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Vela Pećina cave near Kali on Ugljan – a new late upper Paleolithic site in the northern Dalmatian islands
No full textU radu se iznose rezultati probnog iskopavanja Vele pećine kod Kali na otoku Ugljanu, s naglaskom na rezultate tehno-tipološke i petrografske analize litičkog skupa nalaza. Razmatra se značenje lokaliteta u mreži naseljavanja gornjopaleolitičkih lovaca sakupljača s obzirom na vremensko razdoblje potvrđeno radiokarbonskim datiranjem i geografski položaj lokaliteta na rubu danas potopljene Jadranske nizine.The paper presents the results of trial excavations at Vela Pećina cave near Kali on the island of Ugljan, and in particular the results of techno-typological and petrographic analyses of the lithic find assemblage. It considers the site’s significance in the settlement grid of Upper Palaeolithic hunter-gatherers within the context of the time period confirmed by radiocarbon dating and the site’s geographic location on the margins of the presently submerged Adriatic Plain
Marine Shells of Glycymeris spp. from the Late Upper Palaeolithic of the Eastern Adriatic –a Contribution to Archaeomalacological Research
No full textMalakološki ostaci česti su na arheološkim nalazištima, a uključuju cjelovite ili fragmentirane ljušture puževa, školjkaša i koponožaca. Arheomalakologija, disciplina usmjerena na proučavanje takvih ostataka, omogućuje sagledavanje različitih aspekata prapovijesnog života – od ekonomije i prehrane do društvenih običaja i simbolike. Recentna istraživanja morskih školjki naglašavaju njihovu višestruku ulogu još od donjeg paleolitika, gdje su korištene kao ukrasi, alatke, spremnici i posude. Među vrstama koje se ističu svojom funkcionalnom raznolikošću posebno se izdvajaju školjke roda Glycymeris spp. U dosadašnjim su istraživanjima prapovijesnih nalazišta istočnog Jadrana nalazi školjki roda Glycymeris najčešće interpretirani kao osobni ukrasi, dok njihova moguća utilitarna funkcija nije bila sustavno razmatrana. Ovaj rad donosi pregled nalaza Glycymeris spp. iz kasnog gornjeg paleolitika s područja istočnog Jadrana, sažima dostupne podatke o njihovu kontekstu, očuvanosti i morfološkim karakteristikama. Usporedbom s recentnim istraživanjima o funkciji i ulozi morskih školjki u prapovijesnim kontekstima, ukazuje se na raznolikost interpretacija i potrebu za budućim funkcionalnim analizama koje bi mogle rasvijetliti višestruke uloge školjki roda Glycymeris u zajednicama istočnog Jadrana.Malacological remains are commonly found at archaeological sites and include both complete and fragmented shells of gastropods, bivalves and scaphopods. Archaeomalacology, the discipline dedicated to studying such remains, offers valuable insights into various aspects of prehistoric life – including economy, subsistence, social practices, and symbolic behaviour. Recent research has highlighted the multifaceted roles of marine shells since the Lower Palaeolithic, when they were used as ornaments, tools, containers and vessels. Among the species that stand out due to their functional diversity, shells of the genus Glycymeris are particularly prominent. In previous studies of prehistoric sites in the Eastern Adriatic, Glycymeris specimens have most often been interpreted as personal ornaments, while their potential utilitarian functions have remained largely unexplored. This paper presents a systematic review of Glycymeris spp. specimens from the Late Upper Palaeolithic of the Eastern Adriatic, synthesising available data on their archaeological context, state of preservation, and morphological characteristics. By comparing these finds with recent research on the function and role of marine shells in prehistoric contexts, the study emphasises the diversity of possible interpretations and underscores the need for future functional analyses that could shed light on the diverse roles of Glycymeris shells among Late Upper Palaeolithic populations in the Eastern Adriatic
Upravljanje znanstvenom produktivnošću: Hrvatska i EU27
No full textThis study examines the scientific productivity of Croatia within the context of the EU27 countries between 2016 and 2020, utilising data from the Web of Science (InCities Clarivate Analytics). The purpose is to evaluate Croatia\u27s performance relative to other EU nations and propose strategies for improvement. A quantitative methodology was used, analysing publication and citation data with descriptive statistics and comparative analyses. The results indicate Croatia ranks 19th among EU27 countries, with notable contributions from institutions like the University of Split and the University of Zagreb. However, limited investment in research and development, weak international collaboration, and insufficient links between academia and industry hinder progress. The study also identifies disparities in productivity among Croatian universities. Limitations include incomplete institutional data in the Web of Science database and potential biases in author and institutional affiliations. Recommendations include increased R&D funding, improving public-private partnerships, and highlighting European funding programs like Horizon Europe. Further research is needed to evaluate the long-term impacts of these strategies and explore the role of emerging technologies in fostering the research output. The findings contribute to understanding the factors shaping Croatia\u27s scientific productivity and offer a framework for aligning national research priorities with global standards to enhance competitiveness within the European research community.Rad analizira znanstvenu produktivnost Hrvatske u kontekstu zemalja EU27 u razdoblju od 2016. do 2020. godine, koristeći podatke iz baze Web of Science (InCities Clarivate Analytics). Cilj je procijeniti uspješnost Hrvatske u usporedbi s ostalim članicama EU-a te predložiti strategije za unaprjeđenje. Korištena je kvantitativna metodologija, uz analizu podataka o publikacijama i citatima pomoću deskriptivne statistike i komparativnih analiza. Rezultati pokazuju da se Hrvatska nalazi na 19. mjestu među zemljama EU27, uz značajan doprinos institucija poput Sveučilišta u Splitu i Sveučilišta u Zagrebu. Međutim, ograničena ulaganja u istraživanje i razvoj, slaba međunarodna suradnja te nedostatna povezanost akademskog sektora s industrijom usporavaju napredak. Studija također ističe neujednačenu produktivnost među hrvatskim sveučilištima. Ograničenja uključuju nepotpune podatke o institucijama u bazi Web of Science te moguće pristranosti vezane uz autore i afilijacije. Preporuke uključuju povećanje financiranja istraživanja i razvoja, jačanje javno-privatnog partnerstva te naglašavanje važnosti europskih programa financiranja poput Obzora Europa. Potrebna su daljnja istraživanja za procjenu dugoročnog učinka predloženih strategija i ulogu novih tehnologija u poticanju znanstvenog outputa. Nalazi doprinose razumijevanju čimbenika koji oblikuju znanstvenu produktivnost Hrvatske i nude okvir za usklađivanje nacionalnih istraživačkih prioriteta s globalnim standardima radi povećanja konkurentnosti unutar europske istraživačke zajednice
How does a non-linear fiscal reaction affect Croatia\u27s fiscal sustainability under shifting fiscal policy regimes?
No full textRad istražuje učinke nelinearne fiskalne reakcije na fiskalnu održivost Hrvatske u uvjetima promjenjivih režima fiskalne politike. Nalazi istraživanja tako su potvrdili nelinearnu vezu između primarnog fiskalnog salda i javnog duga u osnovnom modelu, dok u proširenim modelima ta veza uglavnom prelazi u linearni odnos, ovisno o promatranom skupu varijabli. Time se potvrđuje da, unatoč prevladavajućoj linearnoj prirodi fiskalne politike, fiskalne reakcije kreatora politike nisu nužno homogene jer se njihovi impulsi mogu znatno mijenjati ovisno o pragovima javnog duga. Dodatno, nalazi potvrđuju recesivnu i regresivnu prirodu indirektnih poreznih prihoda te progresivnu prirodu direktnih poreznih prihoda. Jaz BDP-a i direktni porezni prihodi djeluju kao korektivni stabilizatori, pokazujući manju cikličnost i značajan doprinos u poboljšanju ukupne fiskalne pozicije države tijekom ciklusa ekspanzije. Markovljevi modeli i test robusnosti jasno ukazuju da Hrvatska dominantno provodi restriktivnu i procikličnu fiskalnu politiku, ali i da je provedba takve politike u fazi recesije i konsolidacije dodatno produbila recesiju.This paper examines the effects of a non-linear fiscal reaction on Croatia’s fiscal sustainability under shifting fiscal policy regimes. The findings confirm a non-linear relationship between the primary fiscal balance and public debt in the baseline model, whereas in the extended models this relationship generally becomes linear, depending on the set of variables considered. This demonstrates that, despite the prevailing linear nature of fiscal policy, policymakers’ fiscal responses are not necessarily homogeneous, as their impulses may vary substantially depending on public-debt thresholds. Moreover, the results corroborate the recessive and regressive character of indirect tax revenues and the progressive character of direct tax revenues. The output gap and direct tax revenues act as corrective stabilisers, exhibiting lower cyclicality and making a significant contribution to improving the State’s overall fiscal position during expansionary phases. Markov-switching models and robustness tests clearly indicate that Croatia predominantly pursues a restrictive and procyclical fiscal policy, and that the implementation of such a policy during recessionary and consolidation phases has further deepened the recession
Psihologija ekonomskih narativa: emocionalna asimetrija i paradoks prognoza inflacije
No full textThis paper investigates the influence of the emotional tone in expert commentary on inflation forecasts while keeping the informational content constant. Utilizing concepts from behavioural economics and cognitive psychology-specifically framing, anchoring, and the positive-negative asymmetry, the research presents the “inverse effect”, namely a counterintuitive pattern that increases inflation forecasts with reassuring commentary, whereas alarmist commentary decreases them. A between-subjects experiment was carried out involving 254 Polish university students chosen for their limited economic knowledge. Participants were randomly assigned to receive either positively or negatively toned commentary that was informationally equivalent, and they provided forecasts before and after the intervention. The data were analysed using nonparametric tests (Mann-Whitney U and Wilcoxon), with effect sizes reported. The results indicate that emotional framing has a significant effect on expectations. The negative tone had a more pronounced effect than the positive tone, aligning with the concept of affective asymmetry; however, the direction of the change was contrary to the initial hypotheses, thereby demonstrating the inverse effect. These results enhance the understanding of how economic communication can shape public perception without the introduction of new information, carrying implications for central banks, policymakers, and the media. Limitations of the study include the non-representative nature of the student sample, the laboratory setting, and the restricted measurement of individual differences. Future research should explore field settings, more diverse populations, and model-based methodologies to examine boundary conditions and confirm the inverse effect across different formats.Ovaj rad istražuje utjecaj emocionalnog tona u komentarima stručnjaka na prognoze inflacije, uz zadržavanje stalnog informativnog sadržaja. Korištenjem koncepata iz bihevioralne ekonomije i kognitivne psihologije, posebice okvira, sidrenja i pozitivne-negativne asimetrije, istraživanje prikazuje "inverzni efekt", odnosno suprotan obrazac koji povećava prognoze inflacije uz umirujuće komentare, dok alarmistički komentari smanjuju iste. Proveden je eksperiment između grupa u kojem je sudjelovalo 254 poljskih studenata, odabranih zbog njihovog ograničenog ekonomskog znanja. Sudionici su nasumično raspoređeni za primanje pozitivno ili negativno intoniranih komentara koji su informacijski bili ekvivalentni, a zatim su dali prognoze prije i nakon intervencije. Analiza podataka provedena je korištenjem neparametrijskih testova (Mann-Whitney U i Wilcoxon). Rezultati pokazuju da emocionalni okvir ima značajan utjecaj na očekivanja. Negativni ton imao je izraženiji učinak od pozitivnog tona, što je u skladu s konceptom afektivne asimetrije; međutim, smjer promjene bio je suprotan početnim hipotezama, čime se potvrđuje inverzni efekt. Ovi rezultati poboljšavaju razumijevanje načina na koji ekonomska komunikacija može oblikovati javno mišljenje bez uvođenja novih informacija, a imaju implikacije za središnje banke, donositelje politika i medije. Ograničenja studije uključuju nereprezentativnost uzorka studenata, laboratorijsko okruženje i ograničeno mjerenje individualnih razlika. Buduća istraživanja mogla bi uključivati terenske uvjete, različit uzorak i metodologije temeljene na modelima kako bi ispitala uvjete granice i potvrdila inverzni efekt u različitim formatima
Interpersonal Relationships in Secondary Schools: Students’ Risk Behaviours in the Light of Positive Teacher–Student Relationships
No full textOvaj kvalitativno narativno istraživanje bavi se rizičnim ponašanjima adolescenata i utjecajem pozitivnih odnosa s njihovim nastavnicima na smanjenje i/ili prestanak rizičnih ponašanja. Tehnika je prikupljanja podataka fokusna skupina, čiji su sudionici učenici na samome izlaznom pragu adolescencije i školovanja; osam devetnaestogodišnjaka iz četiri srednje škole (gimnazija, umjetnička te trogodišnja i četverogodišnja strukovna škola) u Primorsko-goranskoj županiji. Cilj istraživanja bio je spoznati razloge koji dovode do blažih ili srednje teških rizičnih ponašanja učenika već u osnovnoj školi te kako im u nošenju s njima mogu pomoći njihovi srednjoškolski nastavnici. Analiza rezultata odrađena je kroz aspekt analize sadržaja s fokusom na konkretna rizična ponašanja učenika te odnos koji su uspostavili s određenim nastavnikom korištenjem narativnih opisa, te kroz aspekt osjećaja i razmišljanja koje sudionici pridaju svojemu rizičnom ponašanju i uspostavljenome odnosu s nastavnikom, prilikom čega su korišteni verbatimi. Rezultati pokazuju da nastavnička pomoć i podrška, otvorenost u komunikaciji te izlaženje iz okvira nastave i razreda, čak i u vlastito slobodno vrijeme, pozitivno djeluju na uspostavljanje kvalitetnoga odnosa s učenicima te posljedično na smanjenje i/ili prestanak učeničkih rizičnih ponašanja.This qualitative narrative study deals with adolescent risk behaviours and the influence of positive relationship those adolescents have with their teachers on reduction or complete cessation of such behaviour. The data collection technique is a focus group, whose participants are students at the brink of both adolescence and schooling; eight 19-yearolds from four high schools (grammar, art, three-year vocational and four-year vocational high school) in Primorje-Gorski Kotar County. This study has filled the void in methodology regarding this topic by using qualitative techniques, with high schoolers as participants. The aim of this study was to realize the reasons that lead to mild to moderate student risk behaviour in elementary school, and how their high school teachers can help them in dealing with it. The analysis of the results was done through the aspect of content analysis with a focus on specific student risk behaviours and the relationship they established with a specific teacher, and through the aspect of the feelings and thoughts that the participants attribute to their risk behaviours and the established relationship with the teacher. Verbatim and narrative descriptions were used. The results show that teacher’s help and support, openness in communication, and going beyond the scope of teaching and the classroom, even in one’s own free time, has a positive effect on establishing a quality relationship with students and consequently on reduction of students’ risk behaviours
The Role of Individual Factors of Teachers and Professional Associates in Implementing Inclusive Education
No full textCilj je ovoga preglednoga rada ispitati i prepoznati važnost individualnih karakteristika nastavnika i stručnih suradnika u provedbi inkluzivnoga odgoja i obrazovanja. Pregled suvremenih teorijskih okvira i rezultata recentnih empirijskih istraživanja upućuje na to da je kontekst odgojno-obrazovnoga rada presudan jer uključuje ne samo društvene interakcije i šire kulturološke i povijesne okolnosti već i osobne čimbenike učenika, njihovih učitelja i stručnih suradnika. U tome okviru osobitu ulogu imaju profesionalne kompetencije, osobine ličnosti i stavovi nastavnoga i stručnoga kadra koji se analiziraju u ovome radu. Prema dosadašnjim spoznajama, ključne kompetencije koje pridonose kvalitetnoj inkluzivnoj praksi obuhvaćaju pedagoške, socijalne i emocionalne vještine. Uz to, ličnost učitelja prepoznaje se kao važan čimbenik koji utječe na njihovu sposobnost emocionalne regulacije, profesionalnu učinkovitost, motivaciju i ukupnu radnu uspješnost. Također, brojna istraživanja ukazuju na važnost stavova učitelja prema učenicima s teškoćama – pozitivni stavovi povezuju se s većom predanošću, uspješnijim uspostavljanjem odnosa s učenicima i njihovim obiteljima te s boljim obrazovnim ishodima. Nasuprot tome, negativni stavovi često proizlaze iz nedostatka iskustva i osjećaja kompetentnosti u radu s ovom populacijom učenika. Sintezom utvrđenih individualnih čimbenika moguće je razviti smjernice za osmišljavanje budućih programa profesionalnoga razvoja, s ciljem jačanja sustava podrške učenicima s teškoćama u razvoju.The aim of this review paper is to examine and highlight the importance of individual characteristics of teachers and professional associates in implementing inclusive education. A review of contemporary theoretical frameworks and findings from recent empirical research indicates that the context of educational work is crucial, as it encompasses not only social interactions and broader cultural and historical circumstances, but also personal factors of students as well as their teachers and professional associates. Within this framework, particular emphasis is placed on the professional competencies, personality traits, and attitudes of teaching and professional staff, all of which are analyzed in this paper. According to current knowledge, key competencies that contribute to effective inclusive practices include pedagogical, social, and emotional skills. Additionally, teacher personality is recognized as an important factor influencing their ability to regulate emotions, professional effectiveness, motivation, and overall job performance. Furthermore, numerous studies point to the significance of teachers’ attitudes toward students with disabilities – positive attitudes are associated with greater commitment, more successful relationship- building with students and their families, and improved educational outcomes. In contrast, negative attitudes often stem from a lack of experience and a perceived lack of competence in working with this student population. By synthesizing the identified individual factors, it is possible to develop guidelines for future professional development programs, aiming to strengthen support systems for students with developmental disabilities
Didacticism in Croatian Translations of Children’s Literature on Examples From Anglophone Literature
No full textUsmjerimo li se na čitanje bilo kojega književnog djela s namjerom pronalaženja životnih istina i pouka ili autorskih stavova, političkih ili ideoloških poruka, pronaći ćemo niz eksplicitnih ili implicitnih pokušaja poučavanja ili usmjeravanja čitatelja. Tragamo li za njime, didakticizam je element koji se može pronaći u svakome književnom djelu. Ipak, didakticizam se najčešće povezuje s dječjom književnošću jer se često smatra da je upravo dječjim čitateljima potrebna takva vrsta pouke, poruke i usmjerenja. Didakticizam se prepoznaje po namjeri da se čitatelja usmjeri k nekoj ideji ili ponašanju, a tematski obuhvaća spektar od moralnih pouka do društveno-političkih dogmi. U hrvatskome kontekstu zanimljiv je fenomen metodički obrađene lektire. Metodički obrađena djela posebna su po svojemu konačnom cjelokupnom obliku i mogućnostima interpretacije jer se književnomu tekstu pridružuje paratekst sastavljen od metodičkoga instrumentarija, najčešće u obliku popratnih tekstova i rječnika stranih riječi. Na taj način djelo dobiva smjer vjerojatne interpretacije u odgojno- obrazovnome kontekstu i kod mlađih čitatelja. Iako se u metodički obrađenoj lektiri pojavljuju i hrvatski naslovi i prijevodi, u radu će se analizirati elementi didakticizma u prijevodnoj dječjoj književnosti na primjeru dvaju djela iz anglofone književnosti, Petar Pan i Medo Winnie zvani Pooh. Oba su djela klasici svjetske dječje književnosti, a njihovi prijevodi na hrvatski jezik uvršteni su u hrvatske osnovnoškolske lektirne popise dugi niz godina.Reading any literary work with the intention of finding life’s truths and lessons or authorial views, political, or ideological messages in the text, we will find a series of explicit or implicit attempts to teach or direct the reader. If we specifically look for it, the element of didacticism can be found in every literary work. However, didacticism is most often associated with children’s literature because it is often believed that it is precisely children readers who need this kind of instruction, message, and direction. Didacticism is recognised by the intention to direct the reader towards an idea or behaviour, and thematically encompasses a spectrum from moral lessons to socio-political dogmas. In the Croatian context, the phenomenon of annotated editions of works included in the required and recommended reading lists is interesting. Methodically annotated works are special for their final overall form and interpretation possibilities, because the literary text is joined by a paratext composed of a methodical instrument, usually in the form of accompanying texts, annotations, and a dictionary of foreign words. In this way, the work acquires the direction of probable interpretation in the educational context and in younger readers. Although both Croatian titles and translations appear in methodically annotated editions, this paper will analyse elements of didacticism in translations of children’s literature on the example of two works from Anglophone literature, Peter Pan and Winnie-the-Pooh. Both works are considered classics of children’s literature and their Croatian translations have been included on Croatian primary school required and recommended reading lists for many years