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Uloga religije u ratnoj prozi 20. stoljeća
No full textFrom the earliest days of Christianity to today, battle, war, and warfare have had a longstanding and persistent alliance with religion. Throughout history, from the Battle of Rephidim in the Book of Exodus, and the Medieval Crusades, all the way to World War I, religion, or at least Christianity and war, have had an inseparable bond. Religion is key to understanding those wars – to comprehend why so many people participated in wars, and why they persisted in fighting during these wars. Early twentieth century war narratives, especially those connected to the First World War, have the presence of various religious elements, which are used to demonstrate the authors’ attitudes towards religion and the role religion had in that war. This master’s thesis will explore the idea of a holy war using the theoretical foundation of Philip Jenkins’ book The Great and Holy War (2014) and analyze various religious elements present in selected World War I narratives: Ernest Hemingway’s A Farewell to Arms (1927), Robert Graves’s Goodbye to All That (1929), and Erich Maria Remarque’s All Quiet on the Western Front (1957). These religious elements will then be compared to reveal their scope, function, and significance
Knowledge and Skills for Project Management in IT Companies
No full textU suvremenom poslovnom okruženju informacijske tehnologije imaju presudnu ulogu u globalnom gospodarstvu. Upravljanje projektima u IT sektoru postaje neophodno za distribuciju inovativnih tehnoloških rješenja i zadovoljavanje tržišnih standarda. Ovaj diplomski rad fokusira se na ključna znanja i vještine potrebne za uspješno upravljanje projektima u IT tvrtkama. Provedena je analiza osječke IT tvrtke Hammer d.o.o. kako bi se dublje razumjele kompetencije projektnih menadžera u stvarnom poslovnom okruženju. Prikupljeni podaci iz intervjua s ispitanikom unutar tvrtke omogućit će bolje razumijevanje izazova i prilika te naglasiti važnost upravljanja projektima. Osim primjene različitih metodologija poput Waterfall-a, Agile-a, Scrum-a ili Kanban-a, projektni menadžeri moraju posjedovati osnovna tehnička znanja za uspješnu komunikaciju s tehničkim timovima. Vještine i znanja o planiranju, organizaciji i upravljanju timom neophodne su za izradu projektnih planova, resursnu alokaciju, procjenu rokova i koordinaciju aktivnosti. Komunikacijske vještine omogućuju efikasnu interakciju s članovima tima, zainteresiranim stranama i klijentima. Upravljanje rizicima, problem-solving sposobnosti i upravljanje kvalitetom važne su komponente uspješnog projektnog menadžmenta u IT sektoru. S obzirom na dinamiku IT industrije, konstantno usavršavanje znanja i vještina postaje imperativ za postizanje uspjeha
Narrative Foundation and Psychological Basis of the Main Character in Süskind's Novel "Perfume"
No full textDiese Arbeit befasst sich mit der narrativen Grundlegung sowie den psychologischen Grundlagen der Hauptgestalt aus dem Roman Das Parfum von Patrick Süskind. Die vorliegende Arbeit untersucht die psychologischen Merkmale und die Funktionen der Hauptgestalt innerhalb der narrativen Struktur des Romans. Zudem wird der Zusammenhang zwischen der Psychologie eines Serienmörders und der romanesken Hauptgestalt beleuchtet, sowie Süskinds Roman nach versteckten Motiven und Bedeutungen in Bezug auf den sozialen Kontext der Hauptgestalt hinterfragt. Im Einführungsteil wird der Inhalt des Romans Das Parfum kurz wiedergegeben. Danach folgt die Vorstellung der theoretischen Grundlagen für die Analyse der Hauptgestalt, wobei verschiedene Theorien zu den psychologischen Grundlagen von Serienmördern erörtert werden. Im zentralen Teil der Arbeit werden die psychologischen Grundlagen der romanesken Hauptgestalt, Jean-Baptiste Grenouille, analysiert, die seine Handlungen und Motivationen bestimmen. Dabei wird festgestellt, dass seine Fähigkeiten als Parfümeur und sein unscheinbares äußeres Erscheinungsbild im Kontrast zu seiner inneren Genialität und Komplexität stehen. Darüber hinaus wird darauf hingewiesen, dass Grenouille auch als kritisches Symbol der sozialen Korruption und des oberflächlichen Lebensverständnisses sowohl in der französischen Gesellschaft des 18. Jahrhunderts als auch in der gegenwärtigen europäischen Gesellschaft verstanden werden kann. Abschließend wird ein Vergleich von Grenouilles psychologischer Verankerung mit der der Serienmörder aus der Realität wie Aileen Carol Wuornos und Ted Bundy unternommen, indem auf Unterschiede und Gemeinsamkeiten in ihren psychologischen Merkmalen und Handlungsweisen eingegangen wird.U radu se razmatra pripovjedno utemeljenje i psihološka obilježja glavnog lika iz romana Parfem Patricka Süskinda. U uvodnom se dijelu ukratko predstavlja sadržaj romana, nakon čega slijedi prikaz teorijske osnove koja će poslužiti za analizu glavnog lika, pri čemu se predstavljaju različite teorije o psihološkim osnovama serijskih ubojica. U središnjem se dijelu rada analiziraju psihološka obilježja glavnog lika romana, Jean-Baptistea Grenouillea, te razmatraju razlozi njegova psihopatološkog razvoja. Pritom se njegov psihološki profil uspoređuje s onim serijskih ubojica iz suvremene stvarnosti kao što su Aileen Carol Wuornos i Ted Bundy te se odatle povlače zaključci o sličnostima i razlikama među njima. U radu se naposljetku ukazuje na to da je autor takvim psihopatološkim likom oblikovao snažni kritički simbol društvene korupcije i površnog shvaćanja života ne samo u francuskom društvu 18. stoljeća, nego i u europskom društvu današnjice
O dimenzijama međukulturne kompetencije kod učenika njemačkog jezika kao stranog jezika u srednjoj školi
No full textIn dieser Diplomarbeit stehen die drei Teildimensionen der interkulturellen Kompetenz, die kognitive, affektive und pragmatische, im Mittelpunkt. Um diese Teildimensionen zu erfassen, müssen die einzelnen Teilkomponenten Wissen, Fertigkeiten/Fähigkeiten und Haltungen/Einstellungen erforscht werden. Im ersten Teil der Arbeit wurden die Begriffe Kultur, interkulturelle Kompetenz und ihre drei Teildimensionen und Teilkomponenten erläutert. Weiterhin wurde im theoretischen Teil ein Überblick über die außerunterrichtlichen Aktivitäten gegeben, um im Forschungsteil ein umfangreiches Profil der Probanden darstellen zu können.
Als Einstieg in den Forschungsteil der Arbeit wurden zwei relevante Studien, die zu diesem Thema durchgeführt wurden, kurz erläutert. Daraufhin wurden die Probanden und das Instrument, welches für diese Forschung eingesetzt wurde, ausführlich vorgestellt.
Das Ziel der Arbeit war es, die Leistungen der 40 Gymnasiasten, welche dieser Forschung unterzogen wurden, auf die Teilkomponenten der interkulturellen Kompetenz zu untersuchen. So wurde festgestellt, dass die Probanden in Bezug auf die Teilkomponente des Wissens über die Zielkultur die besten Resultate erzielt haben. Bei den Fertigkeiten und Fähigkeiten sind einige Schwierigkeiten, welche auf Probleme im Forschungsinstrument hinweisen, aufgetreten, doch die Resultate sind auch bei dieser Teildimension zufriedenstellend. In Bezug auf die Haltungen befinden sich die Schüler ebenfalls auf der mittleren Ebene. Im Diskussionsteil wurden alle Ergebnisse kommentiert.
Es wurde festgestellt, dass die Probanden, welche sich mit außerunterrichtlichen Aktivitäten beschäftigen, vor allem ein erweitertes Programm an der Schule für deutsche Sprache besuchen, die besten Leistungen geleistet haben.
Die Schlussfolgerung dieser Arbeit fasst die Forschungsergebnisse zusammen und es werden einige Vorschläge zur Umgestaltung und Anpassung des Instruments für diese Altersgruppe in Bezug auf zukünftige Forschungen gegeben.U središtu ovog diplomskog rada stoje tri dimenzije međukulturne kompetencije, kognitivna, pragmatička i afektivna. Kako bi se obuhvatile sve tri dimenzije, iste su raščlanjene na komponente od kojih se sastoje: znanje, vještine i sposobnosti te stavove. U prvom dijelu rada objašnjeni su pojmovi kultura, međukulturna kompetencija i njezine dimenzije i komponente. Također je u teorijskom dijelu rada objašnjen pojam izvannastavnih aktivnosti kako bi se u istraživačkom dijelu mogao prikazati sveobuhvatan profil ispitanika.
Kao uvod u istraživački dio rada, kratko su objašnjenja dva relevantna istraživanja koja su provedena na tu temu. Nakon toga su predstavljeni ispitanici te detaljno objašnjen istraživački instrument.
Cilj je rada bio ispitati razinu međukulturne kompetencije prema sastavnim komponentama na uzroku od 40 gimnazijalaca koji su sudjelovali u ovom istraživanju. Utvrđeno je da su ispitanici postigli najbolje rezultate u komponenti znanja. U području vještina i sposobnosti pojavile su se neke poteškoće koje upućuju na probleme u istraživačkom instrumentu, ali su rezultati i ovdje zadovoljavajući. Što se tiče područja stavova, učenici se nalaze na srednjoj razini. U raspravi su komentirani svi rezultati istraživanja.
Utvrđeno je kako su ispitanici koji se bave izvannastavnim aktivnostima, posebno oni koji pohađaju DSD program (program za njemački jezik) postigli najbolje rezultate.
Zaključak ovog rada sažima rezultate istraživanja te pruža neke prijedloge za preoblikovanje i prilagodbu instrumenta za ovaj uzrast u budućim istraživanjima
Causes and Consequences of the Prohibition in the United States of America
No full textU ovom radu govori se o uzrocima i posljedicama prohibicije u SAD-u. Alkohol se prati
od svoje prve prisutnosti u ljudskom društvu, njegovog položaja u kulturama naroda Azije i Europe
do doba kolonizatora Sjeverne Amerike gdje je (kao i u gotovo svakoj kulturi dotad) igrao ključnu
ulogu u njihovom svakodnevnom životu. Rad analizira transformaciju iz tog položaja alkohola u
položaj društvenog neprijatelja protiv kojeg su se borili svi, od protestantskih svećenika,
nadahnutih pojedinaca, bivših alkoholičara do žena i bogatih poduzetnika te političara. Rad
analizirajući tu borbu daje uzroke prohibicije koji se uglavnom mogu sažeti kao želja za
promjenom američkog društva na bolje. Borba protiv alkohola je rezultirala proglašenjem
prohibicije 1920. g kojom je zabranjena proizvodnja, prijevoz i prodaja alkohola diljem države. U
radu se analiziraju posljedice prohibicije koje su sve redom bili loše. To su pojava kriminala i
crnog tržišta te propadanje američke ekonomije i diplomatske trzavice, što je sve redom dovelo do
velike krize u Americi, a time i okončalo očito neuspješnu prohbiciju 1933. g
The Soviet Union in the Space Race
No full textSvemirska utrka između Sovjetskog Saveza i Sjedinjenih Američkih Država nastupa tijekom političkog sukoba nakon Drugog Svjetskog rata, odnosno tijekom Hladnog rata. U tom razdoblju Svemir postaje jedna od fronti na kojoj su se dvije sile borile za prestiž. Sovjetski Savez temelje istraživanja svemira pronalazi u radovima Konstantina Ciolkovskog, koji je još u 19. i početkom 20. stoljeća detaljno pisao o svemirskom putovanju, kao i ranom istraživanju raketne tehnologije u vojne svrhe. Tijekom Drugog svjetskog rata ta istraživanja uzimaju zamaha, da bi nakon rata započela utrka za naoružanjem između suparnika, koja je ubrzo pod vodstvom Sergeja Koroljova i Mikhaila Tikhonravova otvorila mogućnost lansiranja umjetnih satelita. 1957. godine, Sovjeti su lansirali prvi umjetni satelit, Sputnik, započinjući ideološku, tehnološku i političku utrku sa Sjedinjenim Državama. Od lansiranja jednostavnog umjetnog satelita, svemirska se utrka ubrzo pretvorila u lansiranje živih bića u Zemljinu orbitu, a zatim i istraživanje Mjeseca tijekom Luna programa, slanje Jurija Gagarina u Zemljinu orbitu tijekom Vostok programa, izlazak čovjeka izvan letjelice, odnosno izvedba takozvane svemirske šetnje. Početkom 60-ih godina započinje i utrka za Mjesec u kojoj su Sovjeti, kasno se uključujući, počinju gubiti primat u istraživanju svemira te nizati neuspjehe. Krajem desetljeća, Sjedinjene Države uspijevaju u svom naumu da pošalju čovjeka na Mjesec, proglašavajući se pobjednicima svemirske utrke, iako se pravi kraj utrke i smirivanje tenzije između suparnika može pronaći u zajedničkoj suradnji prilikom Apollo-Soyuz Test Projekta
Pedagogical approach to the research of consumerism
No full textU ovoj disertaciji predloženi pedagogijski pristup istraživanju konzumerizma utemeljen je u kritičkoj teoriji društva Frankfurtske škole. Konzumerizam je pomoću kritičke teorije društva i kritičke pedagogije prepoznat kao manipulativni proces koji subjekte odgojno-obrazovnog procesa pretvara u pasivne objekte. U humanističkom pristupu suvremene pedagogijske znanosti pojedinac se tretira kao subjekt odgojno-obrazovnog procesa, a pedagogijski pristup ukazuje na opasnosti tržišnog fundamentalizma i opasnosti determiniranosti obrazovnog sustava postulatima tržišta. U ovoj disertaciji konzumerizam se pedagogijskim pristupom analizira kao fenomen izravnog manipuliranja potrebama i preferencijama djece i mladih. Dominantni teorijski okvir disertacije jest kritička teorija društva Frankfurtske škole, dok se metodologija istraživanja bazira na analizi povijesnog i trenutnog stanja odgojno-obrazovnog diskursa i kvalitativnoj analizi interdisciplinarne literature iz više područja: pedagogije, filozofije, ekonomije, sociologije, antropologije, psihologije i povijesti. Polazna epistemološka točka je hermeneutičko tumačenje kojim se naglasak stavlja na komparativno-teorijsku analizu i kritiku konzumerizma, potrošačkog društva i potrošačkih vrijednosti te njihovih implikacija na suvremenu pedagogijsku znanosti i pedagošku praksu. Aktualnost problematike konzumerizma u pedagogijskoj znanosti proizlazi iz činjenice kako se konzumeristička kultura manifestira u svim sferama odgoja i obrazovanja. Konzumerizam je u pedagogijskoj znanosti na marginama istraživanja i upravo je ta činjenica, uz nedostatak relevantne pedagogijske literature glavni istraživački problem, ali istovremeno i motivacijski čimbenik za prijedlog novog autonomnog pedagogijskog pristupa istraživanju konzumerizma. Recentna međunarodna znanstvena literatura tek implicitno upućuje na aktualnost istraživanja pedagogijskih i pedagoških implikacija konzumerizma, a u disertaciji je naglašen interdisciplinarni pristup jer je analizom i sintezom glavnih teza relevantnih autora iz područja filozofije, antropologije, ekonomije, psihologije, povijesti i sociologije moguće konstruirati novu pedagogijsku teoriju za proučavanje fenomena konzumerizma. Slijedom toga, završno poglavlje donosi glavne smjernice za utemeljenje pedagogijskog pristupa istraživanju konzumerizma, a koji do sada nije postojao u znanstvenom polju pedagogije.The pedagogical approach to the research of consumerism proposed in this dissertation is based on the critical theory of society of the Frankfurt School. In the dissertation, consumerism is analyzed using the critical theory of society as a phenomenon that turns active subjects of the educational process into passive objects in the form of consumers of services.
In the humanistic approach of contemporary pedagogical science, an individual must be a subject of the educational process, and the pedagogical approach must never be determined by market postulates, which is emphasized in this dissertation. Consumerism is analyzed with a pedagogical approach in this dissertation as a phenomenon of direct manipulation of needs and preferences of children and young people. The dominant theoretical framework of this dissertation is the critical theory of society of the Frankfurt School, while the research methodology is based on the analysis of the historical and current state of educational discourse, qualitative analysis of interdisciplinary literature from several fields: pedagogy, philosophy, economics, sociology, anthropology, psychology and history. The methodological point of departure is hermeneutic interpretation, as the emphasis is placed on theoretical discussion, criticism and analysis of consumerism, consumer society and consumer values, and their implications for contemporary pedagogical science. The actuality of the issue of consumerism in pedagogical science stems from the fact that the consumerist culture manifests
itself in all spheres of education. Consumerism is on the margins of research in pedagogical science, and it was this fact, along with the lack of relevant pedagogical literature, that was the key motivating factor for the proposal of a new pedagogical approach to the research of consumerism that this dissertation brings. Recent international scientific literature points to the exceptional topicality of research into the pedagogical and educational implications of consumerism, and the dissertation emphasizes an interdisciplinary approach because it is possible to construct a new pedagogical theory for studying phenomenon of consumerism by analyzing and synthesizing the main theses of relevant authors from the fields of philosophy, anthropology, economics, psychology, history and sociology.
Using the theoretical framework of the critical theory of society of the Frankfurt School, the research task of recognizing the influence of the consumerist doctrine on the humanistic paradigm in the process of education was achieved, which is a prerequisite for developing a pedagogical approach to the study of consumerism. Emphasizing the importance of critical thinking development was systematically promoted through the dissertation, because in addition to always asking questions about how something is, it is also necessary to question why it is the way it is in order to achieve the critical, and also humanistic purpose of the educational act. Critical thinking from the perspective of critical pedagogy further empowers the individual and directs him to analyze, evaluate and synthesize facts, which helps him develop a deeper understanding of the world. In a world of constant changes where information is abundant, the skill of critical thinking is crucial in the process of emancipation of an individual. Critical thinking involves questioning the dominant cultural narratives and assumptions on which these structures are based on and challenging them through critical thinking and analysis. We have seen that for critical pedagogy it is necessary to continuously question the dominant value systems, respecting the individual needs of the individual in the process of education. Such an approach requires examining emotions, desires and needs of an individual as significant components of the educational experience in critical pedagogy. As they are closely related to issues of power, oppression and social justice, by recognizing and solving these needs and desires of an individual, critical pedagogy assumes the possibility of creating a more equal and just society.
Examining the contemporary discourse of critical pedagogy, we pointed out, through content analysis, how questions of power and ideology play central role in shaping educational policies and practices. Critical pedagogy warns that education can be used as a tool to promote social justice and liberation, but only if individuals are critically aware, and aware of the need to challenge the dominant ideology and power structures that shape educational practices.
Education for critical consciousness is crucial for establishing fairer and more equal educational system and consequently society. Critical pedagogy continuously examines ideologies in order to understand and describe different and often sophisticated ways in which different positions of power operate to shape educational policies. It was shown through this dissertation how discussions about curriculum, pedagogical practice and teacher education are essential in the context of critical pedagogy because they are central to the goal of promoting social justice and equality through education. Critical pedagogy is the one that emphasizes the need for education to be transformative, empowering and liberating, and this cannot be achieved without a critical reflection of pedagogical practice and the role of the teacher in the educational process. Critical pedagogy recognizes that education is not a neutral or objective endeavor, but it is shaped by power dynamics, cultural values, and social structures. Therefore, pedagogical practices must be examined and criticized to ensure that they do not maintain or reproduce oppressive ideologies and systems of inequality. For critical pedagogy, the issue of education of educational experts is crucial for the development of critical pedagogical practice.
They must be equipped with knowledge, skills and affinities necessary for creating learning environment that promotes critical thinking, social justice and equality. This requires constant professional development, critical reflection and commitment to social change. All discussions of curriculum and pedagogical practice are important in the context of critical pedagogy because they are crucial for creating transformative and empowering educational experiences that promote social justice and equality.
While examining issues of critical thinking, values and needs of an individual, power and ideology, and the position of hermeneutics and qualitative methodology, we have seen how critical pedagogy, in the spirit of critical social theory, deals with issues of power and justice, the ways in which economics and politics affect education, the social origin issue, ideologies, but also numerous others in order to give a systematic explanation of the process of education, and through practice to cause a transformative change in an individual. This is where we have recognized the potential for the development of the critical pedagogy of consumerism, as a pedagogical approach based on the critical theory of society that deals with qualitative research of all aspects of consumerism within the educational process. Critical pedagogy continuously develops and includes new theoretical insights and social circumstances and conditions in its research. In this context, critical pedagogy is in constant search of new and interconnected ways of oppressing and understanding the power that shapes everyday life and human experience. We have also seen, in the critical theory of society, that due to its normative requirement for criticality, it is always open to development and change, but that it also allows the discourse of disagreement and criticality of itself in order to continuously develop.
Ultimately, we have brought the task of systemizing specific consumerist processes of consumer society and culture into modern pedagogical science by proposing a new pedagogical approach to consumerism research. The pedagogical approach derived from the critical theory of society is not only critical of consumerism, but it also assumes that practical action can improve the condition and transform educational theory and practice. The suggested pedagogical approach to the study of consumerism, which is based on the critical theory of society, is idiographic and examines the sense, the importance and the significance of the consumerist doctrine in education, using speculative and deductive approach. This approach meets the condition of setting a pedagogical point of view because it focuses on an individual and seeks understanding, not just an explanation of the phenomenon. We have identified how the need for pedagogical approach to the research of consumerism comes from the fact that pedagogy has its own subject, perspective, and point of view that it investigates, and therefore must develop its own discourse for researching consumerism. The pedagogical approach to the research of consumerism was based on the autonomous field of pedagogical science, although due to the breadth of the phenomenon of consumerism, the approach is methodologically interdisciplinary in its nature. However, we claim that the pedagogical approach must take a clear pedagogical perspective and point of view when examining the consequences consumerism has on education. In the theoretical part of the pedagogical approach, a description, interpretation, and understanding of the ways in which the phenomenon of consumerism encompasses education as subject matter of pedagogical science is introduced.
The practical part of the pedagogical approach describes different methodical procedures by which the application of critical pedagogy as a practice can act in an emancipatory and transformative manner for the purpose of fulfilling the Pedagogical goal of education. We based our pedagogical approach on the descriptive and normative understanding of pedagogical science. We claim that the pedagogical research of consumerism therefore tries not only to describe reality, but also to provide guidelines for its improvement. We must look at education as a process that is focused on the development of a complete personality, and emphasizes individual development and emancipation of the individual. The proposed pedagogical approach to research of consumerism provides an autonomous pedagogical and theoretical framework for the research of various aspects of the impact of consumerism on the process of education. We have shown that educational and pedagogical aspects of consumerism must critically question, at its core, the antipedagogic, consumerist idea that education should be treated as goods and services that are consumed by individuals on the market. Such consumerist and economic view of education processes emphasizes individual growth of an individual through competition with others, and views educational system as a product that should be adapted to the needs and preferences of individual consumers. The consumerist influence on educational policies is clearly reflected in the focus on short-term and limited learning outcomes that an individual should acquire through the educational process. The economic view does not treat education as a public good, but as a commodity that is offered on the market according to the principles of supply and demand.
We have also proposed specific research areas that should become the subject of a pedagogical approach to the research of consumerism, and which we consider a direct consequence of the consumerist doctrine, such as the issue of child consumers, market fundamentalism or the education industry. In order for it to be a comprehensive pedagogical approach, it must also analyze current processes such as privatization, commercialization and marketization of education, and corporatization of educational institutions. In the context of wider social reality, the pedagogical approach must unquestionably investigate the problem of alienation and reification of education, as well as the commodification of knowledge and education. With this in mind, the specific scientific contribution of the dissertation was made, in sense of establishing a separate area within pedagogical science that will analyze consumer culture, consumer society, and the phenomenon of consumerism using a pedagogical approach.
Pedagogical approach, besides the theoretical examination of the implications of consumerism on education, assumes the existence of a practice that can transform all the negative implications of the mentioned phenomenon and thus achieve the fulfillment of the pedagogically based goal of education. Therefore, we have proposed critical pedagogy as a form of practice that requires the creation and usage of pedagogical tools that encourage and develop critical thinking, social justice and solidarity, and it imposes itself as a tool of pedagogical science for the transformation of consumerism. Critical pedagogy is a field of pedagogical science that provides tools for employees in the educational system to encourage individuals to develop critical thinking. We believe that the most important step in the practice of critical pedagogy is to provide high-quality and meaningful learning experiences that will enable individuals to understand and interpret their own everyday life in a global consumer society. The consumer paradigm imposes contents in the educational system that are not pedagogically based and does not help the development of an individual, rather aims at the external maintenance of the existing consumerism.
The last task was achieved by organizing the issue of consumer philosophy of consumption within the humanistic paradigm of education with the aim of identifying the need for new pedagogical and educational research in future. The proposed pedagogical approach to the research of consumerism in pedagogical science has a special benefit in several ways. It can be used for interpretation and explanation of the phenomenon of consumerism, but it can also be used to understand the patterns of consumer behavior of children and young people. Furthermore, the pedagogical approach can be used to study aspects of the functioning of educational institutions that increasingly apply the logic of market functioning in their work. Through a historical analysis and an interdisciplinary approach to the development of consumerism, the doctoral dissertation explains, interprets and classifies different understandings of consumerism in the social and humanistic sciences. Therefore, the dissertation is more focused on identifying the pedagogically undesirable educational influence of consumerism. Through all the chapters, the dissertation interprets, meaningfully frames and connects the influences of different theories within the analyzed sources of literature with the aim of building a pedagogical approach to consumerism research. Throughout the dissertation, the phenomenon of consumerism is placed within the context of its sociohistorical development, and it is observed especially from the perspective of contemporary pedagogical science. With its foundation in the critical theory of society, the pedagogical approach proposed in this dissertation does not strive for finality, but it is a framework and a starting point for further, urgently needed research in pedagogical science as well as educational practice
Interaktivne dječje knjige s naglaskom na hrvatsko tržište
No full textSvrha je rada prikazati povijesne značajke hrvatske dječje književnosti i razvoj dječjih slikovnica te praćenjem suvremenih obilježja prikazati položaj dječjih interaktivnih knjiga na hrvatskome tržištu, kao i pojasniti njihovu važnost u ranoj fazi djetetova života. Interaktivna knjiga dijete asocira na igru i time posebno motivira na sudjelovanje u razvijanju psihofizičkih sposobnosti i ostavlja pozitivan utisak na vrijeme provedeno uz knjigu. Tradicionalno shvaćanje onoga što je interaktivna dječja knjiga ukazuje na zahtjeve da čitatelj izvršava određenu radnju, a čitanje takvog oblika knjige nije moguće bez održavanja interakcije, koja može biti zastupljena u različitim razinama, ovisno o namjeni knjige za određene karakteristike i potrebe djeteta. Suvremeno shvaćanje dječjih interaktivnih knjiga uključuje i one s komponentama novih tehnologija, koje proširuju mogućnosti provedbe interakcija. Iako na hrvatskome tržištu postoje brojni ilustratori i autori dječjih knjiga, strani autori i nakladnici koji imaju značajnije materijalne pogodnosti zauzimaju veliki dio hrvatskog tržišta. U samim počecima dječje slikovnice smatralo se isključivo kao predmet zabavljanja djeteta, odnosno igru što ih udaljuje od dječje književnosti, te za njih nije bilo termina sve dok ga Filipović 1869. godine nije naveo u svome dvojezičnom dječjem rječniku kao slikovnjak. Dječje slikovnice mogu se kategorizirati na različite načine, primjerice prema djetetovom uzrastu, koje zadovoljavaju različite potrebe i intelektualne mogućnosti, dok ih pojedini autori raščlanjuju i prema njihovim funkcijama te obliku. Funkcije slikovnica mogu biti razne, ali sve se temelje na unaprjeđenju djetetova ranog razvoja
Analysis and Comparison of Website Designs and Their Usability
No full textTema ovog diplomskoga rada su dizajn i uporabljivost web stranica, gdje se uspoređuju web stranice tradicionalnijeg i eksperimentalnog dizajna na temelju doživljaja korisnika. Pojava interneta i razvoj multimedijalnosti web stranica doveli su do novog komunikacijskog kanala putem kojeg ljudi mogu lako pristupiti muzejskom sadržaju – galeriji, događajima, aktivnostima i rasporedima, te jednostavnoj online kupnji ulaznica. Posljednjih godina postoji i mogućnost virtualnih šetnja muzejima i galerijama. U radu se nalazi povijesni pregled interakcije čovjeka i računala, grafičkih korisničkih sučelja i web stranica. Predstavljaju se elementi web dizajna i pojam uporabljivosti, posebice kod multimedijalnih muzejskih web stranica. Istraživanje je provedeno na uzorku od pet web stranica muzeja iz različitih regija Republike Hrvatske. Ovi muzeji su odabrani prema kriteriju najposjećenijih muzeja na lokalnoj razini. Svrha je istraživanja analizom web stranica hrvatskih muzeja sa različitim stilovima dizajna izvesti zaključke o zadovoljstvu njihovih korisnika i izmjeriti njihovu uporabljivost. Analizom rezultata bilo je moguće odrediti je li korištenje ovih web stranica bilo uspješno ili ne, te kako su korisnici percipirali uporabljivost hrvatskih muzejskih web stranica. Kako bi se najbolje iskoristio bogat sadržaj muzejskih web stranica, potrebno je prihvatiti kompromise dizajna i uporabljivosti, te ublažiti potencijalne poteškoće pružanjem odgovarajuće navigacije i jasnih informacijskih arhitektura
Analiza pogrešaka u redu riječi u engleskom jeziku u pisanim uradcima studenata engleskog kao stranog jezika i srednjoškolskih učenika
No full textThe objective of this paper was exploring errors in word order in the essays of secondary school students and bachelor students of the English language and literature. The instrument that was used for this study were 25 essays of secondary school students and 30 essays of bachelor students of the English language.
There were three research questions that had to be investigated. The first was to categorize the word order errors and explore which sort of error occurred most frequently. The results indicate that the most frequent errors were an incorrect position of adverbials and inversion in embedded questions. Another type of error that was quite frequent in the secondary school students’ essays was omission of the formal subject.
Secondly, the essays of the groups were compared and it was concluded that two types of errors occurred in both groups of students’ essays – inversion in embedded questions and incorrect position of adverbials. The results have also shown that the BA students made less mistakes (10) than the secondary school students (21).
Thirdly, the source of errors was investigated. Namely, all errors were either interlingual or intralingual. That means that students relied too much on their mother tongue and therefore they neglected all the differences that exist between their mother tongue and the target language. Also, they overgeneralized the rules for word order and they were not aware of some restrictions that had to be considered.Cilj ovog istraživanja je bio istražiti pogreške u redu riječi u rečenici u pisanim uradcima učenika srednje škole i studenata preddiplomskog studija Engleskog jezika i književnosti. Instrument koji je korišten za ovo istraživanje su 25 eseja učenika srednje škole i 30 eseja studenata preddiplomskog studija Engleskoga jezika i književnosti.
Kako bi se to istražilo, tri istraživačka pitanja su postavljena. Najprije je trebalo svrstati pogreške u kategorije i vidjeti koje vrste pogrešaka su najučestalije. Rezultati su pokazali da su najčešće pogreške bile stavljanje priložnih oznaka na pogrešno mjesto u rečenici i inverzija u pitanjima koja su umetnuta. Također veoma učestala pogreška kod eseja učenika srednje škole je bilo izostavljanje formalnog subjekta.
Sljedeće istraživačko pitanje je bilo vezano za usporedbu pogrešaka u esejima obje grupe. Zaključak je da su se dvije vrste pogrešaka pojavljivale u esejima obje grupe – inverzija u pitanjima koja su umetnuta i stavljanje priložnih oznaka na pogrešno mjesto u rečenici. Istraživanje je također pokazalo da su učenici preddiplomskog studija napravili manje pogrešaka (10) nego učenici srednje škole (21).
Zadnje istraživačko pitanje je bilo istražiti koji je uzrok pogrešaka. Dakle, najčešće se radilo o međujezičnim i unutarjezičnim pogreškama. Drugim riječima, učenici su zanemarili razlike u pravilima o redu riječi u rečenici između njihovog materinjeg jezika i jezika koji uče ili nisu bili svjesni istih te su stoga napravili pogrešku. Odnosno, složili su rečenicu prema onim pravilima prema kojima bi to učinili da su istu slagali na materinjem jeziku. Također nisu bili svjesni iznimaka od pravila koja su naučili ranije pa su tako pravilo primjenjivali na isti način i u svakoj situaciji