Digitalni arhiv Filozofskog fakulteta u Zagrebu
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Der Einsatz von Facebook-Gruppen im Studium am Beispiel der Zagreber Germanistikstudenten
No full textWenn man über die wichtigsten Merkmale der heutigen Gesellschaft schreibt, befasst man sich oft mit dem breiten Einsatz von sozialen Netzwerken im Alltag. Im Brennpunkt des Interesses dieser Diplomarbeit stehen Facebook-Gruppen, die für die Studenten immer öfter Hilfsmittel während des Studiums sind. Es wurde eine Umfrage unter Germanistikstudenten an der Philosophischen Fakultät Zagreb durchgeführt und sechs Hypothesen über die Vorteile der Anwendung von Facebook-Gruppen getestet, um einen Antwort auf die Frage zu bekommen, ob Facebook-Gruppen im Studium helfen. Die Gruppen entfalten sich als bevorzugte Anlaufstellen und wirken wie ein sozialer Klebstoff zwischen den Studenten
Educational activities of national archives in the world
No full textS vremenom uz samu upravnu funkciju, arhivi su prigrlili i kulturnu i znanstvenu ulogu u društvu. Danas moderni arhivi postaju komunikatori sa širim slojem publike, čime arhivska pedagogija dobiva na značaju. Rad polazi od činjenice kako hrvatski arhivi nemaju (dovoljno) razvijenu edukativnu djelatnost. Zbog čega je provedeno istraživanje ostalih europskih nacionalnih arhiva kojima se ispitalo postojanje informacija o edukativnim aktivnostima pojedinih arhiva na njihovim internetskim stranicama. Cilj rada je dobivanje uvida o trenutnim ponudama edukativnih aktivnosti arhiva. Na temelju rezultata provedenog istraživanja izvedeni su zaključci o oblicima, količini i načinima provođenja edukativnih djelatnosti u arhivima i u online okruženju arhiva. Sve to u svrhu dobivanja primjera dobre odgojno-obrazovne prakse koju i naši, hrvatski arhivi mogu primijeniti.Over time, with the administrative function, the archives also engage the cultural and scientific role in society. Modern archives also become communicators with a broader layer of audience, whereby archival pedagogy becomes more important. This thesis starts from the fact that Croatian archives haven't developed enough educational activities. Therefore, research of other European national archives was conducted to examine the existence of information about educational activities in archives and on their web site. The goal of the research was to determine the current offerings of educational activities of the national archives, with the purpose of giving examples of good practice and improve the existing one. Based on the results of the research, conclusions were drawn about the forms, quantity and methods of performing educational activities in archives and in online environment of archives. The purpose of this thesis is to identify examples of good educational practice of national archives that Croatian archives can apply in their practices
Beverages in Croatian and Russian pro-verbs
No full textPredmet su našeg istraživanja ruske i hrvatske poslovice koje sadrže nazive nekih napitaka.
Za potrebe istraživanja prikupljena je građa koja se sastoji od dva korpusa: korpusa ruskih i korpusa hrvatskih paremija. Njihov reprezentativan dio prikazan je u semantičkoj analizi. Tijekom analize ograničili smo istraživanje na određene napitke koji su karakteristični za rusku i hrvatsku kulturu.
Cilj nam je na primjeru dvaju slavenskih jezika utvrditi sličnosti i razlike u važnosti i simbolici napitaka koji zbog učestale upotrebe u svakodnevnom životu predstavljaju važan element kulture i imaju značajnu simboličku vrijednost. Kontrastivnom analizom napitaka na semantičkoj razini koji su zajednički ruskom i hrvatskom korpusu pokazat će se zajedničke karakteristike, specifičnosti vezane za pojedinu kulturu koje ćemo nastojati opisati i objasniti.
U ruski korpus ušle su poslovice s raznovrsnim napicima od tradicionalnih (braga, pivo, kvas) do suvremenih (šampanjac, kava) dok smo u hrvatskim zbirkama poslovica pronašli uglavnom paremije u kojima se spominju vino i rakija. Zajednički napitak koji je prisutan u obje kulture je vino. Kako smo i pretpostavili specifične su one poslovice koje su historijski ili kulturološki vezane za određenu kulturu.
Disertacija se sastoji od prikaza različitih malih žanrova te odnosa poslovice kao malog žanra u odnosu na ostale npr. aforizam. Daje se kulturološki prikaz značenja i upotrebe alkoholnih i bezalkoholnih napitaka u Rusiji i Hrvatskoj. Slijedi semantička analiza poslovica u kojima se spominju alkoholni napici, vino, zatim bezalkoholni napici. Paremije s leksemom vino su obrađene u posebnom poglavlju jer se radi o napitku koji je prisutan u poslovicama obje kulture. Zasebno poglavlje obrađuje poslovice koje sadrže više napitaka u svom sastavu. Na kraju rada daje se kratki pregled strukture poslovica.The subject of our research is Russian and Croatian proverbs containing the names of some drinks.
We could describe the proverbs as short sayings by an unknown author expressing accumulated collective experiences. Numerous attempts to define proverbs were recorded. They are starting to be studied more intensively in Europe since the late 18th century and the beginning of the XIX century, in the period of romance which in proverbs sees the reflection of national identity.
For the purposes of research, the material which consists of two corpses is collected: the corps of the Russian and the corps of Croatian proverbs. Their representative part is shown in the semantic analysis. During the analysis, we limited the research on certain beverages that are characteristic for Russian and Croatian culture.
Our aim is to establish in the example of two Slavic languages, the similarities and differences in the importance and symbolism of drinks which, due to their frequent use in everyday life, represent an important element of culture and have a significant symbolic value. Contrastive analysis of drinks on the semantic level, common to the Russian and Croatian corps, will reveal common characteristics, specificities related to the particular culture which we will try to describe and explain.
The main source for gathering the material of the Russian Corps is the Collection of proverbs Большой словарь русских пословиц (Dictionary of Russian Proverbs) (2010) by the author V. Mokienko, T. Nikitina and E. Nikolaeva with about 70.000 units which exceeds by number of previously published collections. It also contains a total of 179 motifs words according to which the proverbs are arranged. Along with each of the proverb, there is a list of sources from which they are printed, and some are accompanied by the interpretation of lesser-known words.
The present collections of proverbs in Russian language followed either an alphabetical or a thematic principle, as is the case with one of the most prominent collection of proverbs Пословици русского народа (Proverbs of the Russian People) by V. Dalj.
The Croatian corpus was composed on the basis of several minor collections. Collection with the largest number of units (14 926) Kad ti kuća gori, a ti se ogrij (When your house is burning, warm up) (2007), we owe to the public teacher and proverbs collector, Bartul Matijaca (1859‒1934), and it was edited and prepared for printing by Stipe Botica. The proverbs are arranged in alphabetical order, and at the end there is a dictionary of motif words and a dictionary of lesser known words that facilitate their study. In addition, we have found proverbs for corpus in the following collections: P. R. Vitezović Priricsnik aliti Razliko Mudroszti Cvitje (1703), Gj. Daničić Poslovice (Proverbs) (1871), V. Scarpa Hrvatske narodne poslovice (Croatian National Proverbs) (1909), J. Kekez Poslovice, zagonetke i govornički oblici (Proverbs, Riddles and Speech Forms) (1996), M. Ujević Narodne poslovice (National Proverbs) (2011) etc.
Electronic sources such as the Google search engine, the Croatian National Corps, the Croatian Language Treasury, the Croatian Language Portal, the Russian search engine (slovari.ru), which contains about twenty different dictionaries, were sources for the meaning of certain proverbs. For some proverbs, however, we did not find any meaning.
Proverbs with various drinks ranging from traditional (Braga, Beer, Kvass) to contemporary (Champagne, Coffee) entered into the Russian corps, while in Croatian collections of proverbs we found mostly proverbs mentioning Wine and Rakija (fruit brandy popular in Croatia). The common drink that is present in both cultures is wine. As we have assumed, specific are those proverbs that are historically or culturally related to a particular culture.
The dissertation consists of the presentation of various small genres and the relation of proverbs as a small genre with respect to others, for example aphorism. The cultural representation of the meaning and use of alcoholic and non-alcoholic beverages in Russia and Croatia is given. The following is a semantic analysis of proverbs that mention alcoholic beverages, wine and then non-alcoholic beverages. The proverbs with lexemes of wine are treated in a special chapter, because it is about a beverage that is present in the proverbs of both cultures. A separate chapter deals with proverbs containing more drinks in its composition. At the end of the work, a brief overview of the structure of the proverb is provided.
In the first chapter you will find basic knowledge of the proverb on the basis of current research. The proverb is defined as a species describing its characteristics and is placed in relationship with other small genres such as phrasems, aphorisms, sentences, catchwords, which together with the proverb make miniatures, microstructures or traditional literary minimalist genres. Along with the proverb, the selected small genres (phrasem, aphorism, sentence and idiom) are also defined, their features are exhibited and various theories related to these genres are presented. The proverb is therefore defined in relation to its related forms, taking into account its interpretation in two cultures: Croatian and Russian.
The second chapter includes a historical review of the use of alcoholic beverages mentioned in proverbs. We could share them on drinks from the Russian cultural circle (honey brandy, brace, Braga, kvass, beer, vodka) and Croatian tradition (rakija). Particular attention is paid to cultural information on the preparation and consumption of beverages, the occasions of consumption, the consequences that are manifested to the health or even the character of the consumers. The collected information was used to better understand the lesser-known proverbs in which the stated beverages are mentioned.
The third chapter is more extensive than the other parts of the work, because proverbs with lexemes vino and вино ('wine') are the most numerous in the Croatian and Russian corps. Wine is also the only beverage that appears in both corpses. This chapter presents the symbolism of wine, its ritual significance and its role in ancient cultures. The development of wine growing on the territory of in Croatia and Russia as well as the role of wine in both cultures is highlighted. This chapter also includes an exhaustive historical review of the use of wines from ancient cultures (Egypt, Greece and Rome). Along with the historical development of vine growing in Croatia and Russia, the role of wine in Croatian and Russian culture is also mentioned.
The fourth chapter is devoted to non-alcoholic drinks - tea and coffee, which are only mentioned in Russian proverbs. It is about foods imported to Russia, so it is interesting to follow the process of their acceptance in different social classes as well as the history of using tea and coffee. Tea is today a favorite beverage in Russia, and coffee is becoming more popular.
The fifth chapter is devoted to an analysis of proverbs with alcoholic beverages. We started with the analysis of alcoholic beverages with a lower percentage of alcohol (kvass, Braga, and beer), followed by analysis of alcoholic beverages with a higher percentage of alcohol (vodka and brandy).
The proverbs with the vino (wine) component in both languages are the only ones that are subjected to a contrastive analysis because they represent the only common element that links the collected paremiological corpus of both languages and are dealt with in chapter six.
The seventh chapter analyzes proverbs with soft drinks, tea and coffee. This chapter is related to proverbs from the Russian Corps.
The following is the eighth chapter that is related to the analyses of the proverbs with more drinks in its composition.
The ninth chapter gives a brief overview of the proverb structure from the two corps.
The work ends with a conclusion, a list of professional and scientific literature, and two attachments.
This work could serve students in studying Russian language and culture, and to paremiologies for the purpose of further research of proverbs. It could be useful to translators and text authors of the Russian language
A comparative analysis of Elizabeth Gaskell's shorter fiction
No full textThis thesis analyses four short stories written by Elizabeth Gaskell, one of the most prominent female writers of the 19th century. All the short works analysed were published in serial publications surged in popularity during the Victorian period of the English literature. Gaskell’s short story Lizzie Leigh was the first short story which she contributed to Dickens’ periodical. Afterwards she submitted Poor Clare, The Old Nurses’s Story and Lois the Witch which all feature Gothic elements and show the author’s tendency towards supernatural and mystery. The position of women in the 19th century is another important trait which is present throughout these short stories, paying special attention to the sexually and spiritually fallen women portrayed by Gaskell. These elements were analysed in respect to Unitarianism which was a major part of Gaskell’s fiction and life. All the elements that were compared in this thesis add to the strength of Gaskell’s voice on the women’s question in the 19th century
Croatian drama in the theater living of Mostar 1879 - 2010 years
No full textNacionalna dramska baština specifična je povijesna, kulturološka i umjetnička komponenta razvoja svakog društva. Promatrano u institucionalnom okviru, kazalište je jedna od najvažnijih tvorevina svakog društva i države. Razvijenost jednog prostornog okruženja determinirana je u značajnoj mjeri i dostignutim stupnjem razvoja teatarskog sustava i njegove specifične dramske baštine. Društvene okolnosti i promjene na povijesnoj pozornici zahtijevaju prilagođavanje kazališta novim kretanjima i mijenama.
Tim je složenije proučavanje nacionalne dramske baštine ako je u pitanju prostorno i kulturološko okruženje koje odlikuju mnogostruke složenosti u njegovu egzistiranju. Takav je slučaj s gradom Mostarkom i proučavanjem hrvatske drame u okruženju nečega što pripada s punim pravom i bosanskohercegovačkoj, ali i hrvatskoj kulturološkoj paradigmi kada je kazalište u pitanju.
Složeni društveni i teritorijalni okviri u kojima je grad Mostar egzistirao kroz razdoblje od 1879. do 2010. godine su rijetkost i u mnogo širim relacijama postojanja. Promijenilo se u promatranom razdoblju nekoliko kraljevina i nekoliko državnih okvira postojanja, i grada i kulture, kao i kazališta i drame. Od Mustro-Ugarske Monarhije, preko Kraljevine SHS, odnosno Kraljevine Jugoslavije, pa Primorske banovine te Nezavisne Države Hrvatske, zatim FNRJ, odnosno SFRJ do samostalne, međunarodno priznate države Bosne i Hercegovine trpjeli su i hrvatsko kazalište i hrvatska drama svoje mijene kroz predstave, autore i orijentacije. Ali u čitavom naznačenom razdoblju ili razdobljima, hrvatska drama u kazališnom životu Mostara imala je svoje mjesto koje je predstavljalo dostojnim reprezentom sa posebnom, nekada više ili manje, naglašenom ulogom, u razvijanju i promjeni svijesti ne samo grupacija na koje je nužno i tradicijski upućena, već i svojevrsnim kodom interkulturalne komunikacije u sredini koja je različita po mnogim kulturolškim svojstvima. U takvom okruženju hrvatska drama bila je neophodan i potreban zamah integriranju kazališnog života u Mostaru.
Nesumnjivo se kroz razmatranje hrvatske drame u kazališnom životu Mostara u jednom 130-to godišnjem trajanju pokazuje kako su kazališne izvedbe mnogobrojnih djela autora koji pripadaju hrvatskoj dramskoj baštini neizostavni i bitni strukturni segment nečega što se zove hrvatska dramska baština i hrvatska kultura. I ne samo to, nego je hrvatska drama u kazališnom životu Mostara neizostavni dio i bosanskohercegovačke dramske baštine, što je svojevrsni specifikum teatroloških i kulturoloških raznolikosti koje naznačene hrvatske dramske strukture nose u sebi.The national drama heritage is a specific historical, cultural and artistic component of any society. Regarding the institutional framework of the theater is one of the most important creations of every society and country. The development of a spatial environment is determined to a large extent and the achieved level of development of theater system and its specific dramatic heritage. Social circumstances and changes in the historical theater stage require adaptation to new developments and changes.
Tim is a complex study of the national drama heritage, when it comes to physical and cultural environment that is characterized in its manifold complexities exist. Such is the case with the city of Mostar and the study of Croatian drama in the ambience of what belongs rightfully and Bosnian-Herzegovinian but also the Croatian cultural paradigm when it comes to theater.
Complex social and territorial frameworks in which the city of Mostar existed over the period from 1879 to 2010 are rare, and in a much broader relations of existence. Changed in the observed period mentioned several empires and several national framework of existence, and the city and culture, as well as a theater and drama. Since the Austro-Hungarian Empire, through the Kingdom of Serbs, Croats, and the Kingdom of Yugoslavia, and Littoral Banovina, then FNRJ, and Yugoslavia to an independent, internationally recognized state of Bosnia and Herzegovina suffered the Croatian and Croatian drama theater and its changes through the apparition, authors and orientation formed and placed in this regard. But throughout the specified period or periods, croatian drama in the theater life of Mostar had its place, which was a decent represent with special, sometimes more or less pronounced role in developing awareness and change not only the groups that must be addressed and traditional but also a kind of code of intercultural communication in an environment that is different in many cultural properties. In such an environment, Croatian drama was an indispensable and necessary impetus to the integration of theater life in Mostar.
Undoubtedly through consideration of Croatian drama in the theater life of Mostar in a 130-year duration to show how many pieces of theatrical performance authors who belong to the Croatian dramatic heritage indispensable and essential structural segment of something called the Croatian dramatic heritage and Croatian culture. And not only that, but the Croatian drama in the theater life of Mostar is an essential part of the Bosnian drama heritage, which is a kind of theatrical specificity and cultural diversity that rated Croatian dramatic structures carry within themselves.
For ease of examination and thorough research of the work in the research segment and the results obtained, they were divided into five units according to the time frames in which the Croatian drama was analyzed in the theatrical life of Mostar. The headings of the aforementioned units are also the structure of the work itself (dissertation).
They are all:
1. Croatian drama in the theater life of Mostar during the rule of the Austro-Hungarian Monarchy from 1879 to 1918
2. Croatian drama in the theater life of Mostar during the Kingdom of the SHS from 1918 to 1941 (since 1929 Kraljevina Jugoslavija, from 1939 to 1941 Banovina Croatia)
3. Croatian drama in the theater life of Mostar during NDH from 1941 to 1945
4. Croatian drama in the theater life of Mostar during SFRJ from 1945 to 1991; (FNRJ from 1945 to 1963)
5. Croatian drama in the theatrical life of Mostar in BiH from 1992 to 2010.
The work on Croatian drama in the theater life of Mostar from 1879 to 2010 was treated through a theatrographic method of encyclopedic-lexicographical character. All the determinants (individual and collective) and the structural (active) segments of the play were elaborated.
The specificity of the research on Croatian drama in the theater life of Mostar in the period mentioned above is contained in the fact that the applied theological and theoretical methodology as the dominant approach to the theatrical graphical processing was applied to the institutional discourse. Such a discourse involves the analysis of each of the treated encyclopaedic-lexicographical units through an institution that implies dramatic work and theatrical activity, ie the field of engagement in the theater (directors, actors, scenographers, costumes ...), and not through the personalization of creators and creators through these types of engagement .
Theatrical periodization of the city of Mostar was conducted in five periods related to state and political changes, but also to the periodization that is more in contrast to the theatrical being in the city and the region. Such periodisation has two important segments, when research on Croatian drama in the life of Mostar (1879-2010) is concerned, and these segments can be defined as periods:
1. Croatian drama in amateur theatrical theater, ie pre - institutional period i
2. Croatian drama in institutional professional theater or institutional theatrical perio
Curriculum planning of the European values in compulsory education
No full textU teorijskom dijelu rad polazi od definicije kurikuluma kao procesa stjecanja znanja,
vještina i kompetencija koje učenik stječe u odgojno-obrazovnim ustanovama, zatim opisuje
vrste kurikuluma i njegove temeljne sastavnice, modele i ideologije kurikuluma, povijest
razvoja teorija kurikuluma te tematizira skriveni kurikulum, interkulturalni kurikulum i
globalne dimenzije kurikuluma. Vrijednosti su ideali kojima čovjek teži i u pedagogijskom
kontekstu predstavljaju ideološki okvir kurikuluma u čijoj sukonstrukciji sudjeluje čitav niz
čimbenika ili obrazovnih snaga: od škole, obitelji i učenika do zainteresiranih grupa i
pojedinaca. Stoga se oblikovanje kurikuluma ne može odvojiti od vrijednosnog okvira u kojem
kurikulum nastaje. Europske vrijednosti su humanističke, demokratske i građanske vrijednosti
koje u bitnome određuju svijet u kojem živimo, pa i školu kao instituciju društva ili zajednice.
U dvanaest europskih vrijednosti čiju hijerarhiju istražujemo ubrajamo: ljudska prava,
poštovanje ljudskog života, mir, demokracija, individualne slobode, vladavina prava,
jednakosti, solidarnost i podrška drugima, tolerancija, samoispunjenje, poštovanje drugih
kultura te religija. Istraživanje Stavovi učitelja o kurikulumskom oblikovanju europskih
vrijednosti provedeno je na populaciji od gotovo 400 učitelja osnovnih škola u Gradu Zagrebu
(učitelja razredne nastave te učitelja hrvatskog i engleskog jezika, povijesti i zemljopisa).
Naime, sustav vrijednosti učitelja važan je prediktor sustava vrijednosti učenika, uz sustave
vrijednosti njihovih roditelja, vršnjaka i drugih značajnih odraslih osoba, kao i sustav
vrijednosti društva projiciran putem medija, udruga civilnog sektora i vjerskih zajednica.
Istraživanje provedeno upitnikom izraelskog psihologa Shaloma H. Schwartza Upitnik
portretiranja vrijednosti (Portrait Value Questionire) nadopunjeno je pitanjima iz upitnika
Istraživanje europskih vrijednosti (European Values Study) i Vrijednosti Europljana (Values
of Europeans). Takav instrument istraživanja omogućio je usporedbu rezultata dobivenih ovim
istraživanjem s ranije provedenim međunarodnim istraživanjima. Rezultati upućuju da je sustav
općeljudskih (univerzalnih) i europskih vrijednosti učitelja relativno stabilan što nas dovodi do
zaključka da je učiteljski poziv profesija sa svojom unutarnjom koherentnošću koja povezuje
sve članove učiteljske zajednice u njihovoj profesionalnoj autonomiji. Europske vrijednosti kao
građanske vrijednosti demokratskog društva u kurikulum su upisane implicitno, dio su
međupredmetnog kurikuluma i dio su sustava vrijednosti učitelja što upućuje na mogućnost
socijalizacije učenika upravo u tim vrijednostima.Introduction
In the 21st century Europe is facing challenges once again. The migrant crisis and the
threat of terrorism greatly contribute to the general feeling of (in)security and affect the
potential prosperity in the old continent. Therefore, instead of a stabilisation of an intercultural
society built on the foundations of equality, peace and solidarity, we find ourselves facing
growing radical movements arising out of the feeling of insecurity, reduced employability of
the local population and availability of various public services and subsidies. The European
Union is a supranational entity whose objective is building lasting peace, social stability and
economic growth within its borders through the mobility of people, goods and services. This
complex goal cannot be achieved without the inner cohesion of the EU nations or without
creating a common European identity founded on European values – the civil, democratic and
humanist values of a modern society. As schools play an important role in value socialization
among the youth, the curriculum should include all those values that we consider to be a part
of the European civilisation and that we wish to pass on to the next generation, without
neglecting the importance of national cultural values. This paper deals with the complexity of
developing the (European) value system among students by means of the curriculum.
Compulsory Education
Children in Croatia enter the education system relatively late. Moreover, the period of
compulsory education is the shortest one in the education system. Since local government is in
charge of establishing preschools, not all children in Croatia get the opportunity to attend
preschool programmes which are often financially inaccessible, so their quality and price vary
in different areas. Preschool is mandatory one year before enrolment in primary school;
however, there is no data that would corroborate that such preschool programs really are made
available to all children in Croatia. In addition, not all local governments have established
preschool facilities in their territory. Primary school is mandatory and it lasts eight years, which
is the shortest period of mandatory education in the European Union. Due to insufficient space
in primary schools, as well as the lack of strategic documents, adequate funding and reforms
which would define educational goals, we are no closer to finding solutions regarding the improvement of mandatory education in Croatia. One thing is for sure, though: the shorter the
mandatory education for general student population, the less knowledge, skills and
competences are available to them. As a result, there is less opportunity for students to develop
to the extent that would help them achieve the highest quality of life within the family and the
community. In addition, secondary education has not been adjusted to the demands of the labour
market, and neither has university education, for one simple reason – Croatia has no strategic
development strategy. Hence, a high percentage of young Croatians today, regardless of their
level of qualification, is educated only to become unemployed or to seek employment abroad,
which in the long run leads to a demographic disaster. This does not mean that the role of
education is to create labour force for the economic sector – people are much more than just
workers, and schools as social institutions are obligated to support individuals in their efforts
to develop all of their capacities. However, a lack of jobs will continue to force Croatian citizens
to leave the country and start their families elsewhere. This raises the question of who the
Croatian schools will teach in the future.
The importance of extending the period of compulsory education lies in the fact that
horizontal differentiation of programs at a later stage ensures a more accurate diagnosis of
students' cognitive capacity, and a more accurate forecast of their academic achievement. At
the same time, longer compulsory education provides opportunity for the school to reduce the
effect of family background (in the cases of socially deprived families) on the academic
achievement and to increase students' individual and social capacities.
Curriculum
The theoretical part of this paper defines curriculum as the process of acquiring
knowledge, skills and competences, which students get in educational institutions. Furthermore,
it provides a description of different types of curricula, their main elements, models and
ideologies and the theories throughout history. It also deals with hidden curriculum,
intercultural curriculum as well as with the global dimensions of curriculum. Its main elements
include the value framework and purpose of curriculum, objectives and tasks, content, work
organization and learning conditions, competences, assessment and evaluation. The paper also
provides the history and development of curriculum, its models, modern versions and research.
In addition, it links the curriculum theory to practical work and experience of learning in
educational institutions. Values as the Ideological Framework of Curriculum
What to teach is a question of value. Values are universal ideas and the principles of
guiding the behaviour of individuals and communities. Therefore, European values are “those
values which will contribute to co-existence of people with different values i.e. different
hierarchies of values in the European environment“ (Vican, 2016, p.12). European values are
incorporated in the concept of the European dimension in education, which is designed to
support economic and political processes in the European Union, and are complementary to
universal human values presented in the European Convention for the Protection of Human
Rights and Fundamental Freedoms (2010).
European values include freedom, equality, human dignity, the rule of law, respect for
human rights, pluralism and tolerance (Grubiša, 2012). It is evident that European values are
compatible with both the holistic approach to man and humanist pedagogy. Since European
values are a social and political construct whose importance is universally recognized in EU
member states through their institutions, we shall list them here: human rights, respect for
human life, freedom, democracy, individual freedom, the rule of law, equality, solidarity,
tolerance, self-fulfilment, respect for other cultures, religion.
The comparison of the content of these European values with universal human values
as defined by Shalom H. Schwartz has shown that the European values are universal human
values that base the welfare of the European individual and the European community on
humanist value aspect of self-transcendence, with other value dimensions present as well, to
a lesser degree: self-enhancement (self-fulfilment), openness to change (freedom and individual
freedom) and conservation of traditional values (religion). It can be concluded that European
values are a part of universal human values of a plural European civil and democratic society.
The diversity of the European society also constitutes a value on which the total European
development is based.
Teacher as Stakeholder in Curriculum
European values in the education system, the place of secondary socialization, are
present in the school culture and the value system of the teaching and non-teaching staff. Parents
and family, teachers and school, peers and media affect the intensive socialization of attitudes,
values and behaviour. The value system of teachers is undoubtedly an important predictor of
acquisition and formation of the value system of children and adolescents during their formative years, alongside parents and family, peers, media and social networks as well as other adults
that have an important role in their lives. Adolescence, as the period when a person's identity is
defined, is essential in the development of values. Furthermore, the values of young people can
also reflect the direction of the change of a culture or a society. Teacher competences for value
education will depend on the quality of initial education and professional development of
teachers, as well as on their participation in action research as part of lifelong learning and
professional development in the field of the European dimension in education. How and to what
extent European values and the European dimension in education will be included on the agenda
of the modern Croatian school will depend on the personal and professional competences of
teachers and the personal affirmative attitude toward European values.
Research
As part of this paper, we conducted an empirical research titled Teacher Attitudes in
Curricular Forming of European Value System. The aim of the research was to describe and
evaluate the presence of value systems, examine attitudes of grade teachers and subject
teachers in primary schools in the city of Zagreb towards the European civil and democratic
values and their implementation in the educational system as the predictor of successful
implementation of compulsory education curriculum in Croatia with regards to value
socialization. Taking into account the aim of the research, we posed eight research problems
with associated research hypotheses.
The research was conducted on a population of teachers in primary schools in the city
of Zagreb, including both grade teachers and teachers of Croatian, English, history and
geography. These categories of teachers were selected for the research since they should be
familiar with the importance of European values as the democratic and civil values the modern
Croatian and European societies are built upon. Moreover, they themselves should possess
these values, as they are an important predictor of student socialisation with regard to European
values. Since the population under consideration for the 2014/2015 school year in Zagreb
included 2,910 teachers, we determined the required respondent sample using the table titled
Determining the size of a random sample by Cohen, Manion and Morrison (2007, p. 94), which
proposed that the number of respondents from the population of 3,000 should be 341. This
number of potential respondents was scaled relative to the population under consideration,
which resulted in the following subsamples for categories under consideration: grade teachers
(1,800) – 211 respondents, teachers of Croatian (450) – 53 respondents, history teachers (180) – 21 respondent, geography teachers (180) – 21 respondent, teachers of English (300) – 35
respondents. Since the number of respondents in the subsample of history and geography
teachers is under 30, which undermines the validity of the research, the number of respondents
was increased to 30, which is the minimal sample size that can be statistically analysed (Cohen,
2007, p. 93). Thus, the total number of respondents was increased to 359. By analysing the
descriptive characteristics of the respondent sample, we noticed that the sample mostly
consisted of female teachers (99%), under the age of 55 (92%) with 30 years of working
experience or less (90%) with the grade teacher status (they are not mentors, advisers or heads
of county teacher councils). Around the same number of teachers is distributed in three age
groups (under 35, 36-45 and 46-55 years) and in three groups depending on the years of service
(under 10 years, 11-20 years and 21-30 years).
A questionnaire consisting of two major parts was used as the research instrument. The
first part consisted of Shalom Schwartz’s Portrait Values Questionnaire (PVQ), while the
second part comprised questions taken from the survey of the European Commission Values of
Europeans (2008, 2010, 2012 and 2014) and questions that we created in order to examine the
attitudes of teachers on how to implement European values in the compulsory education
curriculum. The questionnaire was prepared in the masculine form and distributed online. The
PVQ questionnaire (Schwartz et al., 2001) consists of forty short descriptions of different
individuals called “portraits”. These portraits define the goals, aspirations and wishes of
individuals that point implicitly to the importance of a value to the respondent. At the beginning
of the questionnaire, the respondent is asked: “How much is this person like you?” the
respondent can choose a response from a 6-point scale. The responses are: very much like me
(1), like me (2), somewhat like me (3), a little like me (4), not like me (5) and not like me at all
(6). The principle behind this instrument is that when we compare ourselves to others, we focus
solely on the described traits of the other individual. Otherwise, our attention would disperse
on a variety of own traits that we recognize in ourselves. We added to the questionnaire three
other portraits with the same response scale on the subject of teachers’ attitudes regarding the
dimensions of a student’s value system (It is important that the value system of his students is
equal to (1) his / (2) Croatian / (3) European value system). Questions from the questionnaire
The Values of Europeans (Public opinion in the European Union, 2007, The Values of
Europeans, 2008, 2010, 2012, Europeans in 2014, 2014) is a part of the survey which examines
the values of Europeans conducted by the European Commission every two years as part of a
larger research. The focus is mainly on the population of the EU member-states aged 15 and older. However, the study also frequently examines value systems in candidate countries for
the EU membership. We selected only subject-related questions to include in this research.
Given the subject of this thesis, we concluded that we required additional information about the
initial education and professional development of the teachers, as well as information about
their attitudes toward the actual implementation of European values in compulsory education.
We, therefore, prepared additional four closed-ended questions.
The research was conducted in April and May 2015, during spring break and at the
beginning of classes in the third quarter of the school year. Using a free web application, we
prepared an online questionnaire and sent it by email to heads of county councils of grade
teachers, and teachers of Croatian, English, history and geography. We asked that they
distribute the link to the questionnaire to all their members. Collected data was analysed using
software for statistical analysis (SPSS). Prior to the discussion on the research problems and
hypotheses, individual scales and parts of the questionnaire were statistically analysed.
The research resulted in the hierarchy of ten universal human values of the respondents
(primary school teachers in the city of Zagreb): universalism, self-direction, benevolence,
safety, conformity, hedonism, stimulation, achievement, tradition and power. We then
established the hierarchy of personal European values of the respondents (respect for human
life, freedom, human rights, self-fulfilment, tolerance, individual freedom, religion, equality,
solidarity, the rule of law, respect for other cultures, democracy) and the hierarchy of values
for which the respondents believe that best represent the entire Europe (democracy, human
rights, the rule of law, freedom, equality, solidarity, respect for other cultures, respect for
human life, tolerance, self-fulfilment, individual freedom, religion).
The specified sets of values (universal human values, personal European values and
European values that represent Europe) were ranked according to different independent
variables (socio-demographic characteristics of respondents). Younger respondents with less
years of service and lower professional status more often selected values of stimulation,
achievement and hedonism, while older respondents with more years of service and higher
professional status more often selected universalism, self-direction and security. The
respondents also ranked European values differently. It was therefore concluded that the
variables that affect the value systems of the respondents, as important predictors influencing
the European value system, are their profession (the subject they teach) and their professional
status, while their age and years of service are not. However, there is no major difference since
European values are a part of universal values that mostly fall under the value of benevolence, from the category of self-transcendence. We can draw an indirect conclusion that teaching as a
profession has an internal coherence i.e. common elements that link all members of the teaching
community, which in turn can help in fully accomplishing the much needed professional
independence of teachers.
The research also ranked European values with regard to the attitudes of the respondents
that the principle of training individuals for co-existence in Europe is more represented in class
than in curriculum documents (syllabus / National Curriculum Framework / school curriculum).
The highest ranked values of these respondents are freedom, democracy and solidarity (support
for others), which the respondents will transfer in class, as part of their implicit theory.
We also researched how the respondents ranked European values with regard to their
attitude that the programme of a subject is better suited for implementation of European values
than the curriculum of interdisciplinary themes and the programme of extra-curricular
activities. However, we found no statistically relevant difference between the observed attitudes
of individual groups of respondents.
We found that the respondents who had come across the notion of European values
during their initial education believe that the special subject programme is the most suitable
means for the implementation of these values. We also found that the respondents who had
come across the notion of European values during their initial education and professional
development believe that the principle of training for co-existence in Europe is most included
in the school curriculum. Finally, we found that the majority of respondents (77.2%) think that
students’ value system should be the same as the European value system.
The research also demonstrated that teachers came across the notion of European values
more often during their professional development than during their initial education. This is not
very reassuring since not all teachers can participate in training seminars. Teachers also believe
that there is less opportunity to teach European values in the course of their subject and that it
is more appropriate for students to acquire these competences within interdisciplinary themes
and extra-curricular activities defined in the school curriculum and the National Curriculum
(Framework). This means that teachers will not deal with the topic of values in their direct work
in the classroom, since they consider it
Relationship between attachment, regulatory focus and accommodation
No full textNeizbježno je da će se partneri u ljubavnim odnosima ponekad
ponašatinepoželjno. Način na koji osoba reagira na destruktivno ponašanje svog
partnera ili partnerice važan je indikator koji razlikuje sretan od nesretnog ljubavnog
odnosa. Cilj ovog istraživanja bio je ispitati odnos dimenzija privrženosti, promotivno i
preventivno fokusiranog ponašanja u vezama te strategija prilagodbe na destruktivno
ponašanje partnera. U onlineistraživanju sudjelovalo je 973 osoba heteroseksualne
orijentacije u dobi od 18 do 49 godina, koje su u romantičnoj vezi, ali ne u braku. Na
njima je primijenjen Upitnik općih podataka, Upitnik strategija prilagodbe na
destruktivno ponašanje partnera, Modificirani inventar iskustava u bliskim vezama te
Upitnik regulacijskog fokusa. Istraživanjem je potvrđena hipoteza da su strategije
prilagodbe značajno povezane s dimenzijama privrženosti i regulacijskim fokusima.
Pokazalo se da su privrženost i regulacijski fokus značajni prediktori korištenih
strategija prilagodbe, a neki rezultati su neujednačeni s obzirom na rod sudionika.It is inevitable that partners in close relationships will eventually behave
badly. How the personreacts when his/her partner has engaged in a potentially
destructive act, is an important indicator of how succesful the relationship is. The aim of
this study was to explore the relationship between attachment, promotion- and
prevention-focused relationship behavior, and accommodation strategies. 973 people
aged between 18 and 49, who were involved in a heterosexual dating relationship,
participated in the study. The following instruments were used in the online survey:
Sociodemographic Questionnaire, Accommodation Scale, Modified version of
Brennan’s Experiences in Close Relationships Inventory, and Regulatory Focus in
Relationships Scale.There was a significant correlation between accommodation,
attachment and regulatory focus. Attachment and regulatory focus were significant
predictors of both constructive and destructive accommodation strategies, but some
results differed along gender lines
Cryptogram – a Very Short Introduction
No full textPojam kriptografija istodobno označava znanstvenu disciplinu koja proučava tehnike šifriranja i slanja tajnih poruka te samo umijeće šifriranja. Kriptogram je pak poruka oblikovana tajnim pismom, šifrat čitljiv jedino pošiljatelju i primatelju. Prvi dio članka sažima povijest tajnog komuniciranja prateći njegove pojavne oblike od 7. st. pr. Kr. do naših dana. Opisani su među inim: steganografija (skrivanje same poruke), transpozicijski i supstitucijski kriptogrami (koje je oblikovala klasična kriptografija) te asimetrični RSA sustav šifriranja (kojim počinje era moderne kriptografije). Drugi dio članka usredotočuje se na ulogu i pojavu kriptograma u različitim kulturnim praksama, ponajprije u enigmatici i književnosti. U tim slučajevima umjesto tajne komunikacije u prvi plan izbijaju estetsko uživanje, ludizam i privlačnost traganja. Na koncu postavlja se teza da je kriptogram u književnosti stilska figura koja eksplicitno upućuje na kriptičnost kao važno obilježje književne komunikacije.The term cryptography stands for a scientific discipline that studies the techniques of
encrypting and dispatching secret messages as well as the artistry of encrypting itself.
Cryptogram is a message which has been encrypted in a secret type of script, a code only
its addresser and addressee share. The first part of the paper sums up the history of secret
communication by retracing its manifestations from the 7th century BC until present day.
Some of these practices include: steganography (hiding the message), transposition and
substitution cryptograms (devised by classical cryptography) and the asymmetrical RSA
cryptosystem (which marks the beginning of modern cryptography). The second part of
the paper focuses on the roles cryptogram plays in different cultural practices, primarily
in enigmatography and literature. In these cases cryptogram does not seek to establish
secret communication but motivates aesthetic and ludic enjoyment as well as the appeal of
a quest. Finally, the paper defines cryptogram in literature as a figure of speech (writing)
which explicitly signifies crypticness as an important quality of literary communication
