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Intercultural curriculum of military schools
No full textPripadnici Oružanih snaga Republike Hrvatske svakodnevno se susreću s interkulturalizmom
kao vojnici, dočasnici i časnici u multinacionalnim zapovjedništvima Organizacije Sjevernoatlantskog ugovora i Europske unije, bilo kao pripadnici operacija potpore miru, mirovnih operacija ili
operacija Ujedinjenih naroda. Da bi interkulturalno obrazovanje bilo učinkovito, treba biti posvećeno cijelom društvu, a ne samo manjim ili izdvojenim grupama. Interkulturalno obrazovanje prilazi identitetu i kulturi dinamički i u stalnoj interakciji, preispitujući svoje postupke koje razvija i
prilagođuje novonastaloj situaciji. Interkulturalni odgoj i obrazovanje preuzimaju ulogu međusobnog prepoznavanja, upoznavanja i shvaćanja različitih kultura. Usmjereno je razvijanju iskustava
koja osoba stječe među različitim narodima i drukčijim kulturama.
Izrada interkulturalnog kurikuluma vojnih škola imperativ je za vojno obrazovanje koje je
samo po sebi specifično. Omogućit će djelatnim vojnim osobama ne samo kvalitetan rad s pripadnicima drugih vojnih organizacija u multinacionalnim zapovjedništvima, nego i rad s drugim partnerima kao što su policijske snage, nevladine i vladine organizacije, kao i rad s UN-om. Interkulturalno obrazovanje ne može biti poučavano zasebno ili u sklopu posebnih projekata ili predmeta;
važno je uključiti interkulturalnu perspektivu u svim disciplinama, svim predmetima u vojnim školama i u svim planiranim aktivnostima.
U radu su ispitani stavovi polaznika vojnih škola I., II. i III. razine vojne izobrazbe s obzirom
na njihove odnose prema europskim demokratskim vrijednostima, socijalnoj distanci te prihvaćanju
nekih elemenata kulture nacionalnih i etničkih skupina. Provedena je analiza svih nastavnih planova i programa I., II. i III. razine časničke izobrazbe s elementima interkulturalizma. Ispitani su
stavovi vojnih nastavnika prema interkulturalizmu te je li njihovo sudjelovanje u operacijama potpore miru prediktor odgovornosti prema interkulturalizmu.
S obzirom na dobivene rezultate istraživanja, stvorene su pretpostavke za izradu interkulturalnog kurikuluma u vojnim školama koji bi bio u skladu s referentnim kurikulumom (Generic
Officer Professional Military Education REFERENCE CURRICULUM) članica Organizacije Sjevernoatlantskog ugovora.Croatian Armed Forces members encounter interculturalism on a daily basis as soldiers,
NCOs and officers in NATO and EU multinational headquarters, either as members of peace support operations, peacekeeping operations or UN organizations. Intercultural education should be
dedicated to the entire society and not only to smaller or detached groups in order to be efficient.
Intercultural education has a dynamic approach to identity and culture. It is in constant interaction,
re-examining its procedures which it develops and adjusts to the newly emerging situation. Intercultural education and training have taken over the role of mutual recognition of, familiarization
with and understanding of different cultures. It is directed at developing experience that a person
acquires among various nations and different cultures.
The paper states that the development of an intercultural curriculum of military schools is
imperative for military education which is specific in itself, especially intercultural military education. Its development will ensure a more quality work with members of other military organizations
in multinational headquarters and with other partners, such as the police, governmental and non-governmental organizations and the UN. In our opinion, intercultural education cannot be studied
separately or within certain projects or subjects. It is important to include intercultural perspective
in all disciplines, all military school subjects and in all planned activities.
In the Introduction, the author introduces a motivation for dealing with the topic, shortly
introduces the need for intercultural education in the Croatian Armed Forces and need to define the
role of military schools for development of intercultural competencies. Further is given a review of
previous research that has opened up the possibility of intercultural education of today’s leaders
who must develop intercultural competencies so that they can lead their subordinates well and
safely reach final desirable state of any military operation. The need for continuous education and
training of soldiers and officers has been emphasized in order to create an understanding between
the country’s and domestic culture in the field of military operations (Obilisteanu, 2011), citing the
general pedagogical determinants of the intercultural curriculum for the military school.
In the first chapter titled Interculturalism in Contemporary Upbringing and Education, the
differences of interculturalism, the distinctiveness of interculturalism and intercultural dialogue,
interculturalism and multiculturalism, the types of multicultural structures, intercultural relations,
the importance of intercultural education and the necessary knowledge of interculturalism are defined and displayed. Continuing, various conceptual definitions of interculturalism as a dynamic correlation between cultures (Perotti, 1995; Previšić, 1999), the interconnection of different cultures
(Jojić, Matasović, 2002) the understanding and compassion of others (Cantle, 2013) are described.
The transition to interculturalism as a new social phenomenon from melting pot and multiculturalism is presented (Meer, Modood 2013; Wilson, 2013). The basic tasks of intercultural education
and education focused on the fundamental areas of culture and intercultural relations, understanding
their own and other cultures, diversity of the world, plural communities, identity development,
cultural sensitivity and multilingual competence, understanding of the consequences of discrimination, development of non-stereotype thinking, anti-prejudicial attitudes, tolerance and solidarity and
the training of young people for a critical approach to global culture (Bedeković, Zrilić, 2014).
The second chapter titled The Curriculum Theoretical Approach to Upbringing and Education theoretically elaborates the concepts of types, kinds, and structures of the curriculum. Curriculum definitions can be categorized in a number of ways - from very specific and prescriptive to
very broad and general (Poljak, 1984, Jackson 1992, Anić, 1999, Matijević, 2002, Previšić 2007,
Jukić, 2010, Null, 2011). The offered definitions do not exclude each other but emphasize different
elements of the curriculum. The division of the curriculum was carried out according to official
curriculum levels, levels of the institution, teacher levels, levels of educational realization, national
curriculum, school curriculum, curriculum, student curriculum and special curriculum (Miljak,
1996, Strugar, 2012). The main purpose of curriculum development is to define the best solution
that will enable trainees to achieve certain learning outcomes. The second chapter ends with the
definition of a hidden curriculum that occurs in classrooms, teacher halls, lecture halls and places
out of the educational system. These are the values, attitudes, norms, beliefs taught by teachers in
school because of the way they work, due to the hierarchical division of work between teachers
and students, the alienated character of attendance and fragmentation in work. (Bowles, Gints,
1976, McCutcheon, 1982, Apple, 1990, Marsh, 1994, Bašić, 2000, Pastuović, 2010, Giroux, 2011).
In the third chapter, Military Schools in the Structure of Education a brief history of military
education from ancient Egypt until the beginning of the Homeland Defense War in 1991 has been
presented. Major stages in the development of the military education system of the Homeland War,
the post-war period, the period of functional restructuring, the unique higher education military
establishment, the transformation into a higher education and scientific research institution, and the
implementation of actions and procedures for the entry of the Croatian Defense Academy into the
academic community are clearly defined. The basic differences between military education, military
professional education and training are listed. A model for the development of the leader in Croatian
Armed Forces has been developed, consisting of four domains: operational, professional, institutional and self-development and four basic pillars: the training, military education, professional military education and experience that support these domains. Military schools operating within the Croatian Defense Academy (NCO School, Basic Officers’ School, Advanced Officers’
School, Integrated Service Command School and War College) are presented.
The fourth chapter of the theoretical part entitled Culture of Military Schools, discusses
culture as a lifestyle of synthetic definition of culture as a collective programming of the mind
(Hofstede, 1998), dialectical relation between artificial and natural (Eagleton, 2000), culture as a
specific territory of different communities Mesić, 2006), trees where roots are the basic habit, solid
values and appearance are the outer parts of the tree (Biloslavo 2007) and culture as production
(Cifrić, 2009). Culture is defined through a military organization, where culture is a system of
shared beliefs, values, customs and behaviors, something that is taught, something in common within all members of a certain society, something changeable, something arbitrary, and something
that is considered common (Counterinsurgency Field Manual, 2006). At birth, people do not have
any knowledge of culture as it’s learned, transcended through generations, symbolic, dynamic and
ethnocentric (Supek, 1989; Schein, 2010; Connerly, Pedersen, 2005; McDaniel, Samovar, 2015).
Most military schools have clearly defined values that are respected by all school attendants such
as loyalty, duty, selflessness, honor, integrity, and personal courage. The culture of the military
school affects relationships, expectations, and behaviors among teachers, administrative staff, participants and the environment.
In the chapter Intercultural Relations in the Military Environment, the intercultural relations
that are important in the implementation of peace-support operations are defined and presented.
There are three key features that enable learning and adaptation to unknown cultures: knowledge,
skills, and attributes. These can be influenced by education, training, and development of experiences (Torgersen, 2008). Military education is in itself specific and especially intercultural military
education. It enables officers not only for quality work with members of other military organizations in multinational headquarters but also for working with other partners such as police forces,
NGOs and government organizations, as well as working with the UN.
In the sixth chapter of the theoretical part, titled Key Competency of Officers, the relationship between the key competencies of officers, military competences, key competencies of the
military leader, and intercultural competence of the officers are shown. Three areas of competence
can be identified: as efficiency, as success and ability (Schultheiss, Brunstein, 2005). Military competencies are presented as meta-competition that is essential for every officer, namely: identity,
mental adaptability, cross-cultural intelligence, interpersonal maturity, world warrior and expertise. Each officer is at the same time a leader so key competencies of a military leader are needed: to
be the leader, to spread the influence outside the command chain, to lead by example, to be communicative, to create a positive atmosphere, to be prepared for the task and to enable the development of the subordinates and to be able to use the obtained results (Mayer, 1992; Wong, 2003; Gay,
2008). There are four components of intercultural competence: motivation, knowledge, skills, and
character (Samovar, Porter, Mc Daniel, 2013). The author starts from the fact that officers cannot
suddenly acquire all the necessary intercultural competences, but will by gradual education and
participation in the implementation of various types of military operations (war or non-war) gradually develop them.
The subject of the research of the doctoral dissertation is to examine the knowledge, attitudes, and opinions of military personnel on interculturalism as a contemporary social phenomenon
at the Croatian Defense Academy “Dr. Franjo Tuđman”, the only higher education institution of the
Croatian Armed Forces.
The purpose of the research was to examine attitudes of military school attendants to the
characteristic values of European democracy, members of national and ethnic groups, and the level
of intercultural competence of military teachers. Analyzing curricula will try to determine how
intercultural competencies are developed.
The aim of the research is to establish the correlation between teaching curricula and the quality of teaching at the Croatian Defense Academy with the level of acceptance of interculturalism
among military school attendants, respectively how the so far developed curricula and programs develop the intercultural competencies of the participants. The level of social closeness and distance of
military school attendants towards members of certain national and ethnic groups, attitudes (prejudices) of attendees by sex and the intercultural competence of military teachers will be established.
Considering the aims of the research, the following hypotheses have been set:
H1: There is no correlation between the teaching implementation and the level of acceptance of
interculturalism among military school attendants.
H2: Military schools attendees show closer relations between members of individual national and
ethnic groups, while others point to greater social distances.
H3: Teaching curricula and military school programs are not linked to encouraging positive attitudes towards interculturalism.
H4: Intercultural competences of teachers and affirmative attitudes towards the participation of the
members of the Croatian Armed Forces in peace support operations are good predictors of positive
attitudes on interculturalism. The objectives of the research are, first of all, to examine attitudes of military school attendants (N = 187) according to the characteristic values of European democracy, members of national
and ethnic groups and the level of intercultural competence of military teachers (N = 60). The
measuring instrument is constructed from highly reliable and verified questionnaires, Interculturalism Research in Military Schools (tailored to the needs of the Hofstede research model of national
culture analysis, adapted to the questionnaire used in the framework of the School curriculum project and the features of Croatian National Culture at the Department of Pedagogy at the Faculty of
Humanities and Social Science, University of Zagreb, 1993), Multicultural Competencies Survey
(Vassallo, 2012) and Sociodemographic characteristics of respondents constructed for the purpose
of this research.
The basic descriptive statistics (central tendency measures, variance measures, distribution
specificity: asymmetry, flattening) was used for processing data within the differential design of the
parametric tests: ANOVA (Scheffé’s post hoc test), one-sample t-test, robust tests - Brown-Forsythe
test, Welche test, Kolmogorov-Smirnov test (for testing distribution normality) and Levene test
(homogeneity of variance). The data were processed using the SPSS statistical program.
Empirical research identified low social distances, as well as the existence of certain prejudices against particular national and ethnic groups. Training did not appear to be a variable that
affects the differences in attitudes of research participants. Analyzing curricula, it has been shown
that some teaching subjects partly support intercultural education. By analyzing curricula, a curriculum has been identified within individual subjects, which partly include intercultural contents.
Therefore, intercultural competences of military school attendants are at questionable level. We
suggest introducing intercultural content to the curriculum, and as a significant predictor, the participation of teachers in peace support operations is emphasized, emphasizing the importance of the
action dimension of attitudes. After an insight into the results of the research, we are of the opinion that the intercultural curriculum of military schools should be a mixed type of curriculum opening greater opportunities for teachers.
The conducted research has confirmed that the level of the acquired officer training did not
prove to be a discriminating estimate of the knowledge of history, customs and postulates and religious customs as parts of the intercultural domain. However, in the above-mentioned sub-classes
(the level of the acquired officer training), statistically significant differences in the assessment of
the level of language and art knowledge (only a few particles) have been confirmed as intercultural
dimensions. That is why it is important to emphasize the elements of interculturality, including
language, art, history, customs, and knowledge of the religious postulates and the customs of other cultures. It is emphasized that military education should build an officer who has a personal and
cultural identity but also accepts a different cultural, social, moral and spiritual legacy. Although
the social distance of the examinees is low, there are certain prejudices (social distances) towards
members of certain national and ethnic groups and to particular religious communities. It is noticed
that the participants of the research show prejudices (stereotypes) towards national and ethnic groups and that there are no major deviations in prejudices depending on the levels of the officer
training.
A special scientific contribution in this paper is in the empirical part of the research. Analyzing the data provided an insight into attitudes of military schools attendees about democratic values of society, prejudices of respondents to national and ethnic groups, prejudices of attendees by
gender, accepted some elements of the culture of national and ethnic groups for social distance to
national and ethnic groups. By analyzing the curricula of military schools, at three levels of education, it was found that it partially supports intercultural education
Virtual museums and the visual arts teaching
No full textU radu su definirani i predstavljeni virtualni muzeji te uloga koju mogu imati u poučavanju likovne umjetnosti. Važna obrazovna uloga muzeja već je prepoznata i istražena, a u radu se ta uloga ponajprije opisuje u kontekstu konstruktivističke teorije. U skladu s konstruktivističkom teorijom, suvremena škola razmatra načine na koje potaknuti učenike na usvajanje novih znanja uz aktivno sudjelovanje u tom procesu. Takvom obrazovanju od značajne pomoći može biti beskonačnost mogućnosti koje posjeduje Internet, a time i muzeji u virtualnom okruženju. U tom pogledu, u radu se definiraju virtualnost, virtualna stvarnost te virtualni muzeji. Prikazana je podjela muzeja s obzirom na njihov sadržaj, razinu interakcije, trajanje, način komunikacije s posjetiteljem, razinu imerzije, održivost, način distribucije te područje namjene. Također, opisan je njihov razvoj te prednosti i nedostaci naspram tradicionalnih muzeja. S obzirom na nezaustavljivo prodiranje informacijsko - komunikacijske tehnologije u suvremeno obrazovanje, prednost posjeta muzeju u virtualnom okruženju je očita. Uz osnovne odrednice suvremene nastave Likovne umjetnosti, u radu su opisane i vještine koje se kod učenika mogu razvijati primjenom virtualnih muzeja u učenju i poučavanju. U nastavku su prikazani neki od uspješno osmišljenih virtualnih muzeja te su istaknuti sadržaji koje smatram najvrjednijima za upotrebu u učenju i poučavanju likovne umjetnosti, s naglaskom na one edukativne. Na kraju se nalazi i kratak osvrt na hrvatske muzeje u virtualnom okruženju čime je zaključeno da tu postoji još mnogo prostora za razvijanje kvalitetnih i raznovrsnih edukativnih sadržaja, ali i potreba za njima kako bi hrvatska likovna baština postala dostupna i izvan samih muzejskih institucija.This diploma thesis includes the definition and presentation of virtuals museums, and their potential role in the visual art teaching. An important educational role of museums has already been recognized and researched, while the mentioned role is primarily described in the context of the constructivist theory in the paperwork. According to the constructivist theory, the contemporary school is considering ways to encourage students for the new knowledge acquiring while actively participating in the process. That kind of education could gain a significant amount of benefit considering the infinity of opportunities that Internet, and therefore virtual musemus also, posseses. In that respect, the paperwork includes the definition of the virtuality, virtual reality and virtual museums. The museum division is presented, regarding to their content, the level of interaction, the duration, the communication mode with the visitor, the level of immersion, the sustainability, the distribution mode and the usage area. Also, their development and the advantages and disadvantages compared to traditional museums are described. With regard to the unstoppable penetration of the information-communication technology into the modern education, the advantages of visiting the museum in the virtual environment is obvious. In the addition to the basic features of the visual arts contemporary teaching, the skills, which could be developed by students through the application of virtual museums in the learning and teaching, are also described in the paper. Some of the successfully designed virtual museums are presented below, including the highlighted content that I find the most valuable for the usage in the fine arts teaching and learning, with the emphasis on the educational content. Finally, there is a brief review of the Croatian museums in the virtual environment which ends with the conclusion that there is a great amount of space for the development of the quality and diverse educational content, but also there is a need for them which would resulted in the making of the highly accessible Croatian art heritage outside the museum institutions themselves
Oltari Sebastijana Petruzzija iz zagrebačke katedrale
No full text[iz uvoda]
U ovom diplomskom radu obrađen je dio zagrebačkoga opusa radionice kipara Sebastijana Petruzzija, kasnobaroknog i klasicističkog kipara koji dolazi u Rijeku oko 1777. godine najvjerojatnije iz Furlanije (Friulija). Njegova klesarska i kiparska radionica djeluje u posljednja dva desetljeća XVIII. stoljeća na području Rijeke a njezine radove nalazimo na području Kvarnerskih otoka (Cresa, Krka), Istre, Rijeke, Senja i Zagreba. Njegovim radovima (osobito onima nastalim za zagrebačke naručitelje) nastavlja se nasljeđe koje ostaje iza radionice koja je na riječkom području prethodila Petruzziju a to je ona Antona Michelazzija
Sirotinja i siročad u zagrebačkome slobodnom kraljevskom gradu za vladavine Josipa II.: razvoj socijalne skrbi u drugoj polovini 18. stoljeća u europskome kontekstu
No full textThe development of social welfare is a part of the overall development of the modern state. Institutes raised to provide poor relief to those in need go through different changes and transformations under the influence of theological, political, economical and cultural discourses. This thesis provides a general overview of models of social welfare in early modern Europe. The main goal of this thesis is to elaborate the development of social welfare in the city of Zagreb under the influence of enlightened absolutism in the second half of the 18th century
Srednjovjekovni kameni grbovi grada Šibenika
No full textRad se bavi analizom i interpretacijom kamenih grbova povijesne jezgre Šibenika iz razdoblja od 14. do kraja 16. stoljeća. Grbovi su obrađeni metodama tradicionalne heraldike i povijesti umjetnosti. Prikazani su u kontekstu vremena i prostora iz kojih potječu, što je rasvijetlilo neke aspekte njihovog uporabnog svojstva i komunikacijske uloge u društvu šibenske komune. Kao prvo, grbovi mletačkih dužnosnika i šibenskih biskupa mogu se pronaći isključivo na javnim i sakralnim građevinama šibenske komune, dok je lokalno plemstvo isticanje svojih grbova
ograničilo većinom na svoje privatne posjede. Kao sredstvo komunikacije, grbovi definiraju i društveni status pojedinaca i obitelji. Biskupi, kneževi i ostali dužnosnici, grbovima ističu svoje zasluge i doprinose društvu, čime potvrđuju svoj superiorniji status. Lokalna elita, s druge
strane, grbovima označuje svoje posjede i ističe privrženost određenoj političkoj strani, čime pak nastoji poboljšati svoj društveni status među stanovništvom. Prilikom stilske analize, uočeni su trendovi u načinu klesanja grbova, što je olakšalo njihovu identifikaciju. Svi grbovi
su fotodokumenirani, te ukoliko je bilo moguće, atribuirani i datirani na temelju pregleda izvora i literature. Kao dodatak, izrađena je karta povijesne jezgre Šibenka s ucrtanim lokacijama svih obrađenih grbova i pripadajućom legendom.This graduate thesis focuses on the analysis and interpretation of the stone coats of arms of the
medieval Šibenik from the 14th to the end of the 16th century. Coats of arms are studied using
heraldics and history of art methodologies and they are contextualized into the urban space and
period from which they originate. That allowed the reconstruction of certain aspects of social
relations and social topography of the populace. Firstly, the coats of arms of Venetian officials
and bishops of Sibenik can only be found on public and sacred buildings and structures, and
those of local nobility can be found mostly on their private properties. Secondly, as objects of
communication, venetian officials and bishops of Šibenik displayed their coats of arms to
emphasize their efforts and contributions to certain construction projects, while local nobility
displayed theirs to demarcate their territory or to emphasize their social status among the
populace of Šibenik. Certain trends in stonecutting of coats of arms were recognized during
stylistic analysis, that made the identification of them easier. All of the coats of arms are photodocumented,
and most of them atributed and dated using relevant literature and sources. As an
addition, a map was created, that presents the layout of the coats of arms in Šibenik
Anonymous kajkavian drama adaptation at the end of 18th and beginning of the 19th century in Croatian literature and culture
No full textDoktorski rad Anonimne kajkavske dramske adaptacije s kraja 18. i početka 19. stoljeća u
hrvatskoj književnosti i kulturi analizira danas dostupne drame te sistematizira i dopunjuje
spoznaje o korpusu koji je nastajao u razdoblju od 1791. do 1834. godine za potrebe školskoga
sjemenišnog kazališta na Kaptolu. Radom se ukazuje na važnost uklapanja toga korpusa u
hrvatsku književnu historiografiju kao ravnopravnoga sudionika hrvatske književnosti i
kulture. Do novih spoznaja u radu dolazi se metodom analize originalnih rukopisa drama i
metodom usporedbe s njemačkim dramskim predlošcima, a tema se sagledava
interdisciplinarno iz različitih znanstvenih aspekata: književnoga, dramaturškoga,
komparativnoga, jezičnoga i književnopovijesnoga.
Rad smješta školsko sjemenišno kazalište u društveno-povijesni i književni kontekst te
pokazuje koliku je ulogu i doprinos, obzirom na kontinuitet kazališne djelatnosti u trajanju od
gotovo četiri desetljeća, imalo u odgajanju kazališne publike te je stoga djelomično utjecalo i
na stvaranje kulturnih preduvjeta nacionalnom teatru. Nadalje, komparativna analiza
kazališnog života u susjednim zemljama: Sloveniji, Srbiji i Mađarskoj dokazuje supostojanje
moralizatorskih dramskih prilagodbi diljem Europe, stoga se potvrđuje teza da školsko
sjemenišno kazalište prati međunarodna književna zbivanja iz njemačkoga prosvjetiteljstva.
Središnji dio ovoga rada čine detaljne analize dvanaest danas dostupnih anonimnih kajkavskih
dramskih adaptacija: Kukolj med pšenicum iliti Bogoslužnost i skazlivost (1794), Velikovečnik
/Vernost službe je cena človeka (1794), Vitezovič i njegov sin (1796), Papiga iliti Krepost gde
ne štima sreču včini (1797), Dužnost službe (1798), Kaj je preveč ne ni z kruhom dobro (1799),
Ljudih merzenje i detinska pokora (1800), Čini barona Tamburlana (1801), Mislibolesnik iliti
Hipokondrijakuš (1803), Poslenovič i njegovi sini (1809), Nije vsaki cepeliš na vsaku nogu iliti
Navade velikeh varašov nisu prikladne malem (1804) i Veseli Fricek (1826). Rad svoj doprinos
temelji na analizi drama iz koje proizlaze: tematska i žanrovska klasifikacija drama, popis
poetičkih karakteristika toga korpusa, popisi repertoara, nadopuna izvedbenih specifičnosti te
donošenje podataka o glumcima-amaterima koji su izvodili te predstave. Nadalje, u radu se
problematizira pitanje ženskih likova kroz analizu četiri drame u kojima su zadržani:
Ljubomirovič ili Prijatel pravi (1821), Hervati vu Zadru (1822), Rodbinstvo (1822) i Predsud
zverhu stališa i roda (1830). Naposljetku, rad bi trebao omogućiti bolje razumijevanje
predočene teme i pokazati koja je uloga toga dramskoga stvaralaštva u hrvatskoj dramskoj
književnosti, kazalištu i kulturi na kraju 18. i početkom 19. stoljeća.Dissertation Anonymous Kajkavian Dramatic Adaptations at the End of 18th and Beginning of
the 19th Century in Croatian Literature and Culture analyses handwritten dramas available
today, then it systemizes and completes perceptions of corpus which arose in period from 1791
to 1834 for necessities of school theatre at Kaptol Roman-Catholic Preparatory. The title
Anonymous Kajkavian Drama implicates the texts corpus, handwritten and printed, whereof
the author’s name was not mentioned. Since until now there hasn’t been any systematic
interpretation of these sources, dissertation enables more coherent insight to this theme for
present-day reader. Dissertation systematizes sources of older kajkavian drama written for
preparatory school theatre and it shows importance of integration of this corpus into Croatian
literary historiography as the participant of Croatian culture. Also, there are presented and
analyzed for the first time particular written works, the new texts’ readings are introduced,
repertory tabular illustrations are shown as well as the developmental track of preparatory
school theatre, so in that way it enables modern reader to form more coherent picture of older
Croatian literature.
In the research were used following methods: analysis of genuine archived dramas’ writings
and comparison with dramatic patterns in German language. Earlier researches that treated
these sources are analyzed and completed in the dissertation. The work observes
interdisciplinary the theme from various scientific aspects: literary, dramaturgical,
comparatively, linguistic and literary-historical.
In the introductory part the theme and the research motivation are explained, the methodology
used in research is stated, then the review of former researches is presented. August Šenoa
(1838-1881) was the first one who in his text “Croatian Dramatic Plays in Zagreb at the
Beginning of this Century“ (1879) mentioned two dramatic adaptations from corpus of
anonymous kajkavian dramatic adaptations meant for performance on a school stage of Kaptol
theatre. Then, Đuro Šurmin (1867-1937) wrote about few kajkavian dramatic adaptations in
“Gleaning of Kajkavian Literature“ in magazine Vienac (1894). Literary historiography in
early 20th century describes this corpus as of lesser esthetic values and mostly omits it from
relevant literary historical reviews. The first work which had embraced almost whole corpus
of dramas and started to discuss about this dramatic creativity, was the work of Nikola Andrić
(1867-1942) Sources of Old Kajkavian Dramas (1901). Nikola Andrić gives the first critical
study of these dramatic texts, partially he lists them and he places them into the same group of so-called Kajkavian–Illyrian Circle which today, for its poetic features, is separated from
entirety of seminary school drama. Besides, Nikola Andrić spiced the survey of older kajkavian
drama corpus with negative critique lacking the analysis and interpretation. Vladimir Gudel
(1869-1942) is the following researcher of those sources, but he also followed a practice of
negative critique of this corpus. Also, Antonija Kassowitz-Cvijić (1865-1936) and Franjo
Fancev (1882-1943) gave certain contributions this theme. Olga Šojat (1908-1997) applied
systematic analytical approach in the analysis of school preparatory drama and she gave
significant research contributions in attempts to discover authorship of single dramas and to
discover patterns wherefrom the kajkavian texts emerged. Along with valuable contributions
of Slavko Batušić (1902-1979), Branko Hećimović and Dunja Fališevac, the most important
work on this theme is the one of Nikola Batušić (1938-2010). With his study Older Kajkavian
Drama (2002), which represents the major work on connoisseurship of this dramatic corpus,
starts more earnest interest and analytical reading of anonymous kajkavian dramatic
adaptations, then attempts of more coherent critical evaluation. In more recent time the whole
corpus is comprehended more objectively, thanks to work of Alojz Jembrih and Ivan Cesarec
who for today’s reader ensured the access to old texts in contemporary graphics.
The second chapter of dissertation places the older kajkavian drama performed on stage of
seminary theatre into social-historical and literary context. Extremely bad social situation on
the Croatian extents was shown by displaying the authority of Maria Theresa (1717-1780) and
Joseph II (1741-1790) in the course of absolutistic policy. Disunion of Croatian regions led to
culture negligence, and particularly to books indolence. Social-historical conditions led to
illiteracy of nation and to language disregard. Furthermore, dissertation shows strife for
common language which initiated Maksimilijan Vrhovac (1752-1827), the bishop of Zagreb,
and also his efforts for cultural endeavors in people’s interest. Bishop Vrhovac founded the
printing-house, put up the sumptuous personal book collection and he was interested in
linguistic issues, then he was the most outstanding activist for Croats’ culture of that era. But
his attempts, as shown in this dissertation chapter, were condemned by conservative opponents.
In the second chapter the brief review of Croatian literature of the 18th century is given, aiming
to show literary activity based mostly on translations, adaptations, or following prior poetics.
In such a literary context, which may be defined most accurately by concept of stylish
pluralism, emerged the kajkavian dramatic adaptations at Kaptol preparatory. By selection of
exemplary ethic-didactic dramas, which corresponded to spirit of the era, professors constructed the theatre of distinctive poetics for their school-stage in school seminary theatre
and they elevated the culture level in city of Zagreb. Also, they wanted to approach the public
by kajkavian standard language and to encourage it for proper growth in enlightenment
prospect. The second chapter comes to conclusion that anonymous dramatic adaptations had a
role in formation of cultural life of north Croatia at end of the 18th and in early 19th century.
The third dissertation’s chapter defines the concept of school theatre and it gives the review of
school theatres activity led by ecclesiastic orders: Jesuits, Paulists and Franciscans. First of all,
it explores situation in Zagreb, but it also borders on the area of Slavonia and partially South
Croatia. Going into specifics, the poetics of Jesuitical school drama in Zagreb is shown, in
order to recognize the differences with less difficulty later, compared to school seminary
dramatics.
After that, follows the analysis of theater life in neighboring countries: Serbia, Slovenia and
Hungary for the purpose of proving the coexistence of moralistically dramatic adaptations
throughout the Europe. By this comparative analysis is proven that professors and students in
school theatres on Croatian soil followed the most current European enlightening trends from
German and Austrian enlightenment and so cultivated international literary impact. In addition,
by this analysis is proven that kajkavian dramatic adaptations followed didactic-moralistic
poetics of European dramatic developments. Moreover, since on Dubrovnik area have appeared
similar dramatic-translators’ work, it shows that Croatian literal historiography assessed in
various ways the similar literary appearances on north and on south of Croatia.
Follows the part of text about popularity of August von Kotzebue (1761-1819), the most
translated dramatist on school seminary stage in Zagreb, wherein is proven how much
professors in preparatory where on top of modern dramatic movements of their time. The
conclusive part of the chapter will summarize positive, but also negative, consequences which
practice of school theatre had on Croatian culture and on course of professional Croatian
theatre’s development.
The fourth chapter of work represents the most important and the most detailed part of doctoral
dissertation. In the introductory part of chapter is defined the concept of dramatic adaptation
and localization as specific dramatic phenomenon in the 18th century in theatre of Central
Europe. Then, there is discussion about number of dramas which appeared in repertory of
school seminary theatre and there is presented the list of dramatic texts that were performed.In continuation of the text is presented a problem of negative critiques and assessments of this
repertory which were decisive in its marginalization. Also, there is given the survey of few
positive approaches to single dramas which were set into the anthologies. Follows the survey
of terminological issues related to this dramatic corpus, then whole corpus thematic and genre
classification.
Follows the most ample part of dissertation dealing with detailed analysis of twelve dramas
and, based on this analysis and new readings, it presents the poetic features of this dramatic
creativity. In dissertation the dramas are analyzed by chronologic order of performances on
stage of seminary theatre: Kukolj med pšenicum iliti Bogoslužnost i skazlivost (1794),
Velikovečnik /Vernost službe je cena človeka (1794), Vitezovič i njegov sin (1796), Papiga iliti
Krepost gde ne štima sreču včini (1797), Dužnost službe (1798), Kaj je preveč ne ni z kruhom
dobro (1799), Ljudih merzenje i detinska pokora (1800), Čini barona Tamburlana (1801),
Mislibolesnik iliti Hipokondrijakuš (1803), Nije vsaki cepeliš na vsaku nogu iliti Navade
velikeh varašov nisu prikladne malem (1804), Poslenovič i njegovi sini (1809) and Veseli
Fricek (1826). For each drama the philological-historical data from handwritten sources are
presented, then critical survey of earlier researches’ results, detailed dramas’contents, detailed
analysis of dramatic personages, elements of humor, particular specific qualities of defined
dramas and comparison analysis of kajkavian dramas with German patterns. Each of poetic
features is presented in separate part of chapter with numerous examples from handwritten and
printed texts. Dissertation presents poetic features of dramatic adaptations of seminary theatre:
didacticism as component of dramatic structure, dualism of title, symbolic of names of dramatic
personages, prefaces, salutations, partings and ends of dramas functioning as accentuation of
didactical lesson, component of middle-class sentimentalism and scenes of weepiness,
narrative character in long monologues and elements of oral-literary tradition. Furthermore, the
language and the style of dramatic texts are analyzed, then examples of graphic solutions are
given.
The fifth chapter of dissertation deals with dramas’ performance on seminary theatre school
stage and it systemizes theatrological comprehensions of scene and dramaturgy. The stages are
described whereon the clerics played dramas: stage in preparatory and bishop residence.
Amadéo theatre which performed plays of German travelling actors’ groups is presented, too.
Dissertation in its continuation deals with question of a role of German theatre in culture of
Zagreb since it had performed three kajkavian dramas, also. Likewise, it is discussed about importance of Amadéo theatre activity whose work created a coexistence of two theatrical
scenes in Zagreb of that time. In this chapter is discussed about mutual repertories’ influence
between preparatory on Kaptol and Royal Noble Convict and Amadéo theatre.
The time survey of performed plays is presented, then dissertation brings new data which
modifies former understandings. To wit, it is proven that performances of dramatic adaptations
on Kaptol school seminary stage were not performed only during the last three days of Carnival.
Follows the analysis of scene and costume features, based on handwritten patterns of dramas
studies. Moreover, the directors (professors) which worked on productions are listed, as well
as names of actors (students) which performed the plays. Also, to scientific public are presented
for the first time the data on single actors–Clerics which participated in plays performances. At
the end of chapter is discussed about theater spectators and specifics of school seminary theatre
since it has been partially closed for citizens. But, regardless restraints towards the public, the
chapter draws the conclusion that seminary scene also influenced the citizens’ consciousness
of theatrical culture rising in Zagreb. Chapter is concluded with unit on bishop Maksimilijan
Vrhovac, the founder and patron of the arts of Kaptol school theatre, then about his work on
theatre issues and struggle for theater premises in Zagreb.
The sixth chapter of dissertation deals with woman figure in kajkavian dramatic adaptations
performed on stage of school seminary theatre. Masculinisation of texts is shown as the method
leading to absence of female personages on stage of school seminary theatre. It is discussed
about reasons that led to such a state and which consequences it had for the performing side of
play itself. Moreover, the answer is given to question on what was the role of female personages
in the structure of kajkavian dramatic texts, since female personages were sometimes indirectly
present in the text. In other words, it was spoken about women, but they were not present on
stage. Most often they communicated with other personages through letters, therefore in
dissertation such one letter is analyzed, then is obtained a picture of woman indirectly idealized
on school seminary stage. The conclusion is rendered that such a practice of retaining the
female personages in text functions as accentuation of dramas’ didactic element. At the end of
chapter there are analyzed in details four dramas that were written in school seminary drama
poetics, and they retain female personages: Ljubomirovič ili Prijatel pravi (1821), Hervati vu
Zadru (1822), Rodbinstvo (1822) and Predsud zverhu stališa i roda (1830). Attention in the
analysis is devoted to female dramatic personages and conclusion is proven that female personages in these dramas were kept only functioning as reinforcement of masculine
personages’ position or character features.
The last text unit draws the conclusion of dissertation and thesis’ proofs. The seventh chapter
of dissertation gives answer to question why anonymous kajkavian dramatic adaptations,
despite some research endeavors, are still isolated in Croatian literary historiography. Besides,
the reasons which led to obstruction of integration of this corpus into Croatian literature are
presented, and they are linked to social-historical context. The conclusive part of dissertation
proves that anonymous kajkavian dramatic adaptations represent important segment in
literature of north Croatia in late 18th and early 19th century and that they are inseparable part
of older Croatian literature. Also, it is discussed about continuity of theater activity in Kaptol
seminary theatre and how much it is significant for education of theater public through which
it had partial impact on formation of culture prerequisites for national theatre
Germanismen in der Sprache von Donja Dubrava in Međimurje im Korpus des sprechenden Atlas „Australizismen und Germanismen im Kroatischen”
No full textIn dieser Diplomarbeit wird der Gebrauch von Germanismen im kajkavischen Dialekt von Međimurje dargestellt, weil die Mehrheit der Germanismen in der kroatischen Sprache gerade im kajkavischen Dialekt bis heute erhalten ist. Mithilfe zweier Probanden – der Probandin A aus der jüngeren „30-“ Generation und des Probanden B aus der älteren „90+“ Generation – konnte die gegenwärtige Situation in der Mundart von Međimurje deutlicher dargestellt werden. Dabei muss betont werden, dass der Fokus der durchgeführten Untersuchung auf der Verwendung von Germanismen liegt: wie viele Germanismen sind in der Mundart von Međimurje erhalten geblieben und wer verwendet mehr Germanismen – die jüngere oder die ältere Generation
Analysis of the relationship between perceived academic climate and psychosomatic complaints among university students
No full textCilj ovog istraživanja je analizirati povezanost doživljaja akademske klime i psihosomatskih smetnji kod studenata, odnosno ispitati prediktivnost doživljaja akademske klime za narušeno psihosomatsko zdravlje studenata te usporediti klime najzastupljenijih fakulteta društveno-humanističkih, prirodoslovnih i biomedicinskih znanosti, ali i utvrditi učestalost psihosomatskih tegoba kod studenata te provjeriti postoje li razlike u učestalosti psihosomatskih tegoba kod studenata različitih godina studija. Anketni upitnik sastojao se od demografskih podataka, Upitnika psihosomatskih tegoba te Upitnika akademske klime. Istraživanje je provedeno na prigodnom uzorku (N=395) studenata 26 fakulteta Sveučilišta u Zagrebu. Istraživanje nije obuhvaćalo studente prve godine studija zbog njihovih ograničenih iskustava. Uzorak je regrutiran metodom snježne grude, a podaci prikupljeni online metodom na početku akademske godine 2017./2018. Sve dimenzije klime pokazuju niske, ali statistički značajne korelacije s učestalošću psihosomatskih tegoba i sve su, osim dimenzije Ugrožavajuća okolina, u negativnoj korelaciji. Potvrđena je prediktivnost dimenzija akademske klime za objašnjavanje razlika u psihosomatskom zdravlju studenata, a značajne samostalne doprinose pokazale su dvije dimenzije akademske klime: Struktura i Ugrožavajuća okolina. Akademskom klimom moguće je objasniti 14% varijance individualnih razlika u učestalosti psihosomatskih tegoba. Također, jednostavnom analizom varijance utvrđene su značajne razlike u doživljaju svih dimenzija akademske klime kod studenata Filozofskog, Prirodoslovno-matematičkog te Medicinskog fakulteta, osim za dimenziju Strukture. Nisu utvrđene razlike u psihosomatskom zdravlju između studenata različitih godina studija.The purpose of this study is to analyze the relationship between perceived academic climate and psychosomatic complaints among university students - if academic, psychological climate is predictive for student's mental health and also to compare climates for humanistic and social sciences, natural sciences and biomedicine field faculties as well as to determine frequencies of the most common psychosomatic complaints among university students and possible differencies in frequency of psychosomatic complaints between different year students.The questionnaire itself consisted of demographic data, Psychosomatic Complaints Scale and College Classroom Environment Scales. The study included 395 participants, but the sample is convenient so the inference is limited. The current research did not include freshmen students due to their limited insight in academic climate. The data was collected online in the beginning of the academic year 2017/2018, and participants were recruited using snowball method. All of the academic climate dimensions show significant, but rather low correlation with psychosomatic complaints and all the correlation coefficients are negative, except for the InimicalAmbiance dimension. Academic climate predictivity for mental health is confirmed, with significant, independent contributions of two academic climate dimensions: Structure and Inimical Ambiance. Academic climate accounted for 14% of the variance in the psychosomatic complaints variable. Nevertheless, there are significant differences (ANOVA) in perceived academic climate dimensions among different faculty students (Faculty of Humanities and Social Sciences, Faculty of Science, School of Medicine), except for the Structure dimension. There are no significant differences in mental health between students on different years of stud
South-slavic journals and papers in digital repositories
No full textOvaj rad bavi se znanstvenim južnoslavističkim časopisima i radovima u digitalnim repozitorijima u otvorenom pristupu, poput Hrčak-a, DOAJ-a i JSTOR-a. U obzir uzima samo one književno-lingvističke časopise koji barem povremeno objavljuju članke o južnoslavističkim jezicima koji nisu službeni jezik u zemlji porijekla časopisa. Nakon objašnjenja terminologije i povijesnog konteksta opisuju se i analiziraju odabrani časopisi, radovi i repozitoriji. Pružaju se statistički podaci o posjećenosti odabranih časopisa na Hrčak-u, kao i podaci o zastupljenosti južnoslavističkih radova, te južnoslavenskih jezika u ostalim obrađenim digitalnim repozitorijima.This paper focuses on scientific journals and papers about South Slavic studies kept in open access digital repositories, like Hrčak, DOAJ and JSTOR. It takes into account only those literary-linguistic journals that at least occasionally publish articles on South Slavic languages that are not the official language in the journal's country of origin. After explaining the terminology and working out the historical context, the paper describes and analyzes selected journals, papers and repositories. It offers statistical data about how frequently selected journals are opened on Hrčak, and data about the representation of papers on South Slavic studies, as well as South Slavic languages themselves in the selected digital repositories
Leadership Styles of Elementary School Principals in Zagreb
No full textDolaskom brojnih promjena u različite dimenzije ljudskog života, menadžment i vođenje počinju predstavljati područje iznimnog zanimanja znanstvenika i teoretičara. Razvijaju se brojne definicije, teorije i modeli vođenja kojima se nastoji doprinijeti uspješnosti organizacije.
Cilj je rada utvrditi dominantni stil vođenja te njegove prednosti i nedostatke u osnovnim školama Grada Zagreba. S tom je svrhom provedeno empirijsko istraživanje metodom anketiranja reprezentativnog uzorka ravnatelja osnovnih škola utemeljenom na Likertovom modelu stilova vođenja. Prema dobivenim odgovorima na šest dimenzija koje po Likertu određuju stilove vođenja: vođenju, motivaciji, komunikaciji, odlučivanju, ciljevima i kontroliranju, utvrdilo se da je dominantni sudjelujući stil vođenja ravnatelja. Istraživanje dimenzija vođenja pokazalo je da ravnatelji većinski primijenjuju sudjelujući stil vođenja, s iznimkom unutar dimenzija motivacije i nadzora pri kojima se služe savjetujućim stilom.With the arrival of numerous changes in different dimensions of human life, management and leadership are beginning to be an area of outstanding interest for scientists and theoreticians. Numerous definitions, theories, and models of leadership are being developed, which strive to contribute to the organization's success.
The aim of the work is to determine the dominant style of leadership and its advantages and disadvantages in the elementary schools in Zagreb. For this purpose, empirical research based on the Likert model of leadership styles was conducted by surveying the representative sample of school principals. According to the responses to six dimensions that determine Likert's leadership styles: leadership, motivation, communication, decision-making, goals, and control, dominant style is a participatory leadership style. Research of leadership dimensions has found that principals mostly apply participatory style, with the exception of motivational and supervisory dimension in which they use the counseling leadership style