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Remembering and forgetting on the example of the Zenica Music School
No full textOvaj rad bavi se problematikom neobilježenog mjesta stradanja Muzičke škole u Zenici. Cilj rada je prikazati to mjesto kao mjesto sjećanja koje je važno za prošlost i identitet marginalizirane skupine u navedenome gradu. Kroz bivanje u samome gradu, razgovoru sa stanovnicima grada koji pripadaju manjinskoj, marginaliziranoj skupini, te istražujući sve dostupne izvore vezane uz Muzičku školu, to će mjesto biti prikazano kao ono koje posjeduje događaje prošlosti koje dominantna politika i diskursi nastoje prikriti. Nadalje, utjecaji takvih politika i diskursa djeluju i na svakodnevicu te marginalizirane skupine, što dovodi i do njihovih iseljavanja, kao i gubljenja običaja i radnji koje su do tada ondje bile u praksi. Rad se bavi suprotstavljenim narativom solidarnosti koji kruži među stanovnicima u njihovim međusobnim odnosima. Kroz građu rada prikazati će se radnje koje su dovele do ratnih događanja, a kroz osobno iskustvo i razgovore sa stanovnicima predstavit će se grad kakav je danas te će se problematizirati Muzička škola kao prostor neobilježenog mjesta stradavanja.This paper deals with the issue of the unmarked site of the Music School in Zenica. The aim of the paper is to show that place as a place of memory that is important for the past and the identity of a marginalized group in the mentioned city. Through being in the city itself, talking with the city's residents who belong to a minority, marginalized group, and researching all available sources related to the Music School, that place will be shown as the one that has the events of the past that the dominant politics and discourses try to cover up. Furthermore, the influences of such policies and discourses also affect the everyday life of these marginalized groups, which leads to their emigration, as well as the loss of customs and actions that were practiced there until then. The paper deals with the conflicting narrative of solidarity that circulates among residents in their mutual relations. Through the structure of the work, the actions that led to the events of the war will be shown, and through personal experience and conversations with the residents, the city as it is today will be presented and the Music School will be problematized as an unmarked place of suffering
The Influence of the Media on the Mental Health of Children
No full textU današnje vrijeme, život bez medija i medijskog utjecaja gotovo je nemoguć. Svakodnevica modernog čovjeka uvelike je pod utjecajem suvremene tehnologije. Razvoj tehnologije i medija doveo je do toga da je nemoguće pronaći pojedinca, posebice adolescenta, koji ne konzumira medijske sadržaje. Svaki peti adolescent koristi društvene mreže više od pet sati dnevno, što utjecaj društvenih mreža na njihovo mentalno zdravlje čini neupitnim. Mentalno zdravlje širok je pojam koji se odnosi na emocionalno, psihološko, bihevioralno i društveno funkcioniranje osobe. Korištenje medija i tehnologije može nositi sa sobom različite rizike za dobrobit mentalnog zdravlja djece i mladih. Povećanim korištenjem mobilnih uređaja, računala i društvenih medija može doći do razvoja ovisnosti o tehnologiji, što negativno utječe na svakodnevni život, odnose i školske rezultate. Da bi društvo zdravo funkcioniralo, nužno je razviti cjeloviti pristup prevenciji psiholoških poteškoća djece i adolescenata koje su posljedica prekomjernog izlaganja medijima. Prevencija, pravovremeno prepoznavanje i rana intervencija su pritom najvažniji. Problematikom mentalnog zdravlja djece ne bave se samo stručnjaci, već sve osobe koje sudjeluju u životu djece i mladih. Medicinske sestre svakodnevno ostvaruju kontakt s korisnicima zdravstvene zaštite kao i njihovim obiteljima što ih čini aktivnim sudionicima u procesu prevencije, unaprjeđenja, ranog prepoznavanja i rehabilitacije mentalnog zdravlja djece i adolescenata.Life without media and media influence is almost impossible. Everyday life is influenced by modern technology. The development of technology and media made impossible to find an individual, especially an adolescent, who does not consume media content. One in five uses social networks for more than five hours a day, which makes the impact of social networks on their mental health unquestionable. Mental health is a broad term that refers to a person's way of emotional, psychological, behavioral and social functioning. Like physical health, it ranges from good to bad, and varies over time at different stages of life and is exposed to different conditions. The use of media and technology can carry various risks for the welfare of children and young people. Increased use of mobile devices, computers, and social media can lead to the development of technology addiction, which can negatively impact daily life, relationships, and academic performance. In order for society to function healthily, it is necessary to develop a comprehensive approach to the prevention of psychological difficulties caused by excessive exposure to the media. Prevention, timely recognition and early intervention are important for the protection of adolescent mental health. Mental health issues are not only dealt with by experts, but by all persons who participate in the lives of children and young people. Nurses maintain close contact with health care users and their families every day, which makes them active participants in the process of prevention, improvement, early recognition and rehabilitation in the field of mental health issues
Effectiveness of the kinesiology activities promoting program in preschool institutions in the formation of parents' attitudes about physical activity
No full textPokret je prirodna aktivnosti svakog djeteta i jedan od osnovnih načina dječje komunikacije od njihova rođenja. Važnost pokreta od najranije dječje dobi pa sve do prestanka faze rasta i razvoja sve je veća. Naime skup pokreta dovodi do strukturiranih kretnji koje prerastaju u tjelesnu aktivnost odnosno tjelesno vježbanje koje se smatra jednom od vodećih komponenti kada je u pitanju ljudsko, pa tako i dječje zdravlje te normalan rast i razvoj svakog djeteta. Osim što ima značajan broj benefita za zdravlje, smanjenje pretilosti, jačanje mišića, poboljšanje motoričkih sposobnosti, poboljšanje funkcija krvožilnog i plućnog sustava i brojne druge, pokret i tjelesno kretanje ujedno može biti i osnova za učenje kod djeteta. Suvremeni kurikulumi koji se usvajaju u ustanovama ranog i predškolskog odgoja i obrazovanja pokret koriste kao integrirani dio svih ostalih aktivnosti te na takav način pozitivno utječu i na kognitivni, kreativni i emocionalni razvoj djeteta. Predmet ovog rada je prikaz kinezioloških aktivnosti koje se odnose na tjelesno vježbanje u ustanovama ranog i predškolskog odgoja te njihovu važnost za svako dijete, s posebnim osvrtom na podršku i stavove roditelja o provođenju istihMovement is a natural activity of every child and one of the basic ways of children's communication from birth. The importance of movement from the earliest childhood until the end of the phase of growth and development is increasing. Namely, a set of movements leads to structured movements that turn into physical activity, that is, physical exercise, which is considered one of the leading components when it comes to human health, including children's health, and the normal growth and development of every child. In addition to having a significant number of health benefits, reducing obesity, strengthening muscles, improving motor skills, improving the functions of the circulatory and pulmonary systems and many others, movement and physical movement can also be the basis for learning in a child. Namely, modern curricula that are adopted in early and preschool education institutions use movement as an integrated part of all other activities and in this way have a positive effect on the cognitive, creative and emotional development of the child. The subject of this paper is a presentation of kinesiology activities related to physical exercise in early and preschool education institutions and their importance for every child, with special reference to the support and attitudes of parents regarding their implementation
The works of Pietro da Cortona in the Pitti Palace in Florence
No full textPietro da Cortona jedan je od najznačajnijih umjetnika 17. stoljeća na području Italije čije su projekte naručivali vodeći predstavnici društva većih umjetničkih centara kao što su Rim i Firenca. Ferdinand II. de Medici, naručitelj projekata za palaču Pitti u Firenci, samo je jedan od brojnih u nizu. U 17. i 18. stoljeću naručitelj je bio vrlo važan faktor u donošenju konačnih odluka vezanih uz slikarsko, arhitektonsko ili kiparsko djelo. U ovom završnom radu objasniti će se primjer jedne narudžbe u svrhu detaljnije analize i objašnjenja naručiteljske prakse 17. stoljeća, te odnosa umjetnika i naručitelja. Pietro da Cortona je za palaču Pitti predložio projekt novog oblikovanje fasade, te povezivanje s vanjskim prostorom, odnosno vrtnim područjem. Iako se nova fasada palače Pitti nije izvela prema njegovom projektu, sačuvali su se Cortonini crteži koji se danas čuvaju u Galeriji Uffizi. S druge strane fresko cikluse koje je Pietro da Cortona izveo u tzv. Sala della Stufa i Sobama planeta jedne su od njegovih najboljih djela.Pietro da Cortona is one of the most important artists of the 17th century in Italy, whose projects were commissioned by leading representatives of the society of major artistic centers, such as Rome and Florence. Ferdinand II. de Medici, who commissioned projects for the Pitti Palace in Florence, is just one of many in the series. In the 17th and 18th centuries, the client was a very important factor in making the final decisions related to a work of painting, architecture or sculpture. In this final paper, an example of an order will be presented for the purpose of a more detailed analysis and explanation of the commissioning practice of the 17th century, and the relationship between the artist and the client. Pietro da Cortona proposed a new facade design for the Pitti Palace, as well as a connection with the outside space, i.e. the garden area. Although the new facade of the Pitti Palace was not built according to his design, Cortona's drawings were preserved and are now kept in the Uffizi Gallery. On the other hand, the fresco cycles performed by Pietro da Cortona in the so-called Sala della Stufa and Planetary Rooms are among his best works
Attitudes of Primary Teachers toward the Imposition of Pedagogical Measures
No full textObrazovni sustav predstavlja temelj društva te ima ključnu ulogu u oblikovanju budućih generacija. Učitelji su ključni akteri u ostvarivanju ovog cilja, jer ne samo da prenose znanje učenicima, već i oblikuju njihovo ponašanje i moralne vrijednosti. Jedan od važnih aspekata učiteljske uloge je upravljanje ponašanjem učenika unutar školskog okruženja. Cilj istraživanja bio je ispitati stavove učitelja razredne nastave o izricanju pedagoških mjera te namjeni izricanja pedagoških mjera za neprihvatljiva ponašanja učenika. U istraživanju su sudjelovala 63 učitelja razredne nastave iz devet osnovnih škola s područja Republike Hrvatske, a istraživanje je provedeno u lipnju i srpnju školske godine 2022./2023. Mjerni instrument koji je kreiran za potrebe ovog istraživanja sastoji se od četiri različita oblika. Sudionici istraživanja popunjavali su i anketni upitnik socio-demografskih pitanja koja su se odnosila na spol, dob, radni staž u školstvu te broj izrečenih ili ukinutih pedagoških mjera kao članova Razrednog/Učiteljskog vijeća. Primijenjena je i Skala stavova o izricanju pedagoških mjera. Rezultati istraživanja pokazuju da nema razlike između muškog i ženskog spola kada je riječ o izricanju pedagoških mjera za određeno neprihvatljivo ponašanje. Također, nema razlike ni prema školskom uspjehu počinitelja neprihvatljivog ponašanja. Učitelji donose odluke o izricanju pedagoških mjera uzimajući u obzir sve okolnosti događaja i posljedice koje takvo ponašanje ima. Prema rezultatima parametara čestica semantičkog diferencijala, najviše prosječne ocjene imaju čestice "impulzivno-promišljeno" i „beskorisno-korisno“, dok najniže prosječne ocjene ima čestica "dobro-loše". Također, utvrđena je statistički značajna razlika u stavovima između učitelja predmetne i razredne nastave, pri čemu su učitelji predmetne nastave iskazali pozitivnije stavove prema izricanju pedagoških mjera, što je u skladu s očekivanjima. Rezultati ovog istraživanja pružaju smjernice za buduća istraživanja u ovom području te mogu poslužiti kao osnova za savjetovanje učitelja.The educational system represents the foundation of society and plays a significant role in
shaping future generations. Teachers are key players in achieving this goal, not only do they
transmit knowledge to students, but they also shap e their behavior and moral values. One of the
most important aspects of the teacher's role is managing student behavior within the school
environment. The goal of the research was to examine the attitudes of primary teachers
regarding the imposition of ped agogical measures and the purpose of imposing such
pedagogical measures for unacceptable student behavior. 63 primary teachers from nine
elementary schools in the Republic of Croatia participated in the research conducted in June
and July of the 2022/2023 school year. The measuring instrument created for the purposes of
this research consists of four different forms. The research participants also had to fill out a
questionnaire of socio demographical questions related to gender, age, length of service in t he
school system, and the number of imposed or canceled pedagogical measures as members of
the Class/Teachers´ Council. The Attitude Scale toward the Imposition of Pedagogical
Measures was applied as well. The research results show no difference between ma le and
female gender when it comes to imposing pedagogical measures for certain unacceptable
behavior. Moreover, there is no link between the school success of perpetrators of unacceptable
behavior and the frequency of such measures being imposed . Teachers make decisions about
the imposition of pedagogical measures considering all the circumstances of the event and the
consequences of such behavior. According to the results of the parameters of the semantic
differential particles, the particles "impulsive t houghtful" and "useless useful" have the highest
average ratings, while the particle "good bad" has the lowest average ratings. In addition, a
statistically significant difference was found in the attitudes of primary and secondary school
teachers, with se condary teachers expressing more positive attitudes towards the imposition of
pedagogical measures, which is in line with expectations. The results of this research provide
guidelines for future research in this area and can serve as a basis for counseling teachers
Evaluation of problem tasks in mathematics class
No full textU ovom diplomskom radu kroz teorijski dio se nastojao prikazati povijesni razvoj nastave matematike, usporediti položaj problemskih zadataka kroz tradicionalnu i suvremenu nastavu te se usmjeriti na suvremenu nastavu i problemske zadatke u njoj. Zatim se kroz prvi dio istraživanja željelo analizirati kako zapravo učenici rješavaju problemske zadatke odnosno koriste li pri rješavanju matematičko ili modeliranje konkretima te kakva je uspješnost učenika pri njihovu rješavanju. Dok su se kroz drugi dio istraživanja nastojali ispitati stavovi učitelja o problemskim zadacima, kakve zadatke smatraju problemskima te kako ih vrednuju odnosno čime se vode pri vrednovanju. U istraživanju je sudjelovalo 70 učenika razredne nastave kojima su podijeljeni ispiti s problemskim zadacima ovisno o razredu koji trenutno pohađaju to jest sa zadacima prilagođenima njihovu uzrastu. U drugom dijelu istraživanja provedeni su intervjui s dvanaest učiteljica koji su bili podijeljeni u tri dijela: razgovor o problemskim zadacima, prikaz zadataka kako bih vrednovale jesu li oni za njih problemski ili ne te vrednovanje nekih primjera riješenih zadataka. Analiza učeničkih ispita pokazala je kako ovisno o tipu/vrsti zadatka varira i uspješnost njegova rješavanja pa su tako učenici najmanje uspješni u rješavanju tipa zadataka s redoslijedom računskih radnji u svim razredima. Kod prvih zadataka koji su bili zadaci riječima učenici su uglavnom točno rješavali prvi dio zadatka dok bi se pogreške pojavljivale u sljedećim koracima, uspješnost rješavanja trećih zadataka je bila također niska, ali su se našla neka vrlo zanimljiva rješenja. U prvom razredu se modeliranje konkretima najviše koristilo dok se kroz sljedeće razrede sve manje pojavljivalo i prevladavalo je matematičko modeliranje. Učiteljice su kroz intervjue pokazale kako na problemske zadatke uglavnom gledaju kao na neke zadatke s riječima i logičke zadatke koje od djece zahtijevaju više razmišljanja. Ponuđene zadatke iz ispita su većinski smatrale problemskima, osim kod drugih zadataka gdje su mišljenja bila podijeljena i naposljetku se trećem dijelu intervjua je dobio uvid u načine vrednovanja.In this thesis, through the theoretical part, an attempt was to show the historical development of teaching mathematics, to compare the position of problem tasks in traditional and contemporary teaching, and to focus on contemporary teaching and problem tasks in it. Through the first part of the research, it was aimed to analyze how students actually solve problem tasks, that is, whether they use mathematics or modeling by drawing when solving this type of tasks, and what is the success rate of students when solving them. The second part of the research sought to examine teachers' attitudes about problem tasks, what kind of tasks they consider to be problem tasks and how they evaluate them, i.e. what they are guided by when evaluating them. Seventy students (grades one to four) participated in the research and were given exams with problem tasks depending on the grade they are currently attending, that is, with tasks adapted to their age. In the second part of the research, interviews were conducted with twelve teachers. The interviews were divided into three parts: a conversation about problem tasks, a presentation of the tasks for the teachers to evaluate whether they consider them to be problem tasks or not, and evaluation of some examples of solved tasks. The analysis of student exams showed that depending on the type of task, the success in solving it also varies, so students are the least successful in solving the type of tasks with the order of calculation operations in all grades. In the first tasks, which were word tasks, the students mostly solved the first part of the task correctly, while mistakes appeared in the following steps. The success in solving the third tasks was also low, but some very interesting solutions were found. In the first grade, modeling by drawing was used the most, while in the following grades it appeared less and less and mathematical modeling prevailed. Through the interviews, the teachers showed that they mostly consider problem tasks to be word tasks and logic tasks that require more thinking from the children. The offered tasks from the exam were seen as problem tasks by the majority of the teachers, except for the second tasks where opinions were divided. Lastly, in the third part of the interview, an insight into the methods of evaluation was obtained
Intercultural Sensitivity of Teacher Education Students
No full textSve veća kulturna raznolikost modernih društava aktualizira važnost afirmacije interkulturalnog dijaloga. Globalno povezivanje svijeta, otvaranje društava pa, samim time, i njihovo kulturno usložnjavanje ima brojne prednosti, kako za društva tako i za pojedinca. No, ono sa sobom donosi i brojne izazove. Budući da susreti pripadnika različitih kultura ne rezultiraju nužno i pozitivnim odnosima, nužno je načela interkulturalizma integrirati u što više ljudskih djelatnosti, pri čemu odgoj i obrazovanje imaju ključnu ulogu. U tom su pogledu učitelji, ali i budući učitelji jedni od ključnih nositelja razvoja interkulturalne kompetencije. No, s obzirom na to da razvoj interkulturalne kompetencije počiva na razvoju interkulturalne osjetljivosti, iskazivanje interkulturalne osjetljivosti jedan je od preduvjeta daljnjeg razvoja ove kompetencije. Suvremeni odgoj i obrazovanje imaju nezamjenjivu ulogu u afirmaciji pozitivnih odnosa i dijaloga među pripadnicima različitih kultura. Ta afirmacija moguća je jedino u slučaju zadovoljavajuće izraženosti interkulturalne osjetljivosti svih dionika odgojno-obrazovnog procesa, s posebnim naglaskom na (buduće) učitelje kao ključne nositelje interkulturalnog odgoja i obrazovanja u školi, a samim time i u društvu. U teorijskom dijelu rada detaljno je objašnjen pojam kulture, multikulturalizma, interkulturalizma, komunikacije, interkulturalne kompetencije te interkulturalne osjetljivosti. Također, definirana je interkulturalna pedagogija i njezina uloga u suvremenom obrazovanju, a iznesen je i kratak pregled studijskih programa za obrazovanje budućih učitelja u Republici Hrvatskoj s naglaskom na kolegije koji posredno ili neposredno tematiziraju interkulturalizam. Empirijskim istraživanjem obuhvaćeni su svi učiteljski studiji u Republici Hrvatskoj, što uključuje osam studija na sedam sveučilišta: Učiteljski fakultet Sveučilišta u Zagrebu, Učiteljski studij Filozofskog fakulteta u Splitu, Učiteljski fakultet Sveučilišta u Rijeci, Fakultet za odgojne i obrazovne znanosti Sveučilišta Josipa Jurja Strossmayera u Osijeku, Odjel za nastavničke studije u Gospiću i Odjel za izobrazbu učitelja i odgojitelja Sveučilišta u Zadru, Fakultet za odgojne i obrazovne znanosti Sveučilišta Jurja Dobrile u Puli te Učiteljski studij Sveučilišta u Slavonskom Brodu. U istraživanju je sudjelovalo 630 studenata učiteljskih studija, a provedeno je anketnim upitnikom koji je obuhvaćao: Upitnik sociodemografskih podataka, Skalu interkulturalne osjetljivosti, Upitnik multikulturalnog iskustva te Skalu stava o zajedničkom školovanju učenika različite kulturne pripadnosti. Cilj istraživanja bio je ispitati interkulturalnu osjetljivost studenata učiteljskih studija u Republici Hrvatskoj te pojavnost multikulturalnog iskustva. Ispitan je i suodnos interkulturalne osjetljivosti studenata i multikulturalnog iskustva, stavova prema zajedničkom školovanju djece različite kulturne pripadnosti te relevantnih sociodemografskih varijabli. Rezultati istraživanja upućuju na iznadprosječno razvijenu interkulturalnu osjetljivost ispitivane populacije te na postojanje razlika u toj izraženosti s obzirom na neke sociodemografske čimbenike, ali i s obzirom i na većinu multikulturalnih iskustava. Također, rezultati ispitivanja pojavnosti multikulturalnih iskustava upućuju na to da studenti učiteljskih studija uglavnom posjeduju zadovoljavajuću razinu multikulturalnih iskustava, no i da ta iskustva nisu jednako brojna s obzirom na sva ispitivana multikulturalna iskustva. Na koncu, rezultati ispitivanja povezanosti interkulturalne osjetljivosti i stavova prema zajedničkom školovanju učenika različite kulturne pripadnosti upućuju na njihovu pozitivnu povezanost. Ovim je istraživanjem validirana Skala interkulturalne osjetljivosti na uzorku studenata učiteljskih studija te su postavljene osnove za daljnja istraživanja interkulturalne osjetljivosti ove populacije. Rezultati istraživanja mogu poslužiti kao polazišna točka prilikom kreiranja i provedbe inicijalnog obrazovanja učitelja, ali i kao smjernice učiteljskim studijima u Republici Hrvatskoj na eventualne prostore u kojima njihov doprinos može utjecati na veći razvoj interkulturalne osjetljivosti njihovih studenata. Odnosno, učiteljski bi studiji na osnovu ovih rezultata istraživanja mogli definirati nove, ali i dopuniti postojeće ishode učenja kolegija s ciljem dodatnog poticanja razvoja interkulturalne osjetljivosti njihovih studenata. Jednako tako, neki od dobivenih rezultata mogu poslužiti i pri planiranju i programiranju odgoja i obrazovanja na osnovnoškolskoj i srednjoškolskoj razini te u radu s roditeljima učenika na tim razinama, i to u smislu posvećivanja dodatne pažnje onim elementima odgoja i obrazovanja koji su se u ovom istraživanju pokazali bitnima za razinu interkulturalne osjetljivosti, a na koje ove ustanove mogu utjecati (poput iskustava školovanja s pripadnicima drugih kultura, učeničkih razmjena te dodatnih mogućnosti učenja stranih jezika).The increasing cultural diversity of modern societies actualizes the importance of affirming intercultural dialogue. The global connection of the world, the opening of societies and, therefore, their cultural complexity has numerous advantages, both for societies and individuals. However, it also brings with it numerous challenges. Since meetings between members of different cultures do not necessarily result in positive relations, it is necessary to integrate the principles of interculturalism into the broadest possible range of human activities, where education plays a key role. In this regard, teachers, as well as future teachers, are one of the key bearers of the development of intercultural competence. However, given that the development of intercultural competence rests on the development of intercultural sensitivity, the expression of intercultural sensitivity is one of the prerequisites for the further development of this competence. Modern education has an irreplaceable role in the affirmation of positive relations and dialogue between members of different cultures. This affirmation is possible only in case of satisfactory development of intercultural sensitivity of all participants of the educational process, with a special emphasis on (future) teachers as key bearers of intercultural education in school, and therefore in society. In the theoretical part of the work, the concept of culture, multiculturalism, interculturalism, communication, intercultural competence and intercultural sensitivity is explained in detail. Also, intercultural pedagogy and its role in modern education are defined, and a brief overview of study programs for the education of future teachers in the Republic of Croatia is presented, with an emphasis on courses that directly or indirectly address interculturalism. Empirical research covers all teacher studies in the Republic of Croatia, which includes eight studies at seven universities: the Faculty of Teacher Education at the University of Zagreb, the Department of Teacher Education at the Faculty of Humanities and Social Sciences in Split, the Faculty of Teacher Education at the University of Rijeka, the Faculty of Education at the University of Josip Juraj Strossmayer in Osijek, the Department for Teacher Education Studies in Gospić and the Department of Teacher and Preschool Teacher Education in Zadar at the University of Zadar, the Faculty of Educational Sciences at the Jurja Dobrila University in Pula, and the Department of Teacher Education at the University of Slavonski Brod. 630 teacher studies students took part in the research, which was conducted using a survey questionnaire that included: a sociodemographic data questionnaire, an intercultural sensitivity scale, a multicultural experience questionnaire and an attitude scale about co-education. The research aimed to examine the intercultural sensitivity of teacher studies students in the Republic of Croatia and the incidence of multicultural experience. The relationship between the participants’ intercultural sensitivity and multicultural experience, attitudes towards the joint education of children of different cultural backgrounds, and relevant sociodemographic variables were also examined. The results of the research point to an above-average developed intercultural sensitivity of the examined population and the existence of differences in this development concerning some sociodemographic factors, but also with regard to the majority of multicultural experiences. Also, the results of the examination of the incidence of multicultural experiences indicate that teacher studies students mostly have satisfactory level of multicultural experiences, but that these experiences are not equally numerous concerning all multicultural experiences examined. Finally, the results of the examination of the connection between intercultural sensitivity and attitudes towards joint schooling of students of different cultural backgrounds point to their positive correlation. With this research, the Scale of Intercultural Sensitivity was validated on a sample of teacher studies students, and the foundations for further research on this population were laid. The results of the research can serve as a starting point for the creation and implementation of initial teacher education, but also as guidelines for teacher studies in the Republic of Croatia on possible areas where their contribution can influence the greater development of intercultural sensitivity of their students. That is, teacher studies based on these research results could introduce new, but also supplement the programs of existing courses with the aim of further encouraging the development of intercultural sensitivity of their students. Equally, some of the obtained results can be used in the planning and programming of education at the elementary and secondary school levels and in working with the parents of students at these levels, by paying additional attention to those elements of education that are included in this research that are shown to be essential for the level of intercultural sensitivity (such as schooling experiences with members of other cultures, student exchanges and additional opportunities to learn foreign languages)
Žicina Amerika: Pregled rase, moći i sustavne nejednakosti
No full textThe issue of race still remains one of the most prevalent topics in American existence. From the remnants of colonial past to the more recent systemic inequalities highlighted by the Black Lives Matter Movement, racism has left undeniable marks on the American psyche and has infiltrated every facet of American existence from housing, employment, education and the criminal justice system. Representation of race in the media is therefore imperative as the media today serves a more powerful cause than it ever has; not only is it a form of entertainment, but a tool used for shaping perceptions, narratives and ultimately discourses within society. It is within this context that “The Wire” emerges. “The Wire”, through its raw and unfiltered portrayal of the racial dynamics of the 2000s Baltimore, can serve as a blueprint based on which societal landscape of ethnic America can be mapped. That is precisely the goal of this thesis. Firstly, historical context was established; through the neoliberal past of America, economic failure of industrial cities has been mapped, with attention drawn to Baltimore through a systematic dismantlement of its failing educational, healthcare and judicial systems.Then the focus was shifted on the show and its faithful portrayal of the said failing systems. Through neoliberal critique, the class situation of impoverished African-Americans was examined; CRT provided useful analysis of the show's portrayal of the decline of the systematic social nets; Fanon's and DuBois’ concepts of white gaze and double consciousness were used in order to analyze characters at a micro level, establishing them as victims of a failing and inherently racist system.Pitanje rase i dalje ostaje jedna od najrelevantnijih tema svakodnevne američke egzistencije. Od ostataka kolonijalne prošlosti do novijih sustavnih nejednakosti koje ističe pokret Black Lives Matter, rasizam je ostavio neporecive tragove na američku zbilju i infiltrirao se u svaki aspekt američkog postojanja počevši od stanovanja, zaposlenja, obrazovanja i kaznenopravnog sustava. Pitanje reprezentacije rase u medijima stoga postaje ključno, pošto mediji danas imaju bitniju ulogu nego ikada; ne služe samo kao oblik zabave, već i alat koji se koristi za oblikovanje percepcija, narativa i konačno diskursa unutar društva. U tom kontekstu nastaje "Žica". “Žica”, kroz svoj sirovi i nefiltrirani prikaz rasne dinamike Baltimorea 2000-ih, može poslužiti kao nacrt na temelju kojeg se može mapirati društveni krajolik etničke Amerike. Upravo je to cilj ovog diplomskog rada. Prvo, uspostavljen je povijesni kontekst; kroz neoliberalnu prošlost Amerike mapiran je ekonomski neuspjeh industrijskih gradova, pri čemu je pozornost privučena na Baltimore kroz sustavno propitkivanje propalog obrazovnog, zdravstvenog i pravosudnog sustava. Zatim je fokus prebačen na seriju i njen vjeran prikaz navedenih neispravnih sustava. Kroz neoliberalnu kritiku ispitana je klasna situacija osiromašenih Afroamerikanaca; CRT se iskoristio kao koristan teorijski okvir za analizu prikaza propadanja mreža socijalne sigurnosti prikazanih u seriji; Fanonovi i DuBoisovi koncepti bijelog pogleda i dvostruke svijesti korišteni su za analizu likova na mikrorazini, utvrđujući ih kao žrtve propadajućeg i inherentno rasističkog sustava
Croatian-German translations of culinary culturemes on the example of online restaurant menus
No full textDiese Arbeit beschäftigt sich mit der Analyse kroatisch-deutscher Übersetzungen von Kulinarien am Beispiel der Textsorte Speisekarte. Im theoretischen Teil werden die Speisekarte als Textsorte, die funktionale Übersetzung sowie die Skopostheorie, und die Äquivalenz und die Adäquatheit in der funktionalen Übersetzungstheorie dargestellt. Die Arbeit bearbeitet die Kulturemtheorie mit dem Fokus auf den Kulinarien und zeigt Übersetzungsverfahren im Falle der Nuläquivalenz. Im Mittelpunkt dieser Arbeit und als Ausgangspunkt für die empirische Untersuchung steht der Übersetzer als der wichtigste Vermittler im Prozess der interkulturellen Kommunikation sowie die Relevanz seiner Kompetenzen und seines Fachwissens. Der empirische Teil dieser Arbeit umfasst eine Untersuchung, die aus zwei Teilen besteht. Im ersten Teil wurden Übersetzungsverfahren in 15 Online-Speisekarten analysiert, in denen 74 authentische Einträge mit 42 kroatischen gastronomischen Kulturemen identifiziert wurden. Im zweiten Teil wurden deutsche MuttersprachlerInnen (N=31) mit Hilfe einer Umfrage befragt, um die Adäquatheit und Qualität der Übersetzung kroatischer gastronomischer Kultureme in der Zielkultur zu überprüfen. Die Analyse zeigte, inwiefern die informative und die appellative Funktion der Textsorte Speisekarte in die Zielkultur übermittelt wurden.Ovaj rad bavi se istraživanjem kvalitete hrvatsko-njemačkih prijevoda hrvatskih gastronomskih kulturema na primjeru online jelovnika. U teorijskom dijelu razrađuje se jelovnik kao tekstna vrsta, funkcionalistički pristup prevođenju i teorija skoposa kao i pojam ekvivalencije i adekvatnosti prijevoda. U radu je obrađena teorija kulturema s naglaskom na gastronomske kultureme te su prikazani prijevodni postupci kod nulte ekvivalencije. Prevoditelj kao glavni medij u procesu međukulturalne komunikacije, kao i važnost njegove kompetencije i stručnosti, u središtu su promišljanja ovog rada i polazište su empirijskog dijela istraživanja. Empirijski dio rada sadrži istraživanje koje se sastoji od dva dijela. U prvom dijelu analizirani su prijevodni postupci na korpusu od 15 online jelovnika, gdje je identificirano 74 autentičnih unosa sa 42 hrvatska gastronomska kulturema. Drugi dio istraživanja odnosi se na anketiranje izvornih govornika njemačkoga jezika (N=31) s ciljem ispitivanja adekvatnosti i kvalitete prijevoda hrvatskih gastronomskim kulturema u ciljnoj kulturi. Istraživanjem se ispitalo u kojoj mjeri je prenesena informativna i apelativna funkcija tekstne vrste jelovnik u ciljnu kulturu.This paper aims to analyse the quality of Croatian-German translations of Croatian culinary culturemes, based on online menus. The theoretical part of the paper elaborates on the topic of menus as a text type, on the functionalist approach to translation and the Skopos theory as well as on the concept of translation equivalency and adequacy. The paper focuses on the cultureme theory with a special emphasis on culinary culturemes. It also shows translation strategies in the case of zero equivalence of lexical items. Competencies and expertise of the translator as the main mediator in the process of intercultural communication are the main part of this paper and the starting point of the empirical research. The empirical part of this paper contains a two-part research. The first part analyses translation strategies based on 15 online menus, where it identifies 74 names of authentic dishes containing 42 Croatian culinary culturemes. The second part of the research shows the results of a questionnaire filled in by native German speakers (N=31) with the aim of examining both adequacy and quality of the Croatian-German translations of culinary culturemes in the target language. The research shows the extent to which the informative and appellative functions of a text type menu have been communicated into the target audience
Translation of a short story “Mister Prokharchin” by F. M. Dostoevsky into the local speech of Sveti Križ Začretje
No full textTemelj diplomskog rada je prijevod pripovijetke s ruskog jezika na kajkavsko narječje, preciznije na mjesni idiom Svetog Križa Začretja. Kasnije je na vlastitom prijevodu provedena translatološka analiza gdje su uočljive razlike između jezika, ali i nastojanje da se zadrže specifičnosti jezika i kulture. Nemoguće je djelo prevesti doslovno, bez ikakvih intervencija, a koliko je prevoditelj bio uspješan u svome naumu ovisi i o čitateljuThe theme of this master's thesis is the translation of a short story from Russian into kajkavian dialect of the Croatian language, the local speech of Sveti Križ Začretje to be precise. Later in the work we are presented with a translatological analysis based on our own translation where we can see the differences between the languages, as well as the effort that was put into preserving characteristics of the language and its culture. It is impossible to literally translate someone's literary work, without any interference, but the reader is the one that decides whether the work was translated successfully or not