Digitalni arhiv Filozofskog fakulteta u Zagrebu
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Rukopisna ostavština na turskom jeziku svećenika Gjure Adama Büttnera
No full textGjuro Adam Büttner, svećenik Srijemske biskupije i prvi župnik u Zemunu po oslobođenju od Turaka, porijeklom je bio Nijemac. Župničku službu u Zemunu obnašao je od 1744. do 1779. godine. Njegova rukopisna ostavština na turskom jeziku pronađena je u Dijecezanskoj knjižnici u Đakovu. Sastoji se od njemačko-turskog Rječnika (126 str.) te nekoliko sveščića i listića katekizamskog i jezikoslovnog sadržaja na turskom jeziku. U svim je tekstovima turski jezik pisan latinicom. Može se pretpotstaviti da je ova građa bila namijenjena vjersko-prosvjetnom radu, jer se Zemun tijekom Büttnerova župnikovanja nalazio na samoj granici kršćanskog svijeta i Osmanskog Carstva.
Ostavština takve vrste i tolikoga obima može se na području Hrvatske smatrati pravom rijetkošću. Ovaj je rad lingvistička analiza Büttnerova Rječnika na fonetsko-fonološkoj, morfološkoj, leksikografskoj i sintaktičkoj razini
Study and Test Modality Congruency as a Determinant of False Memories
No full textLažna sjećanja propusti su epizodičkog pamćenja i određuju se kao sjećanja na događaje koji se nikada nisu dogodili ili iskrivljena sjećanja na događaje koji su se dogodili.
Najčešći način istraživanja lažnih sjećanja je DRM (Deese-Roediger-McDermott) paradigma, koja uključuje učenje lista semantički povezanih riječi i ispitivanje
pamćenja nakon toga. U DRM paradigmi, lažna sjećanja određena su kao broj pogrešno reproduciranih ili prepoznatih riječi koje su asocijativno povezane s riječima na listama,
ali se same ne nalaze na listama. Ovim istraživanjem željelo se ispitati kako sukladnost modaliteta u kojem se materijal zadaje i modaliteta u kojemu se pamćenje ispituje utječe
na učestalost pojave lažnih i točnih sjećanja u DRM paradigmi. U istraživanju je korišten zavisni eksperimentalni nacrt (2x2) s dvije nezavisne varijable: modalitetom zadavanja materijala za učenje (vidno/slušno) i modalitetom ispitivanja pamćenja(vidno/slušno). Pamćenje je ispitivano metodom prepoznavanja. Koristeći norme
slobodnih asocijacija na hrvatskom jeziku, konstruirano je 12 lista riječi za učenje s po 15 riječi te odgovarajuće liste za prepoznavanje. Provedene su dvije dvosmjerne analize varijance: jedna s brojem lažnih prepoznavanja kao zavisnom varijablom, a druga s brojem točnih prepoznavanja. Rezultati su pokazali da se ni broj lažnih niti broj točnih
sjećanja ne razlikuju ovisno o tome je li modalitet ispitivanja sukladan modalitetu zadavanja ili nije. Jedini utjecaj modaliteta nađen je za točna sjećanja: njihova
učestalost veća je kada se pamćenje ispituje vidno, nego kada se ispituje slušno.False memories are errors in episodic memory and can be defined as memories of events that have never happened or distorted memories of events that have taken place.
The most common way of investigating false memories is by using the DRM (Deese- Roediger-McDermott) paradigm, which involves learning lists of semantically related
words. In the DRM paradigm, false memores are defined as the number of incorrect recognitions or recalls of words that are associatively connected to the words on the
lists, but are not a part of them. The aim of this study was to examine the effect of congruency of study and test modality on false and true memories rate in the DRM
paradigm. A within-subjects experimental design (2x2) was used, with study modality and test modality as independent variables with two levels: visual and auditory.
Recognition method was used for memory testing. For the study, twelve 15-words lists with corresponding lists for recognition were constructed using the free association
norms in the Croatian language. Two two-way ANOVAs were conducted: one with false recognitions as the dependent variable, and the other with correct recognitions as
the dependent variable. The results showed that the congruency of study and test modality did not affect either the false recognition rate or the correct recognition rate.
The effect of modality was found only for correct recognitions: their rate was higher for visual testing than for auditory testing
Antropologija putovanja
No full textRad sagledava ljudsko kretanje kroz povijest, počevši od najranijih čovjekovih migracija do suvremenih oblika turizma. Uvodni dio donosi neke opće pojmove i objašnjenja. U drugom poglavlju iznosi se kratak pregled čovjekovih najranijih seoba te vrsta i uzroka modernih migracija. Treći dio odnosi se na prve putnike – trgovce, hodočasnike, istraživače i ostale. Oni se smatraju pretečama turista u današnjem smislu riječi. U ovom poglavlju prati se razvoj putovanja kroz povijest. Četvrto poglavlje bavi se turizmom. U njemu se opisuju razvoj turizma i njegovi počeci, definira se što je turizam i tko su turisti, raspravlja se o motivima turista, utjecaju turizma te njegovim pozitivnim i negativnim učincima na okolinu i ljude. Zaključna razmatranja donose neke zamisli za razvoj održivih oblika turizma i oblikovanje novih generacija turista.L’oggetto della tesi è la storia dello spostamento umano, dalle prime migrazioni alle forme moderne di turismo. Nell'introduzione si espongono alcune nozioni generali e spiegazioni. Nel secondo capitolo si presenta una breve panoramica delle prime migrazioni umane e dei tipi e delle cause delle migrazioni moderne. Nel terzo capitolo si parla dei primi viaggiatori, ossia commercianti, pellegrini, esploratori ed altri,i quali sono considerati i precursori dei turisti nel senso odierno della parola. In questo capitolo si descrive lo sviluppo storico del viaggio. Il quarto capitolo si occupa del turismo, vi si spiega lo sviluppo del turismo e i suoi inizi, si definisce il concetto del turismo e dei turisti, si analizzano i motivi dei turisti, l'impatto del turismo e i suoi effetti positivi e negativi sull'ambiente e sugli esseri umani. Nelle considerazioni conclusive si propongono alcune riflessioni mirate allo sviluppo del turismo sostenibile e alla formazione delle nuove generazioni di turisti.La thèse examine l'histoire du mouvement humain des premières migrations aux formes modernes de tourisme. L'introduction contient plusieurs notions générales ainsi que leurs explications. Le deuxième chapitre présente un bref aperçu des premières migrations humaines et également les types et causes des migrations modernes. Le troisième chapitre se réfère aux premiers voyageurs (commerçants, pèlerins, explorateurs et autres) qui sont considérés comme les précurseurs des touristes au sens moderne du terme. Ce chapitre décrit l’évolution historique du voyage. Le quatrième chapitre traite du tourisme. Il explique le développement du tourisme et ses débuts, définit le tourisme et les touristes, traite des motivations des touristes, de l'impact du tourisme et de ses effets positifs et négatifs sur l'environnement et les habitants. En conclusion, les idées pour le développement du tourisme durable et les nouvelles générations de touristes sont présentées
L'expérimentation animale: travail terminologique
No full textLe présent mémoire de master traite de la terminologie du domaine de l’expérimentation animale. Il est divisé en deux parties. La première partie est concentrée sur l’aspect théorique de la terminologie. Dans ce cadre, les caractéristiques principales de la terminologie et des
disciplines connexes comme la terminographie et la terminotique sont présentées. De plus, la méthodologie du travail et les étapes de la rédaction du mémoire sont expliquées. La deuxième partie de ce travail, la partie pratique, englobe la traduction, le glossaire, les fiches
terminologiques et l’arborescence. À la fin du mémoire, les difficultés terminologiques rencontrées lors de la rédaction du mémoire sont présentées et une brève synthèse de notre travail est proposée.Ovaj diplomski rad bavi se terminologijom s područja testiranja na životinjama. Podijeljen je na dva dijela. Prvi dio posvećen je teorijskom aspektu terminologije. U tom okviru prikazane su glavne značajke terminologije i srodnih disciplina kao što su terminografija i terminotika.
Opisana je i metodologija rada te koraci u stvaranju našeg rada. Drugi, praktični, dio diplomskog rada uključuje prijevod, glosar, terminološke kartice i terminološko stablo. Na kraju su opisane terminološke poteškoće s kojima smo se susreli te je ponuđena sinteza
cjelokupnog rada
Sarkofazi u ranosrednjovjekovnoj Dalmaciji
No full textGovoreći o
razdoblju predromanike u Dalmaciji, sarkofazi predstavljaju jednu posebnu skupinu
spomenika. Isključivo se radi o kamenim sarkofazima, a njihova posebnost najviše proizlazi
iz niskog kvantitativnog stanja tj. iz ukupnog broja tih spomenika koji se mogu datirati u
razdoblje ranog srednjeg vijeka. Ovaj rad predstavlja sintezu dosadašnjih spoznaja o
predromaničkim sarkofazima u bizantskoj Dalmaciji te služi kao svojevrsni nastavak i
nadopuna na poglavlje o sarkofazima iz knjige Željka Rapanića Predromaničko doba u
Dalmaciji objavljenoj 1987. godine. Iako brojčano slabiji u odnosu na ostalu
predromaničku skulpturu, u sarkofazima možemo vidjeti posebnost predromaničke skulpture u Dalmaciji
Media competencies of the faculties of teacher education students
No full textHrvatski obrazovni sustav, odnosno nastava medijske kulture, u najvećem je dijelu posvećena filmu, filmskoj kulturi, a u manjoj mjeri medijima. Stoga smo u ovom radu po prvi puta u Hrvatskoj proveli istraživanje o medijskim kompetencijama studenata učiteljskih fakulteta, od kojih se očekuje da predaju o medijskoj kulturi temeljem postojećeg Nastavnog plana i programa. U istraživanju koje je provedeno pomoću ankete sudjelovalo je 889 ispitanika, od toga 823 žene (95.4 %) te 40 muškaraca (4.6 %), dok 20 ispitanika nije dalo podatak o svom spolu. Ispitanici su bili studenti, raspona godina 18 - 38, a prosječne dobi 21.5., ukupno 25 ispitanika nije dalo podatak o svojoj dobi. Istraživanje je provedeno tijekom svibnja i prve polovice lipnja 2017. u Zagrebu, Rijeci, Petrinji i Čakovcu. Cilj je bio utvrditi i istražiti razine medijskih kompetencija studenata učiteljskih fakulteta, utvrditi u kolikoj mjeri studenti koji se
obrazuju za zvanje učitelja mogu i znaju koristiti medije, prepoznaju li osnovne žanrove, medije, proces selekcije vijesti, utjecaj oglašavanja te mogućnosti za zaštitu privatnosti. Istraživanje je pokazalo kako studenti ne prepoznaju medijske žanrove, da u manjoj mjeri analiziraju sadržaj kojem su izloženi te da ne poznaju, odnosno ne razlikuju, temeljne pojmove poput medijske kulture, medijske pismenosti, medijskog odgoja i medijskih kompetencija. Također, kroz istraživanje je ustanovljeno da studenti koji bi trebali poučavati djecu o medijima sami ne analiziraju medijski sadržaj, iako je analiza sadržaja sastavni dio učenja o medijskoj kulturi. Kada je riječ o specifičnim kompetencijama poput analize i prepoznavanja prikrivenog
i prijevarnog oglašavanja, studenti, iako najčešće izjavljuju da primjećuju prikriveno
oglašavanje, zapravo poistovjećuju pojmove reklama, oglas, sponzorirani oglas i sl.
U konačnici cijeli rad ukazuje na potrebu za razvojem programa medijskog obrazovanja,
interaktivnog pristupa učenju i poučavanju te ističe potrebu dvosmjerne komunikacije između učitelja i učenika kao i nužnost stalnog nadograđivanja znanja odgajatelja, učitelja i profesora te stručnih suradnika. Uz to ova disertacija ukazuje na nužnost redefiniranja programa obrazovanja studenata - budućih učitelja koji bi trebali poučavati djecu o medijskoj kulturi budući da u Hrvatskoj još uvijek ne postoji sustavan oblik medijskog obrazovanja svih dobnih uzrasta, a napose djece i mladih.More than fifty years have passed since the idea about the need for media education, which was
supported by the UNESCO in 1964, has been brought up. Media literacy has a long tradition;
in the historical review we can see numerous examples of formal and informal programs in
Europe, the USA, Australia, as well as on the other continents. As the media have been
developing, the concept of media education has been developing, too. In the most European
countries the process of media education was connected to the development of film and film
literacy, what is still the case in Croatia nowadays.
Croatian educational system, or the teaching of media culture, is largely devoted to the film,
film culture, and to a lesser extent, media. The information society we live in, as well as many
technological changes we witness, require a different approach to learning, as well as teaching.
The need for developing high - grade media education programs is growing every day, the
development of media, new technologies and finally the information society in which we live,
require modern access to media literacy of all generations. Numerous changes occurring on a
daily basis require an interactive approach to learning and teaching, they require two-way
communication between teachers and students, and constant improvement of the knowledge of
educators, teachers, professors and professional associates. It is unimaginable to teach media
culture without basic aids, only through the theoretical approach. In the end, it is very difficult
to motivate students who have computers, smartphones and the Internet at home, in that way.
In order to understand the meaning and the importance of media education, the thesis defines
several concepts related to media education, which are the basics of this scientific work. It is
about defining media literacy, media culture, media education and media competences. For the
media competences, that are the central concept of this thesis, we have pointed out that they are
the ultimate outcome of media literacy. Furthermore, the need to develop media competences
during education has been constantly highlighted and the teacher education throughout their
working life has been especially emphasized.
The excessive exposure of children and young people to the media is the fact that is in favour
the need to develop the media education program. Just because of this substantial exposure of
children to the media, there is a need to develop programs of study and curriculum in order to
have educated staff to teach children about the media education. Nowadays, children are
increasingly dedicating themselves to the media, they are exposed to them to a great extent, and this is one of the reasons why we emphasize the need to stimulate education of all generations,
especially children and young people, as well as students and future teachers.
Beside the role of educational institutions, the role of the parents should also be emphasized.
Parents, apart from setting limits and rules, are the people whom the children first use the media
with. Children’s first introduction to the media usually begins very early, before kindergarten,
in their own home, which has been confirmed in this thesis through various researches. On the
other hand, learning about media culture for children in Croatia begins and ends in elementary
school. Croatian language is the most extensive in elementary education, it is taught from the
first to the eighth grade, and it includes four components: Croatian language, literature,
linguistic expression and media culture.
One of the four elements of Croatian language teaching is media culture, which often depends
on the teachers’ determination. There is also a problem of insufficient infrastructure and poor
equipment of schools for the teaching of media culture.
Additionally, the curriculum is quite outdated in the field of media culture and the media
education generally refers more to the film and theatre, and less to the media. During elementary
school education, students have the choice of 67 different films within the media culture classes.
They have the opportunity to get acquainted with an animated film, a film story, a children's
film, a documentary film and a feature film. What we can notice when we look at the titles of
provided films, that they tend to be older editions of both feature and animated films. From this,
we can also conclude that it is necessary to change the content intended for children in order to
learn about the film within the media culture classes.
The thesis has been particularly focused on the use of media in education, as this is one of the
ways of making the learning process more interesting and more acceptable to the students.
Today’s children are using computers, cell phones, laptops and all other means of
communication from the earliest age and would in any case benefit from integrating media into
teaching. Additionally, it is necessary to provide adequate education for the teachers, not only
during the time of their studies but also throughout their working life. Let's add that in the last
few years a special industry that monitors this area and produces special programs and devices
that should improve media engagement in the teaching process, has been developing. Activities
in most countries start from equipping schools and creating basic infrastructure prerequisites
such as the School 2.0 program implemented by Carnet in Croatia. However, it must be said that equipping schools shouldn’t have a self - serving purpose, but should serve the content that
is the center of the curriculum.
In the new circumstances in which children increasingly dedicate their time to the media and
especially multimedia, it is necessary to educate future teachers in the field of media and media
culture and to develop their media competencies.
Therefore, in this thesis, for the first time in Croatia, we have conducted a research on the media
competences of students of the Faculties of Teacher Education expected to teach about media
culture based on the existing curriculum. As for the students, future teachers, who are in the
focus of our thesis, they acquire their knowledge about the media at the Faculties of Teacher
Education. At the moment, there are two Faculties of Teacher Education in Croatia: the Faculty
of Teacher Education of the University of Zagreb with its departments in Petrinja and Čakovec
and the Faculty of Teacher Education of the University of Rijeka. In addition, there is a Teacher
Education department at the Josip Juraj Strossmayer University in Osijek - the Faculty of
Education of the University of Osijek and its department in Slavonski Brod, at the University
of Zadar - Department of Teacher Education in Gospić, Split University - Faculty of
Philosophy, University of Split, University of Zadar - Department of Education of Teachers
and Preeschool Teachers of the University of Zadar and the University of Juraj Dobrila in Pula
- Faculty of Educational Sciences of the University of Pula.
The aim of the thesis was to identify and examine the levels of media competences of the
students of Faculties of Teacher Education, to determine to what extent students can and know
how to use the media, to determine if they are able to identify main genres, media, news
selection process, advertising impact and privacy protection features. Students in Croatia
acquire media competencies, essential for teaching media culture primarily through the
university course of Media Culture, which should provide them, among other things, in
accordance with the learning outcomes, basic knowledge and skills for one of the four
components within the teaching of Croatian language in elementary school. (Elementary School
Curriculum 2006). Additionally, this thesis provides a detail analysis of the representation of
media culture program in Croatian language teaching and further analysis of the media
education programs in the EU member states.
The research was conducted through a survey, and the order of the questions in the
questionnaire was made in such a way that the first part of the questionnaire provides an insight
into socio - demographic data of the respondents (gender, age, education). In the second part of the questionnaire, it has been examined whether the students of the Faculties of Teacher
Education are familiar with the terms of media literacy and media culture, their understanding
of media literacy, whether they are familiar with the media culture program within the National
Curriculum, if they are satisfied with the level of their knowledge, what is their opinion about
the teaching of media culture, whether it is necessary to change the way in which media culture
is taught and how they look on the support of the institutions in the field of further education
and training. The level of students' media competencies has also been examined and the
differences in relation to the year of the study were determined. The third part of the
questionnaire provides answers to the questions that give us the students’ opinion related to
media education and the level of satisfaction with the acquired knowledge.
The survey has been conducted in Zagreb, Rijeka, Petrinja and Čakovec, with 889 respondents,
823 women (95.4%) and 40 men (4.6%), while 20 respondents did not reveal their sex. The
responses of six respondents were not considered in the analysis because they did not answer
most of the questions. All analysis have been based on the responses of 883 people. The
respondents were students, ranging from 18 to 38 years old, the average age was 21.6, and a
total of 25 respondents did not give the information about their age. The survey has been
conducted in May and in the first half of June 2017. The majority of survey questionnaires have
been filled in Zagreb (507), in Čakovec (149), in Rijeka (122) and in Petrinja (87).
The results of the research have been presented in three phases; first we presented the aggregate
results, then we compared the results according to the year of study and finally we showed the
differences in relation to the study.
Through the first part of the research on the media competences of the Faculty of Teacher
Education students and their attitudes related to familiarity with the basic concepts on which
this work has been based, such as; media education, media culture, media literacy and media
competences, we received a set of answers that showed us their first level of knowledge related
to media perception, their media perception, approach, and analysis. We have already partly
examined their familiarity with the subliminal advertising, which is also a part of the media
literacy, with these questions. The answers have shown that the students do not recognize media
genres, that they analyze the content they are exposed to to a lesser extent and that they don’t
know the basic terms.
Regarding media genres, the results have shown that the students can hardly distinguish them.
They connected the term of media genres to media types, so they usually answered “television or the internet”. By analyzing all the responses given by the respondents, we can conclude that
they were connecting anything that associated them with the media, to the media genres,
without noticing the difference between media, media genres, or media functions.
When we asked the students if they analyze the content they receive through the media, we
noticed from their responses that very few students have been analyzing the information they
received from the media. Altogether 872 students answered the questions, 11 did not respond.
140 of them (15.9%) answered that they do not analyze, 160 (18.1%) answered they analyze,
and the largest number, even 572 of them (64.8%) answered that they partially analyze the
content they receive from the media. The thing we should be worried about regarding these data
is the fact that students who are supposed to teach children about the media, do not analyze
media content themselves, which should be the basic part of learning about the media culture.
In addition, regarding subliminal advertising, the students mostly pointed out that they notice
subliminal advertising while using the media. 873 students answered this question, 10 of which
did not give the answer. 115 students (13%) said they did not notice subliminal advertising, 501
students (56.7%) noticed it, and 257 (29.1%) said they partially noticed subliminal advertising
while using the media. Although the students usually responded that they had noticed
subliminal advertising, we can notice from their answers that all the terms they used while
talking about subliminal advertising had seemed the same to them. In that case, they identified
the terms of commercials, advertisements, sponsored advertisements, etc.
The question about the definition of key terms in media education is one of the most important
parts of this scientific work, as this has enabled us to explore students’ knowledge about the
terms, which has ultimately shown that the students who will teach about media culture in this
sample do not really recognize the term. The results have shown that regarding the term of
media culture, only 29 (3.3%) out of 883 students answered correctly, while 854 (96.7%)
answered incorrectly. When asked about media literacy, 171 (19.4%) out of 883 students
responded correctly, while 712 (80.6%) answered incorrectly. Regarding the media education,
only 165 (18.7%) out of 883 students answered correctly, while 718 (81.3%) answered
incorrectly. Concerning media competencies, only 22 (2.5%) out of 883 students gave the
correct answer while 861 (97.5%) students gave an incorrect answer. We can conclude that the
majority of the respondents do not recognize the basic terms. The most students (171) gave the
correct answer to the question about the media literacy, and the least accurate answers were given about the media competence, which only 22 students have answered correctly. These
results point to the need to educate future teachers about the media culture.
But, on the other hand, the results should also be seen in the context of insufficient education,
that students receive during their studies, primarily in the field of media. The responses have
shown that the students did not even recognize the term of media culture even though the answer
that media culture is a university course that should provide them basic knowledge for one of
the four components within the teaching of Croatian language was offered to them.
When we look for a reason why this is the case, one of the problems is certainly the content of
the course that students have the opportunity to listen to while studying but also the availability
of the course. There is a very small number of courses, the analysis have shown that the students
of the Faculty of Teacher Education in Zagreb with the branches in Petrinja and Čakovec were
offered a total of four courses about media culture (Teacher Module Studies: Croatian
Language, Fine Arts, Informatics, Educational Sciences) while two courses have been offered
to the students in Rijeka.
Their common course is Media Culture. Students in Rijeka have only one mandatory course of
Media Culture during the 9th semester and except this course they have the possibility of
another elective course: Interdisciplinary Approach to the Media. Moreover, the literature is
also a problem. If we discuss the availability of the literature, it is very poor and outdated in a
certain part, which is confirmed by the respondents, too. The students are aware of the need to
learn about the media, in their responses they often mentioned the need for the practical
knowledge, as well as the implementation of the media into the other courses during their
studies.
Regarding the new trends of children and young people being exposed to the media, it is
obvious that the existing curriculum and syllabuses of all analyzed courses need to be updated.
This is one of the conclusions that result from the existing media education model based on the
media culture module in which, among other things, children watch only a part of the proposed
67 films from the middle of the last century, during their elementary education, respecting their
artistic and social value. Learning about the media needs to be adapted to the information and
communication society we live in.
Furthermore, through the research we have asked the students to highlight the positive and the
negative sides of using the media. The consumption and the exposure to the media can have
positive and negative impact. It is certainly positive that the media have made the learning
easier, with the availability and the speed of the information they provide, and they are used as
the media in education more frequently. The negative influence is often seen through the
violence that children are exposed to while watching television, surfing the internet, playing
games, etc. or through various forms of manipulation, such as subliminal advertising or media
advertisements.
In their responses the students emphasized the problem of violence and manipulation. The
violence and manipulation are the another reason why children need to be educated about the
media from the earliest age. Regarding the benefits of using the media, in this part students
have mentioned faster access to the information, easier learning, and developing critical
thinking. The research results indicate that the students are aware of the problems but also of
the benefits that the media provide. They emphasized and recognized the educational role of
the media as a positive side and as a support for learning, while on the other hand they are very
realistic about the bad sides, such as excessive exposure to the media, alienation and living in
the virtual world.
Also, the students were expected to write the main media functions within the teaching process,
and 621 students have answered that question. Part of the students have start from the basic
level in which they say that the media function within the teaching process should be primarily
informative so that the children know what is happening in their daily lives and will be able to
access the information. In addition, some of them considered that role in the sense of education,
so they gave the responses that the media should provide high quality education for children,
enable access to the information, make learning easier, make classes more fun and more
dynamic. Some of them have pointed out that the use of media in education would encourage
children’s critical understanding, enable proper use of the media, complete the teaching content,
encourage interaction in the classroom, develop competencies and serve as a teaching aid.
In the end of the thesis we have also analyzed the presence of extracurricular programs, projects
and activities related to media education which are under the jurisdiction of local selfgovernment. At this level we have also recognized very clearly the absence of the strategic
approach to media education at the national and local level. As we have assumed, counties and
towns in the territory of the Republic of Cr
Generic and Narrative and Structures of Croatian Queer Fiction
No full textPremda je značenje pojma „queer“ i u izvornome, anglosaksonskom, kontekstu sporno, seksualnost je još uvijek ključni predmet queer teorije, metodološkoga pristupa koji sam koristila kako bih komentirala žanrovske i pripovjedne odlike hrvatske queer proze. Ovaj je rad pregled tekstova (uglavnom kratkih priča i romana) koji se eksplicitno bave gej i lezbijskim temama. U cijelome sam radu nastojala proučavanje hrvatske queer proze tretirati kao epistemološki i politički projekt.
Hrvatska queer proza je i prije svoje suvremene etape, razdoblja nakon prvoga Prajda u Zagrebu (2002.), zainteresirana za vrijeme i prostor odnosno propitivanje tih kategorija, a u njoj je primjetna rodna razlika – gej književnost (Ilinčić, Marić) bavi se pustolovinama i putovanjima pojedinca, a lezbijska (Verde, Žmak) privatnim prostorima i ljubavnim parom. Romani i priče o odrastanju (Duhaček, Stojsavljević, Verde) manje su rodno raslojeni i uglavnom se, kao i njihovi strani pandani, bave trenutkom izlaska iz ormara (artikuliranja queer identiteta u javnosti), odlaskom od kuće i mogućnostima uspjeha u
inozemstvu. Novi tematski obzori primjetni su u romanu Poderana koljena (2018.) Dina Pešuta u kojemu queer znači različite tipove rodne, klasne i etničke marginaliziranosti. Pristup koji queer ne izjednačava sa seksualnim ili rodnim
manjinama pojavio se, ipak, ranije – Nataša Bodrožić, Gordan Bosanac i Zvonimir Dobrović, urednici zbirke Poqureene priče (2004.), na početcima suvremene hrvatske queer književnosti queer smatraju nesvodivim na seksualno opredjeljenje.
Osim na suvremenu, osvrnula sam se i na stariju hrvatsku queer književnost, Udovicu (1891.) Josipa Eugena Tomića, neobjavljene dnevnike Naste Rojc i prozu u trapericama upozoravajući na važnost regionalnoga konteksta i
prevratne povijesne događaje. Stalni motivi i povratak širega shvaćanja pojma „queer“ u nedavno objavljenoj hrvatskoj queer prozi sugeriraju da korištenje queer teorije prilikom čitanja onemogućuje shvaćanje povijesti književnosti kao urednoga izmjenjivanja epoha s njihovim reprezentativnim autorima/cama, žanrovima i djelima.“Generic and Narrative and Structures of Croatian Queer Fiction”
Although the meaning of the “queer” concept is contestable even in its original, Anglo-Saxon context, sexuality remains at the core of queer theory, the methodological approach I relied on to discuss genre and narrative features of
Croatian queer fiction. This thesis comprises an overview of texts (mostly short stories and novels) which explicitly deal with essentially gay and lesbian issues.
In my thesis, analysing Croatian queer fiction is taken as both an epistemological and a political project.
Even before its contemporary period, i.e. after the first Gay Pride in Zagreb (2002), Croatian queer fiction held a special interest in temporal and spatial realities, particularly in challenging those categories. An apparent gender difference can be discerened within it – while gay literature (Ilinčić, Marić) centres around adventures and travels of the individual, in lesbian literature it is
private spaces and love couples that stand strong (Verde, Žmak). Coming-of-age stories and novels (Duhaček, Stojsavljević, Verde) are not as genderdifferentiated
but instead – just like their counterparts – mostly take up storylines of coming out (articulating of the queer identity in public), leaving home and trying to make it big abroad. New thematic horizons are evident in Poderana koljena (2018), a novel by Dino Pešut where queer comes to represents various types of gender-, class- and ethnicity-dependent social marginalization. It is not the first time, however, that such a specific approach where queer is not equated with sexual and national minorities could be felt. It had appeared somewhat earlier, with Nataša Bodrožić, Gordan Bosanac and Zvonimir Dobrović, editors of the Poqureene priče (2004) story collection, which was published at the very beginnings of the budding contemporary Croatian queer literature and where queer was viewed as essentially irreducible to the issue of sexual orientation.
My thesis does not cover contemporary fiction exclusively, but includes even earlier examples of Croatian queer literature, i.e. Udovica (1891) by Josip Eugen Tomić, the unpublished diaries of Nasta Rojc, and the so-called “blue jeans fiction”. All the while the context of the region, together with its tumultuous history, was taken into account. Given the recurring motifs, as well as a return to
a wider understanding of the notion of „queer“ in recent Croatian queer fiction, this might be suggest that relying on queer theory upon reading precludes history of literature from being conceived as an orderly sequence of epochs, with their representative authors, genres and works
Popularno kulturni elementi u romanu Borivoja Radakovića, Sjaj epohe
No full textU poĉetnim poglavljima rada analizirat će se znaĉenje pojmova kulture i popularne kulture. Kako je podruĉje kulture i popularne kulture kompleksan fenomen pokušat će se ponuditi definicije popularne kulture u odnosu na razliĉite konceptualne kategorije, odnosno paradigme. Osim toga, pokušat će se pobliţe odrediti uloga kulturalnih studija unutar kojih će se prouĉiti teorije i kritike koje utjeĉu na kulturne prakse te će se istaknuti njihovi najvaţniji predstavnici.
Popularno kulturne elemente u romanu Sjaj epohe nalazimo na podruĉju knjiţevnosti, glazbe i sporta. U svrhu te analize u narednim poglavljima pokušat će se prikazati vaţnost i funkcija razliĉitih popularno kulturnih proizvoda te utjecaj globalizacije na trendove unutar triju spomenutih podruĉja.
U kontekstu knjiţevnosti i popularne kulture predstavit će se najznaĉajniji romani koji u svome tematsko-motivskom kompleksu govore o popularnoj kulturi, ili na neki naĉin s njome korespondiraju. U prikazu odnosa glazbe i popularne kulture pokušat će se odrediti utjecaj odreĊenog glazbenog ţanra na ţivotni stil i ideologiju, a poseban naglasak bit će na rock glazbi i znaĉaju novog vala koji je snaţno djelovao na autora Borivoja Radakovića. U poglavlju koje se odnosi na sport i popularnu kulturu prikazat će se utjecaj istaknutih sportskih figura i dogaĊaja koji oblikuju svakodnevicu. Osim navedenog, ponudit će se pregled nekih romana koji tematiziraju odreĊene sportske fenomene koje pronalazimo i u romanu Sjaj epohe.
U ostalim poglavljima dat će se uvid u autorov opus te vaţnost i funkciju knjiţevnog djela Sjaj epohe. Prikazat će se pregled romana svediv na tri osnovne konture u kojima će se kroz ţivotni pogled i stil glavnoga lika pokušati interpretirati uloga i znaĉaj popularne kulture na društvenu, socijalnu i politiĉku zbilju.
U završnom dijelu rada govorit će se o kazališnoj predstavi nastaloj na temelju poglavlja iz romana Sjaj epohe te razlozima zbog kojih su zaustavljene njezine izvedbe. U posljednjem poglavlju dat će se kratak pregled razvoja i djelovanja Festivala alternativne knjiţevnosti, njegova uloga u afirmaciji hrvatske proze te uloga Borivoja Radakovića kao inicijatora festivala i pokretaĉa inozemne knjiţevne suradnje
(Anti)utopijska dramatika Karela Čapeka
No full textDrame "R.U.R.", "Věc Makropulos" i "Bílá nemoc" svrstavamo u utopijsku, odnosno antiutopijsku granu opusa Karela Čapeka. Autorovim glavnim ciljem ovih drama bilo je ukazati na opasnosti koje prijete svijetu i malom, običnom čovjeku u njegovoj svakodnevnici. Glavnom temom ovog rada bit će znanstveno-fantastična književnost te već spomenute drame Karela Čapeka. U prvom dijelu rada pružit ćemo kratak pregled znanstveno-fantastične književnosti, njezinu evoluciju iz samog pojma utopije, preko književne utopije koja postepeno kroz razdoblja prerasta u antiutopiju, tj. distopiju, a koje leže u osnovi žanra danas poznatijeg pod terminom znanstvena fantastika. Istaknut ćemo i glavne karakteristike žanra, a naglasak će biti na njegovom razvoju od početaka književnosti pa sve do danas. Pokušat ćemo što preciznije definirati pojam utopije i utopijsku književnost. Imajući na umu da je povijest utopijske književnosti vrlo iscrpna, pokušat ćemo izdvojiti najbitnije činjenice i one predstavnike za koje smatramo da će najbolje oslikavati smjerove u kojima se žanr razvijao. U analizi drama pokušat ćemo dati što detaljnije objašnjenje Čapekovih ideja, a tamo gdje je to moguće i pružiti usporedbu djela te naglasiti one najbitnije poruke koje je autor htio prenijeti ovim dramama. U samoj analizi fokus je uglavnom na likovima i njihovim idejama, budući da su upravo oni nositelji najvažnijih poruka koje je Karel Čapek želio podijeliti sa svijetom
Parent-offspring conflict in preferences for long-term mates
No full textCilj istraživanja bio je istražiti evolucijski inherentan konflikt roditelja i potomstva, specifično u kontekstu odabira poželjnih reproduktivnih partnera za potomke. Na temelju evolucijske istraživačke paradigme postavljene su hipoteze o različitom vrednovanju signala genetske kvalitete i signala kooperativnosti od strane roditelja i djece, o vezi relevantnosti pojedine osobine i stupnja konflikta te o
spolnim razlikama u izraženosti konflikta. Konačno, kroz konstrukt kolektivizma/individualizma i osobnu važnost vjere, ponuđen je moguć odgovor na uzrok evidentiranih međukulturalnih razlika u izraženosti konflikta. Istraživanje je provedeno putem interneta, na uzorku od 970 sudionika, a metodološki i tematski odgovora istraživanju Buunka, Parka i Dubbsa iz 2008, tj. predstavlja njegovu
replikaciju na uzorku iz RH. Rezultati su potvrdili izraženiju usmjerenost potomaka na signale genetske kvalitete, nasuprot usmjerenosti na signale kooperativnosti koji su važniji njihovim roditeljima te očekivano izraženiji konflikt roditelja s kćerima u odnosu na sinove, no za izostanak konflikta kod nekih relevantnih karakteristika, iako očekivan, se pokazalo da je metodološki artefakt.
Konačno, usporedba rezultata mjere konflikta s rezultatima dobivenim na inozemnim uzorcima,upućuje na nužnost uvažavanja utjecaja (za ljudsku vrstu specifičnog) socijalnog konteksta na reproduktivno ponašanje. U tom kontekstu značajnim se pokazao i utjecaj važnosti vjere.The aim of the research was to explore the evolutionary inherent parent-offspring conflict,
specifically in the context of selecting desirable mating partners for the offspring. On the basis of the
evolutionary research paradigm, hypotheses have been set about relative differences in subjective
preferences for signals of genetic quality and signals of high parental investment and cooperation,
between parents and offspring. Also, the research included the assessment of relevance for individual
traits, various degrees and gender differences in conflict expression, as well as other relevant variables.
Ultimately, through the construct of collectivism/individualism and personal importance of faith, a
partial answer was offered as to the cause of recorded inter-cultural differences. The research was
conducted via the Internet, on a sample of 970 respondents, and it corresponds with the Buunk, Park
and Dubbs' 2008 research both methodologically and thematically, i.e. it is its replication carried out
on a sample from the Republic of Croatia. The results confirmed a more prominent orientation of
offspring to genetic quality signals, as opposed to their parents' focus on cooperative signals, which
they deem more important. The research corroborated the expected stronger conflict between parents
and their daughters in relation to male offspring. The absence of the expected conflict with some
relevant characteristics has shown to be a methodological artifact. Finally, the comparison of results with foreign samples, as well as the recorded positive correlations between the conflict degree on the one hand, and collectivism on the other hand point to the necessity of appreciating the impact of a specific, social context of reproductive behaviour on the human species. In this context, the influence of importance of faith has also been shown as significant