Digitalni arhiv Filozofskog fakulteta u Zagrebu
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Veterans' Policy and Movements: Europe’s Experience After First World War on the Example of France, Great Britain and Weimar Republic
No full textThis paper aims to present types of war veterans’ organisations and their interaction with the state and society at large in historical perspective. Using the experience of three large European countries during the period between two world wars we’ll try to analyse public and political activities of veterans’ movements in the context of different types of social policy developed for war wounded and returning soldiers. In conclusion, we present views on whether veteran’s organizations foster specific political attitudes and style of involvement in day-to-day interwar politics apart from their material and symbolic demands from the state
A Contribution to Contrastive Grammar: on the Categoriality of Verbal Aspect, Tense, and Mood, as Well as on Functionality in Language
No full textU radu se na tri specifična primjera upotrebe glagolskih konstrukcija u slovenskom i u hrvatskom raspravlja o metakognitivnim i analitičkim znanjima potrebnima za uspostavu kontrastivne gramatike bliskosrodnih jezika. Primjeri gramatičkih konstrukcija o kojima je riječ su: 1. izricanje buduće radnje prezentom nesvršenih i svršenih glagola, 2. izricanje gotove sadašnjosti i 3. izricanje imperativnosti oblicima prezenta, perfekta i futura. Analizom navedenih primjera usmjerava se pozornost na dva univerzalna lingvistička problema koja proizlaze iz organizacije jezične građe hrvatskoga i slovenskoga jezika, a o kojima treba voditi računa prilikom sastavljanja kontrastivne gramatike. Jedno je od njih pitanje tzv. pravog značenja vremenske oznake i činjenice da je značenje o kojem najčešće govorimo kao o “pravom” takvo samo sa stajališta trenutka govorenja kao sadašnjega, što treba eksplicirati u opisu, dok je drugo pitanje funkcionalnosti, shvaćene u kontekstu informacijske strukture, tj. mogućnosti izricanja odnosa prema vremenu i načinu drugačije, a ne samo glagolskim oblikom (npr. prilozima i drugim leksičko-gramatičkim sredstvima čiju ulogu tek treba istražiti).This study investigates three distinct examples of the usage of verbal constructions in
Slovenian and Croatian and offers an analysis of the metacognitive and analytic knowledge needed for the systematic development of a contrastive grammar of closely related
languages. These grammatical constructions are: 1. the expression of future actions
with the present tense of imperfective and perfective verbs, 2. the expression of the
completed present and 3. the expression of imperative meaning with present, perfect, and
future forms. An analysis of these examples points to two universal linguistic problems
resulting from the organization of Slovene and Croatian languages. The first of these
is the question of the so-called true meaning of any tense markers and the fact that the
meaning usually seen as the ‘real’ one is not absolute, but actually depends on the speaker’s perspective from the present moment of speaking, which should be made explicit
in any description. The second problem is the question of functionality, understood in the
context of information structure, i.e. the possibility of expressing the relation to tense and
mood in some other way, not only by means of verbal morphology (e.g., through adverbs
or other lexico-grammatical means whose role remains to be investigated)
Antun Mažuranić’s Accentual Theory
No full textU radu se istražuje na koji je način novoštokavski naglasni sustav opisan u starijoj hrvatskoj gramatici objavljenoj prije devedesetih godina 19. stoljeća i nametanja Karadžić-Daničićeva prozodijskog sustava kako bi se poduprlo suvremeno hrvatsko standardno naglašavanje. Mažuranićeva Slovnica prvi je veći opis novoštokavskoga naglasnog sustava u nas i okosnica Mažuranićeva akcentološkog rada u kojem je iznesena moderna naglasna teorija utemeljena na čvrstom odnosu između čakavske i štokavske akcentuacije u dubinskoj strukturi što ujedno pokazuje da se Mažuranićeva koncepcija hrvatskoga standardnog jezika bitno razlikovala od vukovske standardnojezične koncepcije.This article tries to provide support for standard Croatian accentual patterns by studying
modern Stokavian accentual models in old Croatian grammar books, especially those
published before the 1890s. Mažuranić’s Slovnica is the first extensive description of the
accentual patterns of standard Croatian, and it is therefore important to investigate the
position of Mažuranić’s accentology work in relation to the predominant Karadžić-Daničić prosodic system. In view of the fact that Mažuranić demonstrated the existence of a
firm link between the Stokavian and Chakavian accents, it is shown that Mažuranić’s idea
of the foundation of the standard language as a superregional variety was not altogether
in accordance with the school of thought established by Vuk Karadžić
The role of organizational constraints on relationship of aggressivness and counterproductive work behaviour
No full textCilj istraživanja bio je ispitati ulogu organizacijskih ograničenja u odnosu implicitne i eksplicitne agresivnosti s nepoželjnim organizacijskih ponašanjima. U istraživanju sudjelovalo je 360 sudionika s najmanje jednom godinom radnog staža koji rade minimalno pola radnog vremena i s bar dvoje suradnika. Podatke smo prikupili Testom uvjetovanog rezoniranja za agresivnost (TUR-A), Kratkim upitnikom agresivnosti (BAQ), Skalom prepreka u organizaciji (OCS), te Skalom devijantnih ponašanja na radnom mjestu. Rezultati su pokazali da ljudi koji percipiraju više organizacijskih ograničenja rade veći broj nepoželjnih organizacijskih ponašanja. Organizacijska ograničenja kao moderator nisu se pokazala značajna u odnosu implicitne agresivnosti i nepoželjnih organizacijskih ponašanja. Isto tako nisu se pokazala kao značajan moderator u odnosu eksplicitne agresivnosti i nepoželjnih organizacijskih ponašanja. Dodatnom analizom ustvrdili smo da je trostruka interakcija organizacijskih ograničenja, eksplicitne i implicitne agresivnosti objasnila dodatnu količinu varijance nepoželjnih organizacijskih ponašanja.The aim of this study was to investigate the role of organizational constraints in a relationship between implicit and explicit aggressiveness with counterproductive work behaviour. The study involved 360 participants with at least one year work experience, who work at least half-time and who have minimum two coworkers. Data was collected with following measures Conditional reasoning test for aggression (CRT-A), Brief Aggression Questionnaire (BAQ), Organizational constraints scale (OCS) and Workplace deviance scale. Results show that individuals who perceive higher level of organizational constraints have higher results in measure of counterproductive work behavior. Organizational constraints as a moderator did not have a statistical significance in a relationship between implicit aggressiveness and counterproductive work behavior. Also they did not have a statistical significance as moderator in a relationship between explicit aggressiveness and counterproductive work behavior. Additional analysis has shown that the triple interaction of organizational constraints, implicit and explicit aggression contributed significantly to the explanation of counterproductive work behaviour
Somatski frazemi u turskom jeziku i njihovi hrvatski prijevodni ekvivalenti
No full textTurski i hrvatski su tipološki i genetski različiti jezici te se pri prevođenju s jednog jezika na drugi mogu javljati poteškoće, osobito kada se prevode frazemi, čije prevođenje nije samo pitanje jezika, već i kulture. Ovim radom htjeli smo ustanoviti motivaciju somatskih frazema u turskome i proučiti njihove prijevodne ekvivalente u hrvatskome jeziku. Teorijski okvir rada čine definiranje frazema kao osnovne jedinice frazeologije, kognitivni mehanizmi na kojima se zasniva motivacija frazema te prevođenje frazema. Korpus rada čini roman Muzej nevinosti Orhana Pamuka na temelju kojega su analizirani frazemi sa somatskim sastavnicama glava, oko, uho, nos, usta, jezik, lice, obrva, usna, zub i vilica. Analizom smo došli do zaključaka da u motivaciji frazema kulturološke razlike nemaju veću ulogu, već da je razumijevanje sastavnica ljudskoga tijela u dvama jezicima slično. Imajući u vidu da je polazišni jezik bio turski, došli smo i do zaključaka da su somatski frazemi u turskome jeziku sa spomenutim sastavnicama brojniji nego u hrvatskome jeziku, ali potrebna su daljnja istraživanja kako bi se ustanovilo vrijede li ovi zaključci i za druge somatske frazeme.Turkish and Croatian languages are typologically and genetically different languages. Difficulties may arise when translating from one language to another, especially when it comes to translating idioms, whose translation is not just a question of language, but culture as well. This thesis is aimed at studying the motivation of somatic idioms in Turkish language and their translational equivalents in Croatian language. The theoretical framework consists of defining the idiom as the basic unit of phraseology, cognitive mechanisms on which their motivation is based and translation of idioms. The corpus is represented by a novel written by Orhan Pamuk, The Museum of Innocence, based on which idioms containing the somatic components head, eye, ear, nose, mouth, tongue, face, eyebrow, lip, tooth and jaw were analyzed. The results of the analysis led to the conclusion that cultural differences do not play a big role in the motivation of somatic idioms but that the understanding of body part components is similar in the two languages. Keeping in mind that the starting language was Turkish, the thesis also showed that, in comparison to Croatian, the Turkish language is richer in idioms. However, further research is needed in order to establish whether these conclusions can be applied to other somatic idioms as well
A Comparative Analysis of Ruskin’s and Wilde’s Writings on Art
No full textThe paper starts by describing the historical context in which John Ruskin appeared on the British art scene. It was the period strongly influenced by the new political ideas and by the industrial revolution, but it was also the peak of British colonial power and the start of queen Victoria's reign. At the time, art in Britain was dominated by the movement called The Gothic Revival. Ruskin initially disagreed with its ideas, but later became one of its most prominent figures. Next chapter focuses on Ruskin's most famous works and analyses the ideas and philosophy behind them. Although controversial for his age, by the 1870s Ruskin became one of the most revered art critics, praised in intellectual circles all over the United Kingdom. It was during that decade that he faced an emerging opposition through Walter Pater - an aesthetic thinker and professor at Oxford, who developed a new doctrine influenced by the French idea of ‘l'art pour l'art’. With his famous work The Renaissance: Studies in Art and Poetry, Pater stirred great interest and influenced the new generation of thinkers, Oscar Wilde being the most famous among them. The paper proceeds to describe Wilde's written work, focusing on his essays on art and his constant need to reconcile the opposing views of his two mentors, Pater and Ruskin. The conclusion draws comparison between Ruskin and Wilde, discovering the greatest similarities and differences between the two thinkers. It also emphasizes their great importance and the massive influence they had on the development of the critical thinking and art of the 20th century
Analysis of the National Front rhetoric
No full textU ovom smo radu analizirali retoriku najpopularnije desničarske stranke u Francuskoj
– Nacionalne fronte – koja je poslužila kao primjer današnjeg rasta podrške koju uživaju
populistički nastrojene stranke. Analizi govora prethodio je opis povijesno-političkog
konteksta u kojem je stranka nastala i razvijala se. Rad se posvećujerasvjetljivanju pojma
populizam čija nedefiniranost dopušta manipulaciju na svim spektrima političke scene diljem
svijeta. Cilj nam je bio dokazati da su promjene koje je uvela stranka izričito kozmetičke
prirode te da je ideologija ostala ista. Novo lice stranke, novi slogan i nova retorika samo su
prividne promjene, dok je nekad odbačena ideologija danas sve više prihvaćena u francuskom
društvu. Drugačija retorika nije jedini razlog tome,već i jačanje populističkih ideologija
diljem svijeta, imigrantska kriza s kojom se povezuje veći broj terorističkih napada te svjetska
ekonomska kriza.In this thesis we have analyzed the rhetoric of the most popular right-wing party in
France - the National Front - which served as an example of today's growing support enjoyed
by populist-minded parties. The speech analysis preceded the description of the historicalpolitical
context in which the party was born and developed. The thesis is devoted to the
uncovering of the concept of populism whose definition allows manipulation on all spectra of
the political scene around the world. Our goal was to prove that the changes introduced by the
party were solely of a cosmetic nature and that the ideology remained the same. The new face
of the party, the new slogan and new rhetoric are only apparent changes, while the oncerejected
ideology is being increasingly accepted in the French society. A different rhetoric is
not the only reason, but also the strengthening of populist ideologies around the world, the
immigration crisis that is associated wit
Teachers’ self-evaluation of competence for cooperation with parents
No full textPolazeći od teorija koje istuču važnost suradnje odgojitelja i roditelja i pretpostavke da je
riječ o profesionalnom odnosu za koji odgovornost snose odgojitelji te koji pretpostavlja
određenu kompetenciju, u okviru ove disertacije istraživana je samoprocjena odgojiteljske
kompetencije za suradnju s roditeljima.
Odgojiteljska kompetencija za suradnju s roditeljima promatrana je kao konstrukt
znanja (o strategijama i tehnikama za uspješnije uključivanje roditelja, različitim obiteljskim
dinamikama i funkcioniranjima, radu s roditeljima, zaprekama koje otežavaju suradnju, sustavu
podrške koji društvo pruža obiteljima), vještina (komunikacijskih vještina, vještina aktivnog
slušanja, organizacijskih i suradničkih vještina) te stavova (prema roditeljima i suradnji s
roditeljima).
Istraživanju se pristupilo kvantitativnim i kvalitativnim istraživačkim postupcima
polazeći od hipoteze da ne postoji statistički značajna povezanost između odgojiteljskih
samoprocjena kompetencije za suradnju s roditeljima s obzirom na obrazovanje za suradnju s
roditeljima, dob i radno iskustvo. S obzirom na to da nije pronađen instrument koji bi odgovarao
zahtjevima ovog istraživanja, konstruiran je novi instrument na osnovi definiranih ključnih
činitelja odgojiteljske kompetencije za suradnju s roditeljima (stavovi prema suradnji s
roditeljima i stavovi prema roditeljima; organizacijske, suradničke i komunikacijske vještine te
vještine aktivnog slušanja; znanja o radu s roditeljima; znanja o zaprekama u radu s roditeljima;
znanja o obiteljima; znanja o načinima uključivanja roditelja te znanja o podršci roditeljima).
Kako bi se utvrdile mjerne karakteristike instrumenta, provedeno je predistraživanje na uzorku
koji je činio 22 % ispitanika u odnosu na pretpostavljeni uzorak glavnog istraživanja.
Glavnim istraživanjem obuhvaćeno je 600 odgojitelja u dobi od 22 do 64 godine života
(M = 42,18; SD = 10,67). Odgojitelji koji su sudjelovali u istraživanju imaju od 1 do 42 godine
radnog iskustva (M = 17,25; SD = 11,58). Ispitanici su procjenjivali svoju kompetenciju za
suradnju s roditeljima uz pomoć upitnika. Kvalitativni istraživački postupci provedeni su u
travnju 2017. Obuhvaćali su postupak intervjuiranja ukupno osam sudionika istraživanja.
Ispitanici su uz pomoć polustrukturiranog intervjua dali svoje viđenje suradnje s roditeljima,
oblika suradnje s roditeljima, kompetencija za suradnju s roditeljima i načina stjecanja
kompetencije za suradnju s roditeljima. Rezultati kvantitativnog dijela istraživanja pokazali su da se ispitanici procjenjuju
kompetentnima u području suradnje s roditeljima. Rezultati kvalitativnog dijela istraživanja
pokazali su kako ispitanici smatraju komunikacijske vještine presudnim u suradnji s
roditeljima, stoga upravo ove vještine ističu kao značajne u odgojiteljskoj kompetenciji za
suradnju s roditeljima.
Analizom rezultata u odnosu na postavljenu glavnu hipotezu zaključeno je kako postoji
statistički značajna razlika između odgojiteljske samoprocjene kompetencije za suradnju s
roditeljima s obzirom na obrazovanje za suradnju. Jednako tako, zaključeno je kako ne postoji
statistički značajna povezanost odgojiteljske samoprocjene kompetencije za suradnju s
roditeljima i radnog iskustva. Rezultati istraživanja pokazali su kako ne postoji statistički
značajna povezanost odgojiteljske samoprocjene kompetencije za suradnju i dobi ispitanika. Na
temelju ovih zaključaka glavna se hipoteza djelomično prihvaća.
Vodeći se nalazima provedenog istraživanja i teorijskim konceptima na kojima se ono
temelji, može se zaključiti kako je odgojiteljska odgovornost u ostvarivanju suradničkih odnosa
s roditeljima djece rane i predškolske dobi jedan od imperativa profesionalnih djelovanja.
Kompetencija za suradnju s roditeljima predstavlja sastavni dio profesionalne kompetencije
odgojitelja koju je potrebno kontinuirano razvijati.
Znanstveni doprinos ovog istraživanja u teorijskom je određenju sastavnica
odgojiteljske kompetencije za suradnju s roditeljima, konstrukciji instrumenta kojim je moguće
mjeriti samoprocjenu odgojiteljske kompetencije za suradnju s roditeljima te rezultatima
samoprocjene odgojiteljske kompetencije za suradnju s roditeljima u kontekstu hrvatskog ranog
i predškolskog odgoja i obrazovanja.Starting from the changing paradigms of children and childhood, multiple discussions on the
position of the child in contemporary society were instigated with an emphasis on understanding
and respecting children’s perspective, developmental neuroscience, and the perception of the
child as an active participant in one’s own learning. In addition to scientific research,
repositioning of the child was also caused by reflection on children’s rights, especially after the
adoption of the Convention on the Rights of the Child. Although childhood was previously in
the focus of the scientific public, the said changes led to a re-examination of the child’s wellbeing
and the importance of learning environment for early childhood children.
Responsibility for providing a stimulating environment for the development and learning of
early and preschool children belongs to adults, i.e. to the community in which children re
growing up. Responsibility is exceptionally large because it presents an intervening in the
context of growing up and a kind of development guidance.
During childhood, children belong to different communities which affect their learning and
development, but it is undeniable that the most important role belongs to their family, followed
by institutions of early and preschool education as the child’s first educational communities.
Institutions of early and preschool education should be considered as a complement to familial
upbringing. Such view on early and preschool education presupposes acknowledgement of
family diversity, respect toward family culture, and understanding of different educational
values, as well as mutual cooperation between families and educational institutions.
Although it is indisputable that a partnership between parents and kindergarten teachers, i.e.
between families and educational institutions, is the most preferred form of cooperative
relationships, reality shows that it is still unavailable to a certain number of institutions.
Therefore, this dissertation will use cooperation as a term denoting the relationship between
parents and kindergarten teachers. Parent-teacher cooperation is defined as a two-way process,
permeated with mutual respect and common goals of parents and teachers in relation to the child.
By assuming that the cooperation between parents and kindergarten teaches is most common
within early childhood and preschool education, that is if it takes place outside the institution
itself then it is most often organized by professionals, professionals – the teachers – should take
over the responsibility for this professional relationship. The success of the educational activity
depends on the teacher’s professional competencies. The professional competencies of the kindergarten teachers can be defined as a combination
of professional competencies and personal qualities of a teacher. Professional competencies are
often identified with the qualifications acquired after the initial education. By reviewing
scientific theories, it is confirmed that the initial education represents only a sort of entrance
ticket to the profession. The competency which becomes important, even fundamental, after that
time is openness to learning. By entering the practice, kindergarten teachers gain new insights
into the child, family, and interaction among all participants of the educational process in the
kindergarten. Contemporary science on early education emphasizes the importance of
individuality of all subjects in upbringing and education, thus confirming the need for constant
re-examination of theories and practices in the work of the kindergarten teachers.
In accordance with the requirements of the teachers’ professional activity in relation to
parents, it is necessary to determine the teachers’ competency for cooperation with parents.
While reviewing available literature, it becomes apparent that the cooperation with parents was
not sufficiently researched, therefore, the purpose of this dissertation was to determine this type
of competency based on available sources. The concept of teachers’ competency for
cooperation with parents is thus defined as the kind of competency which enables the
establishment and retention of satisfactory, professional, and cooperative relationships with
parents of all children involved in an educational institution in order to increase the educational
benefits of early and preschool children. The teachers’ competency for cooperation with parents
is a construct of knowledge (on strategies and techniques for a more effective parental
involvement, various family dynamics and functions, working with parents, constraints which
hinder cooperation, support systems which the society provides to families), skills
(communication, active listening, organization, and cooperation), and attitudes (toward parents
and cooperation with parents).
Starting from the theories on the importance of cooperation between teachers and parents,
the assumption that this is a professional relationship the responsibility for which lies at the
hands of teachers and which presupposes a certain competency, the research problem was
determined related to the research of self-evaluation of the competency for cooperation with
parents. The aim of the research was to determine the teachers’ self-evaluation of the
competency for cooperation with parents and its connection with the education for cooperation
with parents as well as professional experience. With regard to this aim, the following null
hypothesis was set: Hg: There is no statistically significant correlation between the teachers’ self-evaluation of
their competency for cooperation with parents and their education for cooperation, age and
professional experience.
Based on the main hypothesis, six sub-hypotheses were produced:
H1: There is no statistically significant difference between the teachers’ self-evaluation of
their competency for cooperation with parents and the level of their formal education.
H2: There is no statistically significant difference between the teachers’ self-evaluation of
their competency for cooperation with parents and the teachers’ education in subject with
content related to parent-teacher cooperation.
H3: There is no statistically significant difference between the teachers’ self-evaluation of
their competency for cooperation with parents and their professional development connected
with topics in parent-teacher cooperation.
H4: There is no statistically significant difference between the teachers’ self-evaluation of
their competency for cooperation with parents and their professional advancement.
H5: There is no statistically significant difference between the teachers’ self-evaluation of
their competency for cooperation with parents and their region of working.
H6: There is no statistically significant difference between the teachers’ self-evaluation of
their competency for cooperation with parents and their age.
H7: There is no statistically significant difference between the teachers’ self-evaluation of
their competency for cooperation with parents and their professional experience.
Since education presents a lifelong process involving formal, non-formal, and informal
education, within the hypothesis H1 (There is no positive correlation between the teachers’ selfevaluation
of the competency for cooperation with parents and their education for cooperation
with parents) a correlation has been researched between the teachers’ self-evaluation of
competency for cooperation with parents in relation to teachers’ formal education (the highest
degree of completed formal education, courses including contents related to cooperation with
parents), non-formal education (professional development in the field of cooperation with
parents, vocational advancement), and informal education.
The problem and the purpose of the research were approached by means of quantitative and
qualitative research methods. Given that no instrument which would fit the requirements of this
research was found, a new instrument was devised on the basis of determined key factors of teachers’ competency for cooperation with parents (attitudes toward cooperation with parents
and toward parents; organizational, cooperative, and communication skills, active listening
skills, knowledge of working with parents, knowledge of constraints to working with parents,
knowledge of families, knowledge of ways to involve a parent and knowledge on parenting
support). In order to determine the metric characteristics of the instrument, a preliminary
research was conducted on the sample consisting of 22 % of the respondents in relation to the
supposed sample of the main research. Taking into account the obtained metric characteristics
of the instrument, which corresponded to the purpose and tasks of the research, it was possible
to conduct the main research. The research was conducted from March to April 2017 with the
help of printed questionnaires.
The survey included 600 kindergarten teachers between the ages of 22 and 64 (M =
42.18, SD = 10.67). Teachers who participated in the research have from 1 to 42 years of
professional experience (M = 17.25, SD = 11.58). Research participants evaluated their own
competency for cooperation with parents with the help of questionnaires. Qualitative research
procedures were conducted in April 2017. They included an interview with a total of eight
research participants. With the help of a semi-structured interview, participants provided their
views on cooperation with parents, modalities of cooperation with parents, competencies for
cooperation with parents, and ways of acquiring the competency for cooperation with parents.
The results of the quantitative part of the research have shown that the research
participants’ self-evaluation implies their competence in the field of cooperation with parents.
The results of the quantitative part of the research did not point to the differences in the
individual components of the competency since the respondents evaluated themselves as very
successful in relation to all variables. The results of the qualitative part of the survey have
shown that respondents consider communication skills to be crucial for cooperation with
parents, and that is precisely why those skills are considered significant within the educational
competency for cooperation with parents.
By analysing the correlation between professional experience and the respondents’ selfevaluation
of the competency for cooperation, statistically significant correlation appeared only
in one variable, following a mild statistical link. This leads to the conclusion that there is no
correlation between the teachers’ self-evaluation of the competency for cooperation with
parents and their professional experience.
The research results show that there is a correlation between the teachers’ selfevaluation
of the competency for cooperation with parents and the teachers’ level of education, attending of courses and contents related to the field of cooperation with parents during their
formal education, frequency of teachers’ professional development, and professional
advancement of teachers.
The scientific contribution of this research is visible on several levels. The theoretical
definition of components of the teachers’ competency for cooperation with parents has not yet
been presented in the way as it is presented in this paper, thus it presents the first level of
scientific contribution. Also, no instruments were found for measuring the teachers’ selfevaluation
of the competency for cooperation with parents which would be appropriate to use
in regard to the population of Croatian kindergarten teachers while respecting organizational
and cultural particularities. Therefore, the development of the instrument in this research
represents a second level of scientific contribution. The final level of scientific contribution is
the result of the application of the instrument and research results which have proven that the
development of the competency for cooperation with parents, apart from the theoretical
implementation, also requires a practical implementation.
In addition to the contributions of this research, it should be noted that during the
implementation the shortcomings of the research were noticed. One shortcoming is the nonrepresentability
of the sample in relation to the founder of the institution, and in relation to the
rural, i.e. urban area. Another shortcoming relates to research methods. Although the conducted
research answered the problem and the purpose of the research, certain results require additional
clarifications which cannot be obtained by means of questionnaires. An additional shortcoming
is that this study is a self-evaluation, thus the research does not have an insight into whether the
self-evaluation corresponds to the research participants’ actual competencies. Nevertheless, the
research has provided the basis for possible new research which would address these
shortcomings in its implementation.
With regard to education as the key task of this research, it is understandable that the
results can be used to improve the teachers’ education for cooperation with parents.
Beneficiaries can be higher education institutions that can, based on this research, review the
existing courses in teachers’ education for cooperation with parents, as well as the teaching
itself. Research results can serve as a basis for the development of non-formal programs of
teacher education in the field of cooperation with parents. They can be used as an incentive to
create professional support communities for teachers which would address the issue of
cooperation with parents and the improvement of modalities of cooperation with parents. In the end, the results of this research can serve as a starting point for new research on
the kindergarten teachers’ competency for cooperation with parents
Izložbena djelatnost narodnih knjižnica grada Zagreba
No full textU ovom radu se govori o izložbenoj djelatnosti u narodnim knjižnicama grada Zagreba. Donose se definicije narodne knjižnice i prikaz izložbene djelatnosti u Knjižnicama grada Zagreba, kao dio ostalih djelatnosti. Donosi se i definicija izložbe, a potom i muzejske izložbe. Preuzimanjem terminologije iz muzeološke literature, utvrđuje se knjižnična izložbena djelatnost i prikazuje se ono bitno – prostor, osoblje, izložena građa, tipologija izložaba, dokumentacija i dr. U radu se prikazuje dva istraživanja o izložbenoj djelatnosti u narodnim knjižnicama, jedan, iz 2010., a drugi iz 2018. godine. Novije istraživanje, putem intervjua, želi odgovoriti na pitanja imaju li knjižnice dobre uvjete za postavljanje izložaba u odnosu na muzeje, poštuje li knjižnična izložbena djelatnost zakonitosti muzejske izložbene djelatnosti i kakvo je znanje osoba koje se bave knjižničnom izložbenom djelatnošću i postoje li uopće prepreke i problemi knjižnične izložbene djelatnosti.This master's thesis is going to deal with exhibition activities in public libraries in Zagreb. It will provide definitions of a public library and a display of exhibition activity in Zagreb City Libraries as a part of other activities. It is also going to provide a definition of an exhibition, as well as a definition of a museum exhibition. Library exhibition activity will be determined by using the terminology of museological literature. It will also focus on space, staff, exhibition materials, typology of exhibitions, documentation and other. The thesis will present two research projects on exhibition activity in the public libraries – one from 2010, and the other from 2018. The latter, via interview, answers the questions such as: if libraries have good conditions to set up exhibitions compared to museums, if library exhibition activity meets the rules of museum exhibition activity, what the knowledge of people working in library exhibition activity is like, and whether obstacles and problems in library exhibition activity even exist
The influence of technology on information behavior of generation Y
No full textRazličita znanstvena dostignuća i nove tehnologije donose promjene u našim načinima života i razmišljanja. Odnos prema informacijsko-komunikacijskim tehnologijama i način na
koje ih koristimo se promijenio pojavom tzv. generacije Y koja je odrasla uz informacijskokomunikacijske
tehnologije, internet i nove medije. Riječ je o stvaranju novih identiteta i nove kulture na koju uvelike utječe tehnološki napredak. Do informacija se dolazi na nove načine, podaci se brže pronalaze i utjecaj socijalnih fenomena mijenja sliku tipičnog čitatelja/slušatelja/gledatelja. Na internetu "živi" nova generacija ljudi koja ima različite prioritete i drugačije se odnosi kako prema svakodnevnim zbivanjima tako i prema traženju, vrednovanju i korištenju informacija.Different scientific achievements and new technologies bring changes in our way of life and thinking. The relationship with the information and communication technologies and
the way we use them has changed with the arrival of so-called generation Y that grew up with information and communication technology, the Internet, and new media. It is about creating new identities and a new culture that is largely influenced by technological advances.
Information comes in new ways, data is quickly found and the influence of social phenomena changes the image of a typical reader/hearer/viewer. On the Internet "lives" a new generation of people who have different priorities and is different in terms of daily events as well as searching, evaluating and using information