how an individual establishes relationships with the self, others, and their surroundings. Precisely because of its complexity, the topic is relevant from the scientific research perspective and in its quest for answers to practical, systemic, and long-term challenges. The papers in this issue highlight various aspects of a healthy lifestyle and well-being by analysing physical, mental, social, and environmental factors. The authors address issues related to a range of life stages (from early childhood through school years, and higher education to professional development), contexts, and professional foundations. They examine topics related to physical activity, dietary habits, the use of digital technology, nature, art, emotional responses, the sense of safety, and the well-being of both children and adults.
The authors Loudová Stralczynská, Lipnicka, and Chytrý examine preschool teachers’ views from the Czech Republic and Slovakia on the criteria for admitting two-year-olds to kindergarten. They highlight the tension between institutional expectations and children’s developmental characteristics and emphasise the importance of child-centred, developmentally appropriate practices that promote children’s well-being. Pölzl-Stefanec and Gutmann analyse the inclusion of children in kindergarten from the parents’ perspective. Using the concept of sense of coherence, they identify both stressors and sources of support in the process of introducing children to preschool and emphasise the importance of cooperation between preschool institutions and families as a basis for the child’s well-being and sustainable integration into institutional settings. Kobler discusses the importance of the natural environment, especially the forest, for developing resilience and well-being in preschool children in today’s often stressful world. She presents the forest as an experiential space that positively impacts children’s emotional stability, physical health, and social connectedness, shaping sustainable attitudes in early childhood. The role of art in preschool education is compared by the authors Štirn Janota and Dýrfjörð, using examples from Slovenia and Iceland. They place art at the centre of the educational process as a factor in creativity, reflection and community that strengthens emotional well-being and lays the foundation for sustainable coexistence. They also recognise that both students and educators need educational programs that integrate health, well-being, and art. Authors Komzáková and Koželuhová pay particular attention to the role of transitional objects and rituals used by primary school teachers to support students’ emotional well-being. Their contribution highlights the importance of a safe, engaging learning environment, along with attention to children’s emotional needs during the transition to compulsory education and in the early school years. Also at the level of early primary education, Jančič Hegediš examines the teaching of social studies outside the classroom. She emphasises the importance of experiential outdoor learning that promotes active student participation, stimulates curiosity, and contributes to forming a sustainable mindset and a sense of well-being as a physical and environmental learning experience. Fošnarič and Dolenc explore a different aspect in the same age group: the influence of digital technology on children’s daily habits related to physical activity, nutrition, sleep, and mental health. They emphasise the need for a balanced approach and cross-sectoral cooperation in creating an environment that supports a healthy lifestyle for children in a digitised everyday world. Matejek and Kukovica examine differences in body composition and lifestyle habits between normal-weight and overweight or obese trainee teachers. Using a combination of questionnaires and body composition measurements, they investigate the interplay between perceived and objective aspects of lifestyle among university students. They conclude that it would be helpful to develop targeted programs to promote a healthy lifestyle at universities, particularly for future teachers, who play a key role in shaping healthy habits among school students. Prskalo and Planinšec, working with the same target group, analyse the relationship between physical activity, sedentary behaviour, and academic success among students. Their paper encourages reflection on the balance between learning, movement, and rest, and calls for a holistic understanding of health and success in the university environment. Also with the same target group, Vršnik Perše and Grafenauer Ekart analyse the relationship between student well-being and factors such as social and mental balance, physical activity, dietary habits, and daily routines. The paper fits into a broader framework of reflection on a holistic approach to a healthy lifestyle among youth. It emphasises the need for sustainable supportive environments that promote psychological, physical, and social well-being among students. Educational professionals are a key factor in raising awareness of a healthy lifestyle. Poche Kargerová, Göbelová, Šimlová and Seberová present the WANDA method as a structured approach to group reflection for educators. The paper highlights the importance of professional support, collegial learning, and concern for staff well-being as the foundation of sustainable and high-quality educational practice. Despite the methodological and content diversity of these contributions, they share a common ground. Health, well-being, and sustainability are not concepts to be addressed in isolation but must be understood as interwoven, interdependent, and embedded in a broader social and cultural context. The scientific papers in this issue make a valuable contribution to understanding complex relationships by placing them within the broader framework of lifelong learning. The international contributions provide an additional scientific contribution to the topic of healthy lifestyle in relation to sustainable development and lifelong learning, offering insights from diverse societal perspectives. We believe this thematic issue will stimulate reflection on the links between research, everyday practice, and systemic design of conditions aimed at a lifelong development of quality, safe, and healthy lives.Posebna številka Revije za elementarno izobraževanje nagovarja tematiko zdravega življenjskega sloga v povezavi s trajnostnim razvojem in vseživljenjskim učenjem. Nastala je v povezavi z vsebinami, ki jih razvijamo v okviru projekta Zdrav življenjski slog za trajnostni razvoj in vseživljenjsko učenje na Pedagoški fakulteti Univerze v Mariboru (Projekt je del nacionalnega Načrta za okrevanje in odpornost (NOO) in je sofinanciran iz sredstev Mehanizma za okrevanje in odpornost Evropske unije). V ospredju je prizadevanje za celostni pristop k razumevanju obravnavanih dejavnikov ter odnosov med njimi, kar prispeva k dobrobiti posameznikov in družbe kot celote. Zdrav življenjski slog je v zadnjih letih predmet razprav na presečišču znanosti, politike in vsakdanjega življenja. Izbrana tema presega posamezna strokovna področja in nakazuje premik v razumevanju zdravega življenjskega sloga in dobrega počutja oz. dobrobiti posameznikov kot kompleksnega in dinamičnega procesa, ki presega zgolj telesni in gibalni vidik, ter človeka obravnava celostno. Vključuje razmisleke o telesnem, duševnem in socialnem ravnovesju, o kulturnih in prostorskih vidikih bivanja, o pomenu ustvarjalnosti in pripadnosti, pa tudi o tem, kako posameznik vzpostavlja odnos do sebe, do drugih in do okolja. Prav zaradi svoje kompleksnosti je tema pomembna tako z vidika znanstvenega raziskovanja kot tudi z vidika iskanja odgovorov na praktične, sistemske in dolgoročne izzive.
V prispevkih avtorji osvetljujejo različne vidike zdravega življenjskega sloga in dobrega počutja na osnovi analiz telesnih, duševnih, socialnih in okoljskih dejavnikov. Ukvarjajo se z vprašanji, ki se nanašajo na različna življenjska obdobja (od predšolskega obdobja preko obdobja šolanja do študija in profesionalnega razvoja), kontekste in strokovna izhodišča. Obravnavajo vsebine, povezane z gibalno dejavnostjo, prehranskimi navadami, rabo digitalnih tehnologij, naravo, umetnostjo, čustvenimi odzivi, občutkom varnosti ter dobrobitjo otrok in odraslih.
Avtorji Loudová Stralczynská, Lipnicka in Chytrý obravnavajo stališča vzgojiteljev iz Češke in Slovaške o merilih za vključevanje dvoletnikov v vrtec. V ospredje postavljajo napetosti med institucionalnimi pričakovanji in razvojnimi značilnostmi otrok ter opozarjajo na pomen otroku prilagojenih, razvojno ustreznih praks za podporo njihovega dobrega počutja in dobrobiti. Vključevanje otrok v vrtec z vidika staršev raziskujeta Pölzl-Stefanec in Gutmann. Na osnovi koncepta občutka koherence prepoznavata vire stresa in podpore v procesu uvajanja otrok v vrtec ter poudarjata pomen sodelovanja med vrtcem in družino kot temelja za otrokovo dobro počutje in trajnostno vključevanje v institucionalno okolje. Kobler obravnava pomen naravnega okolja, zlasti gozda, za razvoj odpornosti in dobrega počutja predšolskih otrok v sodobnem, pogosto stresnem svetu. Gozd predstavi kot prostor izkušenj, ki pozitivno vplivajo na čustveno stabilnost, telesno zdravje in socialno povezanost otrok ter oblikujejo trajnostno naravnanost že v zgodnjem otroštvu. Vlogo umetnosti v predšolski vzgoji avtorici Štirn Janota in Dýrfjörð primerjata med Slovenijo in Islandijo. Umetnost umeščata v središče vzgojno-izobraževalnega procesa kot dejavnik ustvarjalnosti, refleksije in skupnosti, ki krepi čustveno dobrobit in gradi temelje trajnostnega sobivanja. Pri tem ugotavljata potrebe tako študentov kot vzgojiteljev po izobraževalnih programih, ki povezujejo področja zdravja, dobrega počutja in umetnosti. Avtorici Komzáková in Koželuhová posvetita posebno pozornost vlogi prehodnih predmetov in postopkov (ritualov), ki jih osnovnošolski učitelji uporabljajo za podporo čustveni dobrobiti učencev. Osvetljujeta pomen varnega, odzivnega učnega okolja in pozornosti do čustvenih potreb otrok ob prehodu v obvezno izobraževanje oz. v zgodnjem šolskem obdobju. Prav tako na ravni zgodnjega osnovnošolskega obdobja Jančič Hegediš obravnava poučevanje družboslovnih vsebin zunaj učilnice. Poudarja pomen izkustvenega učenja na prostem, ki spodbuja aktivno vlogo učencev, krepi radovednost ter prispeva k oblikovanju trajnostne naravnanosti in občutka dobrobiti kot telesnega in prostorskega doživljanja učenja. Znotraj iste starostne skupine otrok avtorja Fošnarič in Dolenc raziskujeta povsem drugačen vidik – vpliv digitalne tehnologije na vsakdanje navade otrok v povezavi z gibanjem, prehrano, spanjem in duševnim zdravjem. Problematizirata potrebo po uravnoteženem pristopu in medsektorskem sodelovanju pri oblikovanju okolja, ki podpira zdrav življenjski slog otrok v digitaliziranem vsakdanu. Matejek in Kukovica preučujeta razlike v telesni sestavi in življenjskih navadah med bodočimi učitelji z normalno ter s prekomerno telesno težo in debelostjo. Na podlagi kombinacije anketnih vprašalnikov in meritev telesne sestave raziskujeta preplet zaznanih in objektivnih vidikov življenjskega sloga študentske populacije. Ugotavljata, da bi bilo smiselno oblikovati ciljno usmerjene programe za promocijo zdravega življenjskega sloga na univerzah, zlasti za bodoče učitelje, ki imajo pomemben vpliv na oblikovanje zdravih navad učencev. Na isti ciljni skupini kot v prejšnjem prispevku Prskalo in Planinšec obravnavata razmerje med gibalno dejavnostjo, sedečim načinom življenja in akademsko uspešnostjo študentov. Prispevek spodbuja razmislek o ravnotežju med učenjem, gibanjem in počitkom ter poziva k celostnemu razumevanju zdravja in uspešnosti v visokošolskem okolju. Prav tako se na isto ciljno skupino osredinjata Vršnik Perše in Grafenauer Ekart, ki analizirata povezanost med študentsko dobrobitjo ter dejavniki, kot so socialno in duševno ravnovesje, telesna vadba, prehranske navade in vsakodnevne rutine. Članek se umešča v širši okvir razmisleka o celostnem pristopu k zdravemu življenjskemu slogu mladih in izpostavlja potrebo po trajnostnih podpornih okoljih, ki spodbujajo psihološko, telesno in socialno dobrobit študentov. Za razvoj zavedanja o zdravem življenjskem slogu predstavljajo ključni dejavnik strokovni delavci v vzgoji in izobraževanju. Poche Kargerová, Göbelová, Šimlová in Seberová prikažejo metodo WANDA kot strukturiran pristop k skupinski refleksiji za pedagoške delavce. Izpostavljajo pomen strokovne podpore, kolegialnega učenja in skrbi za dobrobit zaposlenih kot temelj trajnostne in kakovostne vzgojno-izobraževalne prakse. Čeprav so prispevki metodološko in vsebinsko raznoliki, jih povezujejo osrednje iztočnice – zdravje, dobrobit in trajnost. Gre za pojme, ki jih ni mogoče obravnavati posamično, temveč jih je treba razumeti kot prepletene, medsebojno odvisne in umeščene v širši družbeni ter kulturni kontekst. Znanstveni članki ponujajo dragocen prispevek k razumevanju kompleksnih odnosov in te postavljajo v kontekst vseživljenjskosti. Prispevki tujih avtorjev predstavljajo pomembno dodano vrednost pri raziskovanju vsebin o zdravem življenjskem slogu v povezavi s trajnostnim razvojem in vseživljenjskim učenjem, saj prinašajo poglede z različnih družbenih in kulturnih vidikov. Verjamemo, da bo tematska številka spodbudila razmislek o povezavah med raziskovanjem, vsakdanjo prakso in sistemskim oblikovanjem pogojev, usmerjenih v vseživljenjsko razvijanje kakovostnega, varnega in zdravega življenja
Pogledi staršev na dejavnike stresa in podpore: dobro počutje in socialna podpora med prehodi v zgodnjem otroštvu
Full text linkThe transition from familial to institutional early childhood education and care (ECEC) settings is a critical phase for both children and parents. In this study, we examined the stressors and resources affecting parents during nursery and kindergarten settling-in processes. Using Antonovsky’s concept of coherence as the theoretical framework, we conducted fifteen qualitative semi-structured interviews with parents and analysed the emotional, organisational, and social challenges they perceived as stressors and resources during the transition phase. The findings showed that a resource-oriented approach can reduce stress and support the emotional and social adjustment of both parents and children.Prehod iz družinske v institucionalno predšolsko vzgojo in varstvo predstavlja ključno fazo tako za otroke kot za starše. V študiji proučujemo stresorje in dejavnike podpore, ki vplivajo na starše med uvajanjem otrok v jasli in vrtec. Kot teoretični okvir za analizo starševskih strategij spoprijemanja s stresom služi Antonovskyjev koncept koherence. Na podlagi 15 kvalitativnih polstrukturiranih intervjujev s starši analiziramo čustvene, organizacijske in družbene izzive, ki so jih starši dojemali kot stresorje in dejavnike podpore v obdobju prehoda. Ugotovitve kažejo, da lahko na dejavnike podpore usmerjen pristop zmanjša stres ter podpira čustveno in socialno prilagajanje tako staršev kot otrok
Napovedniki dobrobiti študentov: Prevladujoča vloga socialnega in duševnega ravnovesja ter telesne vadbe v primerjavi s prehranskimi navadami in dnevnimi rutinami
Full text linkThis study examines the relationship between well-being, social and mental balance, physical exercise, dietary habits, and daily routines among university students. Using standardised questionnaires, we obtained results showing that social and mental balance is the strongest predictor of well-being, followed by organised physical exercise. Although dietary habits and daily routines are correlated with well-being, their predictive influence remains limited. The results point to the importance of holistic interventions that integrate social support, structured physical activity, and healthy lifestyle choices in increasing overall well-being. Future research should investigate longitudinal effects and intervention-based approaches to develop sustainable well-being strategies tailored to students\u27 needs.V članku analiziramo razmerje med dobrobitjo, socialnim in duševnim ravnovesjem, telesno vadbo, prehranskimi navadami in vsakodnevnimi rutinami pri študentih. Rezultati, pridobljeni s pomočjo standardiziranih vprašalnikov, kažejo, da sta socialno in duševno ravnovesje najmočnejša napovednika dobrobiti študentov, sledi pa jima organizirana telesna vadba. Čeprav so prehranske navade in dnevne rutine povezane z dobrobitjo, je ne napovedujeta statistično značilno. Rezultati poudarjajo pomen celostnih intervencij, ki vključujejo socialno podporo, strukturirano telesno aktivnost in zdrave življenjske navade za izboljšanje splošne dobrobiti. V prihodnjih raziskavah bi morali preučiti dolgoročne učinke in pristope, ki temeljijo na intervencijah, da bi razvili trajnostne strategije za krepitev dobrobiti, prilagojene potrebam študentov.
Srednjeevropsko majhno mesto: interpretacije, izzivi in odpornost na Madžarskem
Full text linkSmall towns are long-term stable elements of the urban network with established residential and service roles. Geographical research has often neglected them, and accordingly, certain conceptual issues require clarification. However, particularly in countries with low urbanisation, small towns play a significant role in the transformation and modernisation of rural areas. Nevertheless, the increasingly global scale of economic and social processes poses a considerable challenge to their traditional functions, reshaping their development framework. In this evolving context, the flexible adaptive capacity of small towns – defined as resilinece – becomes crucial. Alongside addressing globalisation challenges, this study outlines a cognitive resilience model that could also serve as the basis for a new planning practice.Majhna mesta so dolgoročno stabilni elementi urbane mreže z uveljavljenimi bivanjskimi in storitvenimi funkcijami. Geografske raziskave so jih pogosto zanemarjale, zato določena konceptualna vprašanja zahtevajo pojasnitev. Zlasti v državah z nizko stopnjo urbanizacije imajo majhna mesta pomembno vlogo pri preobrazbi in modernizaciji podeželskih območij. Vendar pa vse bolj globalni obseg gospodarskih in družbenih procesov predstavlja velik izziv za njihove tradicionalne funkcije in vpliva na njihov razvojni okvir. V tem spreminjajočem se kontekstu postaja ključna sposobnost prožnosti majhnih mest – opredeljena kot odpornost. Poleg izzivov globalizacije prispevek obravnava tudi model kognitivne odpornosti, ki bi lahko služil tudi kot osnova za novo prakso pri prostorskem načrtovanju
Glasoslovje prekmurskega govora Cankove skozi čas
Full text linkThe Phonetics of the Cankova (Prekmurje) Dialect over Time. This paper presents and describes the local dialect of Cankova, which according to Slovenian dialectology belongs to the Ravensko-Goričko local dialect of the Prekmurje region that adheres to the Pannonian dialect group. The dialect material for this article was collected in Cankova (data-point SLA T387) according to the questionnaire for the Slovenian Linguistic Atlas (SLA) and has been compared to older dialect material from the same village, published in 1909 in Avgust Pavel’s detailed description of the phonology of the Cankova (Prekmurje) dialect. The phonetics and phonology of this local dialect are presented in the article in greater detail.V prispevku osvetljujemo glasoslovno podobo prekmurskega govora vasi Cankova, ki ga slovenska dialektologija uvršča v ravensko-gorički govor prekmurskega narečja panonske narečne skupine. Narečno gradivo je bilo zbrano na terenu po vprašalnici za Slovenski lingvistični atlas (od konca90-ih let do danes) in je v članku primerjano z narečnim gradivom, objavljenim leta 1909 v glasoslovni razpravi Avgusta Pavla. V prispevku so podrobneje predstavljene osnovne glasoslovne in naglasoslovne značilnosti govora
Je Quineov problem nedoločenosti prevoda in reference relevanten za lingvistične in prevodoslovne teorije?
Full text linkThe paper examines the concept of equivalence in translation theory, exploring its various interpretations and criticisms. It analyses different approaches to equivalence in the literature, including Catford\u27s notion of equivalence, Nida and Taber\u27s formal and dynamic equivalence, and Koller\u27s five types of equivalence. The paper then considers critiques of equivalence, focusing on the critiques based on the influence of Quine\u27s indeterminacy of translation and reference. It argues that while Quine\u27s problem challenges the notion of meaningbased equivalence, other forms of equivalence remain viable, although accepting Quine\u27s position necessitates the elimination of meaning itself. Finally, the paper weighs the implications of these different perspectives on translation theory. While accepting Quine\u27s view challenges some forms of equivalence, it does not completely invalidate the concept. Other types of equivalence, such as those focused on function or effect, remain valid. However, accepting Quine\u27s view requires eliminating the concept of meaning, which has profound implications for the field of translation studies and linguistics in general.Članek obravnava pojem ekvivalence v teoriji prevajanja ter preučuje različne interpretacije in kritike tega pojma. Analizira različne pristope ekvivalence v literaturi, vključno s Catfordovim pojmovanjem ekvivalence, formalno in dinamično ekvivalenco Nide in Taberja in Kollerjevimi petimi vrstami ekvivalence. Članek nato obravnava kritike ekvivalence, pri čemer se osredotoča na kritike, ki temeljijo na vplivu Quinove nedoločenosti prevoda in nedoločenosti reference. Ugotavlja, da Quinov problem sicer izpodbija razumevanje ekvivalence na pomenski ravni, vendar druge oblike ekvivalence ostajajo uporabne, čeprav sprejetje Quinovega stališča zahteva odpravo samega pomena. Na koncu članek pretehta posledice navedenih vidikov za teorijo prevajanja. Čeprav sprejetje Quinovega stališča izpodbija nekatere oblike ekvivalence, pa tega koncepta ne ovrže v celoti. Druge vrste ekvivalence, na primer tiste, ki se osredotočajo na funkcijo ali učinek, ostajajo aktualne. Vendar pa sprejetje Quinovega stališča zahteva odpravo koncepta pomena, kar ima resne posledice za področje prevodoslovja in jezikoslovja nasploh
Kaj resničnega lahko povemo o fikcijskih likih? Problem referiranja fiktivnih imen v fikcijskem diskurzu
Full text linkThe article discusses how the theory of pretense and the artefactual theory of fiction work in internal and external talk about fiction, and why both fictional anti-realism and realism run into difficulties. It presents Amie Thomasson\u27s (2003b) solution, which preserves the existence of fictional characters as abstract artefacts, but still adopts pretense into the intrafictional discourse to resolve the ambiguities that arise when using fictional names in different contexts. The problematic nature of de re pretense, which requires pretending that an abstract object has concrete properties, is highlighted. If we reject de re pretense and accept de dicto pretense in the fictional discourse, we lose the uniformity of the theory and claim that fictional names refer in one part of the discourse but not in the other. The aim of this paper is to suggest that, although it requires a dual use of fictive names, the introduction of pretense into a realist theory of fiction does a better job of explaining our understanding of talk about fiction than anti-realist theories.Članek obravnava, kako teorija pretvarjanja in artefaktična teorija fikcije delujeta v internem in eksternem govoru o fikciji in zakaj oba, fikcijski antirealizem in realizem, naletita na težave. Predstavljena je rešitev Amie Thomasson (2003b), ki ohranja obstoj fikcijskih likov kot abstraktnih artefaktov, a v intrafikcijski diskurz vseeno sprejme pretvarjanje, da razreši nejasnosti, ki nastanejo, ko uporabljamo fiktivna imena v različnih kontekstih. Izpostavljena je problematičnost de re pretvarjanja, ki zahteva pretvarjanje, da ima abstraktni objekt konkretne lastnosti. Če de re pretvarjanje zavrnemo in v govor o fikciji sprejmemo de dicto pretvarjanje, izgubimo uniformnost teorije in trdimo, da fiktivna imena v delu diskurza referirajo, v delu pa ne. Cilj članka je nakazati, da vpeljava pretvarjanja v realistično teorijo fikcije kljub temu, da zahteva dvojno rabo fiktivnih imen, bolje razloži naše razumevanje govora o fikciji kot antirealistične teorije
Dileme pri prevajanju izrazov za temnopolte v ameriških in angleških literarnih delih
Full text linkThe analysis of strategies for translating terms for black people from Eng-lish to Slovenian showed that shifts happen frequently. In many translations of works where such terms play an important role, shifts on the microstructural level affected the macrostructural level to some extent. In several translations, for instance The Nigger of the “Narcissus” (Conrad, J.), Kim (Kipling, R.) and Gone with the Wind (Mitchell, M.), certain passages became incoherent because translators did not choose an appropriate strategy, i.e., they neutralized originally racist terms. For the same reason, the perception of certain characters was altered to some extent in translations of other works, for instance In Cold Blood (Capote, T.) and To Kill a Mockingbird (Lee, H.). Inadequate translation strategies for racist terminology can also affect the perception of relationships between individual characters or even between ethnic groups, as illustrated by examples from the translations of Light in August (Faulkner, W.) and Of Mice and Men (Steinbeck, J.). Furthermore, examples from the translations of the novels The Color Purple (Walker, A.) and Invisible Man (Ellison, R.) indicate that it is also important to carefully consider strategies for translating non-pejorative terms for black people, including when translating terms which, at the time of original publication, were considered neutral but are widely regarded as pejorative at the time the literary work is translated.Rasizem do temnopoltih predvsem v ZDA predstavlja perečo problematiko, zato je uporaba rasističnih izrazov v angleščini že dolgo sporna, posledično pa so sčasoma postala kontroverzna tudi nekatera književna dela, v katerih se takšni izrazi pogosto pojavljajo. Tudi določena poimenovanja, ki so bila v preteklosti nevtralna, so postopoma postala manj sprejemljiva. V pričujočem prispevku bomo z analizo primerov iz izbranih prevodov ugotavljali, kakšne strategije so prevajalke in prevajalci uporabljali pri prevajanju izrazov za temnopolte iz angleščine v slovenščino oziroma s kakšnimi dilemami so se pri tem soočali