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The Relationship Between Social Networks and Adolescent Risky Behaviour
No full textAdolescenti i mladi svoje slobodno vrijeme sve više provode na društvenim mrežama. Svakodnevno gledaju objave influencera i slavnih osoba koje su im uzori. Važno je znati koje sadržaje adolescenti i mladi prate, o kojim temama raspravljaju i što objavljuju na svojim društvenim mrežama. Često objavljuju ili gledaju sadržaj svojih pratitelja koji ne doživljavaju kao rizično ponašanje ili normaliziranje istog u svakodnevnom životu.
Ovo istraživanje imalo je za cilj imalo istražiti postoje li statistički značajne razlike u rizičnim ponašanjima adolescenata i mladih s obzirom na korištenje društvenih mreža. Ispitivanje je provedeno na uzorku od 329 ispitanika u dobi od 14 do 27 godina. Za istraživanje je izrađen anketni upitnih od 16 pitanja podijeljenih u 4 dijela: sociodemografska obilježja, odnosi pojedinca s obitelji i vršnjacima, rizična ponašanja mladih i aktivnosti na društvenim mrežama. Rezultati istraživanja pokazuju statistički značajnu razliku sadržaja koje ispitanici prate s obzirom na dob. Također rezultati pokazuju kako se seksting ponašanje sve više normalizira među mladima. Također dobiveni rezultati upućuju na to da je s adolescentima i mladima potrebno više razgovarati o ponašanju na društvenim mrežama
Linguistic and Stylistic Analysis of Poems from Bratulić's Aleja glagoljaša (2019)
No full textAleja glagoljaša multimedijalni je spomenički kompleks glagoljaštva i glagoljice kojemu je posvećena znanstveno-popularna knjiga akademika Bratulića što broji tri izdanja, a u ovome radu riječ je o posljednjem iz 2019. godine. Knjiga je oblikovana kao odgovor na fizički kompleks 11 glagoljaških postaja i posvećena je sveukupnoj ćirilometodskoj baštini. Osim sadržajnih i informacijskih poglavlja koja se ponajviše oslanjaju na hrvatsko-slavensku kulturnu baštinu, sadrži i pjesničke tekstove koji se tematski nadovezuju na temeljni sadržaj knjige. U ovom radu prikazat će se jezično-stilska analiza tih (pjesničkih) tekstova, odredit će se poveznica s arhaizmima i početcima hrvatske, tj. slavenske pismenosti. S obzirom na to da se inicira na putovanje koje je fizičko, ali i duhovno, najprije će se analizirati pjesma U Roču kao početak putovanja i žarište glagoljice i hrvatskoga glagoljaštva, a cijelo će se putovanje završiti analizom pjesme Vrijedno putovanja. Upotrebom odabrane paleoslavističke, paleokroatističke i lingvostilističke literature kao i pomnom analizom zaključit će se što je sve bilo vrijedno tog putovanja, tj. osnažuju li pjesme poznavanje hrvatsko-slavenske jezične i književne prošlosti, odnosno pretakanje fizičkog kompleksa u literarni – tekstni
Stress Coping Strategies Among Elementary School Students
No full textsvakodnevni izraz koji izgovaraju odrasli i djeca. Iako nesvjesni potpunoga značenja pojma, tumačimo ga i osjetimo na osobni način. Premda djeca možda nisu u cijelosti svjesna značenja riječi stres, koriste ga u razgovoru. Često povezan sa školom i školskim obvezama, stres je postao dio svakodnevice svakoga učenika već od osnovne škole. Teorijski dio rada razmatra stres iz perspektive učenika u odgojno-obrazovnim ustanovama te njegov uzrok i nastanak, ali pokušava ponuditi i potencijalna rješenja. Umor i preopterećnost postali su svakodnevica učenika osnovnih i srednjih škola. Prvenstveni cilj ovoga rada je predočiti preopterećenost učenika osnovne škole te je povezati s doživljajem stresa i odrediti vrste suočavanja sa stresom. Pozornost se također želi posvetiti utjecaju međuljudskih odnosa na razvoj stresa u odgojno-obrazovnim ustanovama. Provedeno je kvalitativno istraživanje. U istraživanju je sudjelovalo 30 učenika 7. i 8. razreda osnovnih škola. Korištena je metoda fokus grupe kako bi se stekao što bolji uvid u stavove i mišljenja ispitanika. Istraživanje je provedeno u tipu intervjua, dok je interpretacija istraživanja obavljena putem tematske analize fokus grupa. Induktivnom tematskom analizom određeno je pet tema koje su sumirale glavne odrednice stresa u odgojno-obrazovnom procesu. U temama su određene i potkategorije koje su učenici istaknuli kao važne uzroke stresa. Na kraju su ponuđene smjernice koje usmjeravaju nastavnike i pedagoge u svrhu suočavanja s izazovima školskoga stresaToday, the word stress has become an everyday expression spoken by adults and children. Although unaware of the full meaning of the term, we interpret and feel it in a personal way. Although children may not be fully aware of the meaning of the word stress, they use it in conversation. Often associated with school and school obligations, stress has become part of every student's everyday life since elementary school. Theoretically, the work considers stress from the perspective of students in educational institutions and its cause and origin, but also tries to offer potential solutions. Fatigue and overwork have become the everyday life of primary and secondary school students. The primary goal of this paper is to relate the overload of elementary school students to the experience of stress and to determine the types of coping with stress. We also want to pay attention to the influence of interpersonal relationships on the development of stress in educational institutions. A qualitative research was conducted. 30 elementary school students, 7th and 8th grade, participated in the research. The focus group method was used in order to gain the best possible insight into the views and opinions of the respondents. The research was conducted in the interview type. The interpretation of the research was done through the thematic analysis of focus groups. Inductive thematic analysis determined five themes that summarized the main determinants of stress in the educational process. In the topics, the subcategories that the students pointed out as important causes of stress were determined. At the end, guidelines are offered that guide teachers and pedagogues in order to face the challenges of school stress
Oral Traditions in Cvelferica
No full textTema je završnog rada usmene predaje na prostoru istočne Slavonije, poznatom kao Cvelferija, koje su zapisane su u knjizi Cvelferica (priredili Pšihistal i Rem). Započet će se s objašnjenjem područja Cvelferije, zatim će se objasniti što su predaje, njihova podjela, te će se obratiti posebna pozornost na objašnjenje povijesnih i etioloških predaja i opisivanje mitoloških bića (vile, vještice, vukodlake) i mrtvaca, što čini sadržaj demonoloških predaja. Prvo se obrađuju povijesne i etiološke predaje. Zatim će se obraditi vile, kako se definiraju vile, razlozi za njihovo imenovanje, odnos između ljudi i vila, u čemu vile uživaju, koje moći posjeduju i njihova rođenja. Potom će se govoriti o vješticama, što su vještice, njihova razna imena, razlozi za njihova razna imena, teorije njihovog nastanka, imena za ženske i muške vještice, te njihove sposobnosti i moći. Nakon vještica, obradit će se vukodlaci. Kod vukodlaka obratit će se posebna pozornost na povijest, zatim na razloge iza riječi i imena vukodlak, razne teorije, njihov nastanak i karakteristike. Posljednja bića koje će se analizirati su mrtvaci. Razložit će se teorije njihovog vraćanja među žive, te će se razotkriti zašto neke teorije nisu u potpunosti primjenjive. Za svako mitološko biće analizirat će se barem jedna demonološka predaja na području Cvelferije. Rad će ukazati i naglasiti važnost cvelferijskih predaja za opstojanje običaja i vjerovanja prijašnjih generacija i hrvatske kulturne baštine
Analysis of Reading Comprehension Texts in German Language Textbooks in Elementary Schools
No full textDie vorliegende Diplomarbeit befasst sich mit der Analyse und dem Vergleich von Lesetexten aus fünfzehn Lehrbüchern für Deutsch als Fremdsprache und Wahlfach in der Grundschule. Texte aus drei Lehrbuchserien wurden hinsichtlich ihrer Eignung für die kognitive Reife, den Schwierigkeitsgrad und den Sprachfortschritt der SchülerInnen analysiert, einschließlich Texttyp, Aussehen des Textes und Kohärenz. Anschließend wurden die thematischen Inhalte und Aufgaben für die SchülerInnen bei der Textbearbeitung analysiert. Es wurde eine qualitative Analyse der Daten durchgeführt. Die Analyse hinweist darauf, dass es darauf geachtet werden sollte, dass das Leseverständnis der Texte durch ihre Visualisierung und Einführungsaufgaben erleichtert werden sollte. Die Texte, die das Leseverstehen einüben, sollten in einer Standardsprache verfasst und für die Interessen der Schüler relevant sein. Sie sollten außerdem Werte wie Inklusion, Interkulturalität, emotionale Entwicklung enthalten. Das Fördern des Abbaus von Vorurteilen und die Entwicklung eines Umweltbewusstseins sind ebenfalls von Bedeutung. Ein Vergleich der Texte in den Lehrbüchern ergab, dass diese Elemente in allen Lehrbuchreihen vorhanden sind, jedoch nur in geringerem Maße.Ovaj diplomski rad bavi se analizom i usporedbom tekstova za čitanje iz petnaest udžbenika za njemački jezik kao strani jezik koji je izborni predmet u osnovnoj školi. Tekstovi iz tri serije udžbenika su analizirani na razini primjerenosti kognitivnoj zrelosti učenika, prema težini za razumijevanje čitanjem i jezičnoj progresiji, što uključuje prepoznavanje tekstne vrste, opažanje izgleda teksta i analizu koherentnosti teksta. Zatim se analizirao tematski sadržaj i zadatci u kojima se učenici angažiraju u radu na tekstu. Provedena je kvalitativna analiza podataka, koja upućuje da bi se trebala pridavati pažnja i tome u kojoj mjeri je razumijevanje tekstova olakšano vizualizacijom sadržaja i uvodnim zadatcima. Tekstovi kojima se uvježbava vještina čitanja trebaju biti na standardnom jeziku, relevantni interesima učenika i trebaju sadržavati i vrijednosti kao: inkluziju, interkulturalnost, poticati emocionalni razvoj učenika, ukidanje predrasuda, te razvijati svijest o očuvanju prirode. Usporedba tekstova u udžbenicima pokazala je da ima ovih elemenata u svim serijama udžbenika, samo u manjoj mjeri
Memory of the homeland war and the shaping of national identity in the contemporary croatian novel (1991. – 2015.)
No full textIskustvo Domovinskoga rata (1991. – 1995.) snažno se odrazilo na suvremenu hrvatsku književnost, a ratne su teme oblikovane u brojnim književnim žanrovima, uključujući i romane. Polazeći od teze da je Domovinski rat ključni događaj novije hrvatske povijesti koji ima značajnu ulogu u nacionalnoidentifikacijskim procesima, u ovom su radu istražene reprezentacije pamćenja Domovinskoga rata i strategije oblikovanja nacionalnoga identiteta u suvremenim hrvatskim romanima. Teorijsko-metodološku osnovu rada čine proučavanje odnosa pamćenja i identiteta u okviru interdisciplinarnoga područja studija pamćenja, s naglaskom na pristupe koji proučavaju pamćenje u književnosti, dakle umjetničke reprezentacije pamćenja. Za rad su relevantne i suvremene teorije nacije (modernističke, etnosimbolističke, postmodernističke) koje promatraju nacije kao društveno-kulturne konstrukte. Analiza korpusa obuhvaća trideset romana ratne tematike objavljivanih u razdoblju od 1992. do 2015. i usmjerena je detektiranju raznolikih načina reprezentacije pamćenja Domovinskoga rata u književnome tekstu. Romani u korpusu ovog istraživanja razvrstani su i analizirani prema tematskim makroskupinama koje prikazuju pamćenje Domovinskoga rata kao traumatičnoga iskustva, pamćenje ljubavnih iskustava u ratnom okruženju, pamćenje Domovinskoga rata kao dijela obiteljske povijesti, kao predmeta kontroverze te kao sudbinskog događaja naroda. Prilikom istraživanja propitane su struktura pripovjedačke funkcije, struktura vremena, perspektive, semantizacija prostora; detektirane su metafore pamćenja, a pozornost je usmjerena i složenim tematsko-motivskim kompleksima te načinima (modusima) pamćenja koji ukazuju na raznolik repertoar prikazivanja prošlosti. Rezultati istraživanja pokazali su prisutnost raznolikih načina pamćenja pri tematiziranju ratnih iskustava i posljedica rata, a uočeni su i brojne strategije oblikovanja nacionalnoga identiteta (svijest likova o pravu na ostvarivanje suverenosti i neovisnosti, nacionalno-jezično samoidentificiranje likova, evociranje „zlatnih doba“ hrvatskoga naroda) čime se rasvjetljava odnos između književnosti i pamćenja te utjecaja pamćenja na oblikovanje individualnih, kolektivnih i nacionalnih identiteta.The experience of the Homeland War (1991–1995) has had a profound impact on contemporary Croatian literature, with war themes being explored across various literary genres, including novels. Starting from the premise that the Homeland War is a key event in recent Croatian history, playing a significant role in national identity formation processes, this paper examines the representations of Homeland War memory and the strategies of shaping national identity in contemporary Croatian novels. The theoretical and methodological foundation of the paper is based on the study of the relationship between memory and identity within the interdisciplinary field of memory studies, with an emphasis on approaches that explore memory in literature, particularly artistic representations of memory. Contemporary theories of nation (modernist, ethno-symbolist, postmodernist), which view nations as sociocultural constructs, are also relevant to this study. The paper thus investigates the role of Homeland War memory in the shaping of national identity, with a focus on individual, collective, and cultural memory. This paper draws on the theories of several well-known and significant memory theorists. Among them is Maurice Halbwachs, who, in his 1925 study Les cadres sociaux de la mémoire, advocates the thesis that memory is a phenomenon determined by social context, meaning that memory is constructed within specific social frameworks. Pierre Nora (1928), in his book Les lieux de mémoire, theorizes about places of memory and their characteristics, while theorist Jan Assmann develops the concept of cultural memory in numerous studies and works of which the most well-known is the book Das kulturelle Gedächtnis (1992). He examines forms of collective memory, focusing on two types of memory he calls communicative and cultural memory, and explains the characteristics of memory figures. Aleida Assmann explores individual, social, political, and cultural memory, addressing the issue of working on national memory through the concept of German education, and pays special attention to the problem of forgetting in her study Formen des Vergessens (2016). Within memory studies, literary memory studies have also developed as an interdisciplinary field in which theorists and scholars study literature as a cultural medium that plays a significant role in the process of constructing and (re)shaping cultural memory. Theorist Astrid Erll, within the concept of the rhetoric of collective memory, explores the connection between memory and literature through approaches such as literature as ars memoriae, memory of literature, memory in literature, and literature as a medium of cultural memory. In her research, she systematizes five significant modes of memory (experiential, antagonistic, monumental, historicizing, and reflexive modes) along with their corresponding characteristics. Theorist Birgit Neumann, within the concept of memory in literature, promotes the term fiction(s) of memory and, from a narratological perspective, provides considerations of narrative literary texts that deal with the issue of memory. She investigates various formative strategies woven into literary texts with the function of representing the work of memory. Ann Rigney explores the dynamics of recollection through the position of the literary text between monumentality and reconfiguration. She emphasizes the undeniable role of narration in shaping cultural memory, drawing parallels between historiography and fiction, concluding that fiction demonstrates remarkable flexibility in depicting past events. This paper also emphasizes the theories of selected contemporary national theorists. The focus is on Benedict Anderson's reflections on the nation as an imagined community, and on Eric Hobsbawm's theses, who views the nation as a social construct shaped and deliberately designed by intellectual elites. This process involves the invention of tradition, where a specific modern construction is intentionally chosen to transmit an already existing but reconfigured tradition to the masses in the form of a given public culture. Ernest Gellner contemplates the role of will and culture in the nation-building process, while ethno-symbolist A. D. Smith highlights the role of myths, symbols, values, memories, traditions, communication patterns, and ethnicities in studying and understanding the formation of nations. National identity is an essential element in the study of nations and is approached in this paper from the perspective of theorist Zygmunt Bauman, who argues that national identity is characterized by particularity and exclusivity in relation to other identities, and that it is intentionally constructed and propagated by the state and its institutional intermediaries. Its goal is to emphasize differences and draw boundaries between “us” and “them”. For A. D. Smith, national identity is a collective cultural phenomenon, more precisely, a collective cultural identity. Its fundamental characteristics include a historical territory (homeland), shared motifs and historical memories, a common mass (public) culture, shared legal rights and duties of all members of the nation, and a common economy with territorial mobility of its members (Smith, 2010: 29-30). The third important element that needed to be clarified for a valid analysis of the corpus in this paper is national memory. Aleida Assmann defines national memory as a formation of collective memory, occurring when history is employed in the service of (re)constructing identity, when politicians invoke it, and citizens accept it. A. Assmann further explores the various forms of working on national memory and transforming historical experiences into national myths, as well as the role of monuments, ceremonial observances, and holidays in the process of building long-term national memory. The paper emphasizes reflections on the role of memory in shaping national identity, incorporating not only A. Assmann's theses but also the perspectives of theorist John R. Gillis, who attributes significant importance to commemorative ceremonies, particularly the cult of the dead, which he considers ideologically motivated. Following the theoretical and methodological section, the paper presents existing research on the topic of the Homeland War in Croatian literature, with a focus on contemporary Croatian prose. Previous research has largely concentrated on the analysis of autobiographical and non-fictional texts. Literary critics, however, paid more attention to novels with a war theme because these literary texts are characterized by a higher level of narrative organization, a reduced level of factuality, and more pronounced elements of fiction. These are genre- and style-hybrid novels that blend fictional and non-fictional elements while simultaneously (re)shaping various narratives about the war and its consequences. Since this corpus of texts has been less explored, it constitutes the subject of analysis in this paper. The corpus analysis includes thirty war-themed novels published between 1992 and 2015, focusing on identifying diverse ways of representing Homeland War memory in literary texts and strategies for shaping national identity. The selection of novels for this research corpus highlights the effort to include both renowned authors and their works, as well as lesser-known, marginalized works that literary critics have sometimes unjustly overlooked. The research corpus consists of the following novels: Bernard Jan, Svjetla umirućega grada (1992.), Nada Prkačin, Tamo gdje nema rata (1993.), Ivan Slonje Šved, Ne pucaj prvi (1994.), Ivan Slonje Šved, Pakao Vukovara (1994.), Feđa Šehović, Četiri vozača u apokalipsi (1994.), Nedjeljko Fabrio, Smrt Vronskog (1994.), Pavao Pavličić, Diksilend (1995.), Nada Prkačin, Povratak Luke Jurića (1995.), Jurica Pavičić, Ovce od gipsa (1997.), Alenka Mirković, 91,6 MHz: glasom protiv topova (1997.), Igor Petrić, TG–5 (1997.), Eta Rehak, Preobrazba potonule uljanice (2000.), Ivo Brešan, Kockanje sa sudbinom (2002.) Ludwig Bauer, Don Juanova velika ljubav i mali balkanski rat (2002.), Nedjeljko Fabrio, Triemeron (2002.), Jasenka Krilić, Podzemni ljudi (2003.), Tarik Kulenović, Jeleni na kiši (2003.), Robert Međurečan, Prodajem odličja: prvi vlasnik (2008.), Slađana Bukovac, Rod avetnjaka (2008.), Zoran Žmirić, Blockbuster (2009.), Ante Brčić, Ruže na bojnikovu grobu (2010.), Ivana Bodrožić, Hotel Zagorje (2010.), Ivan Pavoković, Miris ugažene trave (2011.), Antun Jozing, Mrtvi se ne vraćaju (2012.), Nevenka Nekić, Jean ili miris smrti (2012.), Miroslav Međimorec, Lovac na generala (2013.), Borislav Vukasović Lončar, Neokaljani (2013.), Ivana Šojat Kuči, Jom Kipur (2014.), Nevenka Nekić, Omerta (2014.), Tanja Belobrajdić, Crni kaput (2015.). The novels that form the research corpus are categorized and analyzed according to thematic macro-groups that depict Homeland War memory as a traumatic experience, memory of romantic experiences in a war environment, memory of the Homeland War as part of family history, as a subject of controversy, and as a fateful event for the nation. The first macro-group analyzes depictions of the traumatic experiences of soldiers on the front lines, utilizing the reflections of theorists and researchers such as George L. Mosse, sociologists Ozren Žunec and Siniša Malešević, and further supported by the theories of trauma theorists (Cathy Caruth) and cultural trauma (Jeffrey C. Alexander). This macro-group also includes the depiction of memories of war experiences from the perspectives of war correspondents and journalists, showcasing the prevalence and diversity of documentary techniques. It also examines the memory of traumatic experiences in concentration camps and raises issues related to PTSD. The second macro-group consists of novels that address the memory of romantic experiences in a war environment, analyzing depictions of overcoming the challenges of wartime reality in relation to the romantic relationships of young women and men, which are temporarily or permanently disrupted by the war. The third macro-group consolidates novels in which Homeland War memory is represented as part of family history. This analysis examines the depiction of various impacts of the war on the family unit, including the fate of specific spaces where the family as a community was formed. It also explores narrative strategies for portraying the disruption of family cohesion due to the loss of members who participated in the war as soldiers, as well as the weakening or strengthening of family bonds during the war period. The fourth macro-group includes novels depicting Homeland War memory as a subject of controversy. This involves representations of "transformation crime, social stratification, redistribution of power, corruption, the general crisis of the rule of law, and moral decay" (Nemec, 2003: 415), issues of war crimes, smuggling, arms trafficking, political party patronage, and the issue of betrayal of the nation. The final macro-group of this paper consists of novels depicting Homeland War memory as a fateful event, or experiencing and portraying the war as a continuum of historical evil. These novels present events such as the war as a grand fateful narrative in the history of a nation, where the destructive force of the rift between yesterday and today is most strongly manifested in the lives of ordinary people, individuals (and groups) who, by chance of origin, time, and space, are caught in the grind of decisive political, social, economic, and cultural changes. This occurs without prior indications or assistance in the process of navigation and the necessary adjustments for the survival of the group. This macro-group also explores the depiction of homeland experiences and the burden of generational memory. In all the novels within the aforementioned macro-groups, the narrative mediation, the time structure, the perspective structure, the semanticization of space, and metaphors of memory have been examined. Attention is focused on complex thematic and motivational complexes as well as modes of memory that indicate a diverse repertoire of ways to represent the past, along with detecting strategies for shaping national identity. The research findings indicate that contemporary Croatian novels on the topic of the Homeland War simultaneously construct and reflect the memory of recent war and post-war experiences of individuals, collectives, and the Croatian national space. The novels provide insights into literary treatments of the theme of memory related to the suffering of soldiers and civilians, experiences of displacement, the destruction and devastation of specific cities and villages, the contemporary relevance of national identification, the establishment of sovereign statehood, the challenges of transition after the war, and the pervasive war consequences, including controversies. The novels reveal numerous and diverse ways of representing memory in relation to war experiences and their consequences. It is therefore not surprising that the most dominant modes of memory in the selected texts are experiential and antagonistic, which are also linked to elements of fictions of memory. Numerous examples of strategies for shaping national identity have been observed and identified (such as characters' awareness of the right to sovereignty and independence, references to myths of chosen peoples known only to the indigenous people, the endorsement of memory landscapes through recollections of recent battles during the Homeland War, national-linguistic self-identification of characters, and evocations of the “golden ages” of the Croatian people), shedding light on the relationship between literature and memory, as well as the impact of memory on the shaping of individual, collective, and national identities. As the relevance of the Homeland War as a theme in Croatian prose literature remains strong, it is confirmed that the corpus of contemporary Croatian war novels continues to grow, and it can be anticipated that there will be a need for new analyses and approaches to studying the (re)shaping of Croatian collective and cultural memory, which in turn affects the (re)shaping of national identity
Environmental and Contextual Determinants of Risk for Eating Psychopathology
No full textBrojna istraživanja naglašavaju sve veću prevalenciju poremećaja hranjenja te negativne posljedice koje se povezuju s takvim poremećajima. Radi boljeg razumijevanja čimbenika koji su povezani s njihovim razvojem i na koje je potrebno djelovati prilikom prevencije i tretmana poremećaja, provedeno je istraživanje koje je ispitalo ulogu okolinskih, odnosno kontekstualnih čimbenika (percipirana podrška vlastite obitelji, percipirani socio – kulturalni pritisak, internalizacija ideala mršavosti) u objašnjenju psihopatologije hranjenja. Konkretnije, ispitano je predviđaju li navedene varijable odstupajuće navike hranjenja te brige oko težine, koje predstavljaju glavne čimbenike koji ukazuju na rizik od poremećaja hranjenja. Također, ispitano je i postojanje posredničkog učinka percipiranog socio – kulturalnog pritiska i internalizacije ideala mršavosti u odnosu između percipirane podrške obitelji i odstupajućih navika hranjenja te brige oko težine. U istraživanju, koje je bilo namijenjeno ženama između 18 i 30 godina, sudjelovalo je 211 sudionica. Istraživanje se provelo online, putem Google obrasca, a prikupljanje sudionica provedeno je na društvenim mrežama gdje je bila objavljena poveznica za istraživanje. Dobiveni rezultati ukazuju da, nakon kontrole BMI-a, niža percipirana podrška vlastite obitelji, viši percipirani socio – kulturalni pritisak i viša internalizacija ideala mršavosti predviđaju više odstupajućih navika hranjenja i više brige oko težine. Također, na temelju rezultata ustanovljeno je postojanje medijacijskog učinka u odnosu između percipirane podrške obitelji i odstupajućih navika hranjenja i brige oko težine, pri čemu je percipirani socio-kulturalni pritisak značajan medijator, dok internalizacija ideala mršavosti nije. Opisani su rezultati važni kako bi se proširila teorijska osnova o uzrocima poremećaja hranjenja, te se dobiveni zaključci mogu koristiti u prevenciji i tretmanu istih.Numerous studies emphasize the increasing prevalence of eating disorders and the negative consequences associated with such disorders. In order to better understand the factors that are related to their development and that need to be acted upon during the prevention and treatment of the disorder, this study examined the role of environmental and contextual factors (perceived support from one's own family, perceived socio-cultural pressure, internalization of thinness ideals) in explaining the psychopathology of feeding. More specifically, it was examined whether the aforementioned variables predict disordered eating habits and weight concerns, which represent the main factors that indicate the risk of eating disorders. Also, the existence of a mediating effect of perceived socio-cultural pressure and internalization of thinness ideals in the relationship between perceived family support and disordered eating habits and weight concerns was examined. 211 participants participated in the research, which was intended for women between the ages of 18 and 30. The survey was conducted online, through a Google form, and the collection of participants was conducted on social networks, where a link to the survey was published. The obtained results indicate that, after controlling BMI, lower perceived support from one's own family, higher perceived socio-cultural pressure and higher internalization of the ideal of thinness predict more disordered eating habits and more concern about weight. Also, based on the results, the existence of a mediating effect was established in the relationship between perceived family support and disordered eating habits and concern about weight, whereby perceived socio-cultural pressure proved to be a significant mediator, while the internalization of thinness ideals was not. The described results are important in order to expand the theoretical basis on the causes of eating disorders, and the obtained conclusions can be used in their prevention and treatment
Principals' competences in early and pre-school education and educators' professional development
No full textVođenje ustanove ranog i predškolskog odgoja i obrazovanja kompleksan je proces koji zahtijeva stručno, kompetentno i aktivno djelovanje ravnatelja te suradnju sa svim zaposlenicima ustanove. Kompetencije ravnatelja od velikog su značaja za postizanje temeljnih ciljeva i zadaća ranog i predškolskog odgoja i obrazovanja, unaprjeđenje svih aspekata odgojno-obrazovnog procesa, podupiranje i osnaživanje profesionalnog rasta i razvoja odgojitelja, kao i za kontinuirano unaprjeđivanje kvalitete ustanova ranog i predškolskog odgoja i obrazovanja. U teorijskom dijelu rada obrađuju se ključna pitanja vezana za rani i predškolski odgoj i obrazovanje, kompetencije ravnatelja i odgojitelja te profesionalni razvoj odgojitelja, kao i ključni aspekti ranog i predškolskog odgoja i obrazovanja, uloge ravnatelja i odgojitelja te važnosti profesionalnog razvoja u kontekstu odgojno-obrazovnog sustava. U empirijskom dijelu rada cilj je ispitati povezanost kompetencija ravnatelja ustanova ranog i predškolskog odgoja i obrazovanja, mjerenih putem samoprocjene i procjena od strane odgojitelja, te njihovu povezanost s profesionalnim razvojem i zadovoljstvom poslom odgojitelja. Rezultati istraživanja provedenoga na uzorku od 246 ispitanika koji je obuhvaćao ravnatelje i odgojitelje ustanova ranog i predškolskog odgoja i obrazovanja u pet županija u istočnom dijelu Hrvatske: Vukovarsko-srijemska, Osječko-baranjska, Brodsko-posavska, Požeško-slavonska i Virovitičko-podravska pokazuju kako ravnatelji sebe samoprocjenjuju kompetentnima u odnosu na specifične kompetencije, a takvima ih procjenjuju i odgojitelji te nema statističke značajne razlike između procjene i samoprocjene kompetencija ravnatelja. Djelomično je utvrđena povezanost procjene kompetencija ravnatelja s profesionalnim razvojem odgojitelja te je potvrđena statistički značajna povezanost kompetencija ravnatelja i zadovoljstva poslom odgojitelja. Rad pruža uvid u dinamiku rada ustanova ranog i predškolskog odgoja i obrazovanja u istočnom djelu Republike Hrvatske. Njegov znanstveni doprinos ogleda se u identifikaciji povezanosti između kompetencija ravnatelja i profesionalnog razvoja te zadovoljstva poslom odgojitelja, s naglaskom na isticanje važnosti podrške profesionalnom razvoju odgojitelja u ustanovama ranog i predškolskog odgoja i obrazovanja.Leading an early childhood and preschool education institution is a complex process that requires skilled, competent, and active involvement of the principal, as well as collaboration with all employees of the institution. The principals' competencies are of crucial importance for achieving the fundamental goals and tasks of early childhood education, improving all aspects of the educational process, supporting and strengthening the professional growth and development of educators, and improving the quality of early childhood education institutions. The theoretical part of the thesis addresses key issues related to early childhood education, competencies of principals' and educators, and the professional development of educators, as well as providing a fundamental understanding of key aspects of early childhood education, the roles of principals' and educators, and the importance of professional development within the educational system. In the empirical part of the thesis the aim is to examine the relationship between the competences of principals' of early and preschool education institutions, measured through self-assessment and assessments by educators, and their relationship with professional development and job satisfaction of educators was investigated. The results of the research conducted on a sample of 246 respondents, 46 principals and 203 educators of early and preschool education institutions in five eastern counties of Croatia: Vukovar-Srijemska, Osijek-Baranjska, Brod-Posavska, Požega-Slavonska and Virovitica-Podravska, show that principals’ consider themselves competent in relation to specific competencies, while educators also assess them as such. There is no statistically significant difference between the principals' assessment by educators and self-assessment of competencies. The connection between the principals' competence assessment and the professional development of educators was partially established, but a statistically significant connection between the principals' competencies and the educator's job satisfaction was confirmed. The thesis provides an insight into the dynamics of early and preschool education institutions in the eastern parts of the Republic of Croatia. The scientific contribution is reflected in the identification of the relationship between the principals' competencies and the professional development and work satisfaction of educators, with an emphasis on emphasizing the importance of supporting the professional development of educators in early and preschool education institutions
Veber's Skladnja (Syntax)
No full textTema je ovoga završnoga rada prikaz života Adolfa Vebera Tkalčevića te sadržaj Skladnje ilirskoga jezika . Također, u radu se navodi opis i uporaba padeža, i to nominativa, vokativa, akuzativa i dativa, u navedenoj gramatici iz 19. stoljeća te opis i uporaba istih padeža u suvremenoj Gramatici hrvatskoga jezika za gimnazije i učilišta Josipa Silića i Ive Pranjkovića. Cilj rada prikazati je kako je uporaba padeža prikazana u obje gramatike te ih usporediti. U uvodnim je poglavljima iscrpno prikazana literatura o Veberu Tkalčeviću i njegovoj Skladnji. Govori o nastanku, sadržaju, ali i Jagićevim kritikama o Skladnji. Prikazana je i literatura o Siliću i Pranjkoviću, kao i o nastanku i sadržaju Gramatike hrvatskoga jezika
Feminism Online - Analysis of Croatian Internet Portals
No full textDigitalna tehnologija značajno je doprinijela razvoju i širenju feminističkog pokreta. Ističe se važnost medija koji postaju svakodnevni dio života suvremenog čovjeka. Mediji ostavljaju snažan utjecaj na stavove i ponašanje pojedinca. S obzirom na moć medija, ističe se važnost načina na koji izvještavaju o različitim temama od društvenog značaja. U ovom diplomskom radu analizira se način na koji hrvatski internetski portali izvještavaju o feminističkim temama. Metoda istraživanja je kvalitativna analiza medijskog sadržaja. Istraživanje je provedeno na uzorku od četiri hrvatska internetska portala unutar kojih je analizirano 20 članaka prema određenim kategorijama. Utvrđeno je da postoje značajne razlike u izvještavanju feminističkih tema od strane općih informativnih i feminističkih portala. Također, utvrđene su prednosti i poteškoće određenih načina izvještavanja. Konačni cilj ovoga rada jest potaknuti čitatelje na kritičko pristupanje različitim izvorima informacija te potaknuti autore tekstova na adekvatno i odgovorno izvještavanje o feminističkim temama