University of Zadar Institutional Repository
Not a member yet
7478 research outputs found
Sort by
Figurativni jezik u odabranim Marvel Cinematic Universe filmovima
No full textFigurative language was traditionally regarded as a unique trait of humans that was tied solely to poetry. However, due to the increase in research, its prevalence in everyday life was recognised and it became included in the analyses of other forms of spoken and written language. This master’s thesis examines the use of metaphor and metonymy in Marvel Cinematic Universe films. The corpus included six MCU films that are part of the first phase of the franchise (Iron Man, The Incredible Hulk, Iron Man 2, Thor, Captain America: The First Avenger, and The Avengers). A total of 428 metaphors and 112 metonymies were found and they were all distributed into specific categories. When it comes to metaphors, the most numerous were the examples for the target domain LIFE, and in the case of metonymies the examples in which INSTITUTION stands for PEOPLE RESPONSIBLE. Apart from this, the greatest number of metaphors was found in Iron Man, of metonymies in The Avengers, and the lowest number of both was found in The Incredible Hulk.Figurativni jezik tradicionalno se smatrao jedinstvenom ljudskom osobinom koja je bila vezana isključivo za poeziju. No zbog porasta istraživanja, prepoznata je njegova raširenost u svakodnevnom životu te je uključen u istraživanja drugih oblika govornog i pisanog jezika. Ovaj diplomski rad analizira upotrebu metafore i metonimije u Marvel Cinematic Universe filmovima. Korpus uključuje šest MCU filmova koji su dio prve faze franšize (Iron Man, The Incredible Hulk, Iron Man 2, Thor, Captain America: The First Avenger i The Avengers). Sveukupno je pronađeno 428 metafora i 112 metonimija, a koje su raspoređene u određenu kategoriju. Kada se radi o metafori, najbrojniji su bili primjeri ciljne domene ŽIVOT, a u slučaju metonimije primjeri u kojima INSTITUCIJA zamjenjuje LJUDE ODGOVORNE (ZA INSTITUCIJU). Najviše metafora bilo je u filmu Iron Man, metonimija u The Avengers, a najmanji broj jedne i druge u The Incredible Hulk
Constructions of the collective in the dystopian novel
No full textDie Arbeit untersucht eingehend, wie kollektive Identitäten in der dystopischen Literatur, insbesondere in Helene Bukowskis Roman „Milchzähne“, gebildet werden. Die Studie beginnt damit, das Konzept des Kollektivs in den Rahmen der dystopischen Literatur einzuordnen und seine Bedeutung für das Verständnis des Konflikts zwischen persönlicher Freiheit und dem Überleben der Gruppe zu generieren. Anschließend analysiert die Arbeit das dystopische Genre und konzentriert sich darauf, wie dystopische Gesellschaften kollektive Identitäten betonen – oft auf Kosten der individuellen Freiheiten. Am Beispiel von „Milchzähne“ untersucht die Analyse, wie Umweltkatastrophen und soziale Entfremdung die Denkweisen von Gruppen prägen, bei denen Einzelpersonen nach und nach in ein Kollektiv integriert werden, um das Überleben zu sichern. Diese Analyse konzentriert sich auf die Reise der Protagonistin in „Milchzähne“ und untersucht ihre Interaktionen mit der Gesellschaft und ihren ultimativen Widerstand gegen unterdrückerische Normen. Die Arbeit hebt die Spannungen zwischen der Anpassung an das Kollektiv zum Überleben und der Durchsetzung individueller Autonomie und Moral hervor. Anhand der Analyse des Romans untersucht die Arbeit die ethischen Dilemmata, die entstehen, wenn kollektive Bedürfnisse mit persönlichen Prinzipien in Konflikt geraten. Es wird auch untersucht, wie dystopische Ideologien, die Kollektive als überlebenswichtig darstellen, zur Erosion von Individualität und Menschenwürde führen können. Bukowskis Werk wird als Kritik dieser kollektivistischen Ideologien gesehen und weist auf ihre Gefahr hin, Individualität zu unterdrücken und die Gesellschaft zu entmenschlichenU radu se temeljito istražuje kako se kolektivni identiteti formiraju u distopijskoj književnosti, posebice u romanu „Mliječni zubi“ Helene Bukowski. Studija započinje postavljanjem pojma kolektiva u okvir distopijske književnosti, naglašavajući njegovu važnost u razumijevanju sukoba između osobne slobode i opstanka grupe. Rad zatim analizira distopijski žanr, fokusirajući se na to kako distopijska društva generiraju kolektivne identitete, često nauštrb individualnih sloboda. Na primjeru romana „Mliječni zubi“ analiza pokazuje kako ekološke katastrofe i društveno otuđenje oblikuju grupni način razmišljanja, gdje se pojedinci progresivno uključuju u kolektiv kako bi osigurali preživljavanje. Ova analiza usredotočuje se na putovanje protagonista u odabranom romanu, istražujući njihove interakcije s društvom i njihov konačni otpor protiv opresivnih normi. Rad naglašava napetosti između prilagođavanja kolektivu radi preživljavanja i afirmacije individualne autonomije i morala. Kroz analizu romana, djelo ispituje etičke dileme koje se javljaju kada su kolektivne potrebe u sukobu s osobnim načelima. Također se razmatra kako distopijske ideologije koje prikazuju kolektive kao bitne za opstanak mogu dovesti do erozije individualnosti i ljudskog dostojanstva. Bukowskijevo djelo se smatra kritikom ovih kolektivističkih ideologija, sugerirajući njihovu opasnost da potisnu individualnost i dehumaniziraju društvoThis thesis thoroughly examines how collective identities are formed in dystopian literature, especially in Helene Bukowski's “Milk teeth”. The study starts by placing the concept of the collective within the framework of dystopian literature, stressing its importance in understanding the conflict between personal freedom and group survival. The work then analyzes the dystopian genre, focusing on how dystopian societies emphasize collective identities, often at the expense of individual liberties. Through the example of “Milk teeth”, the analysis explores how environmental disasters and social alienation shape group mindsets, where individuals are progressively incorporated into a collective to ensure survival. This analysis focuses on the protagonist's journey in “Milk teeth”, exploring their interactions with society and their ultimate resistance against oppressive norms. The work highlights the tensions between conforming to the collective for survival and asserting individual autonomy and morality. Through the novel's analysis, the work examines the ethical dilemmas that arise when collective needs conflict with personal principles. It also considers how dystopian ideologies depicting collectives as essential for survival can lead to the erosion of individuality and human dignity. Bukowski's work is seen as a critique of these collectivist ideologies, suggesting their possibility to suppress individuality and dehumanize society
Prepositional genitive in textbooks and manuals of the Croatian language
No full textU ovom radu nastoji se prikazati korištenje prijedložnog genitiva u udžbenicima i priručnicima hrvatskog jezika. Uspoređeni su besprijedložni i prijedložni genitivi u udžbenicima za osnovne i srednje škole te u priručnicima. Iznesena je zastupljenost pojedinih prijedloga koji dolaze uz genitiv te objašnjeno vremensko, prostorno i načinsko značenje tog padeža. Rad prikazuje i značenja genitivnih prijedložnih izraza tako da polazi od jednostavnijih primjera za osnovne i srednje škole do onih kompleksnijih primjera koji se koriste u priručnicima. Prijedlozi koji otvaraju mjesto genitivu jesu stilski neutralni, a mogu biti i stilski obilježeni. Kroz rad su navedeni primjeri za to i dodana objašnjenja o normativno propisanom obrascu korištenja. U radu se kratko osvrće i na razliku priloga i prijedloga, semantiku određenih genitivnih prijedloga te na pravopisna pravila. Navedeni su i ostali padeži koji se uz genitiv slažu s određenim prijedlozima. Osim sličnosti i razlika pojedinih prijedloga uz genitiv u udžbenicima i priručnicima, zaključno je iznesena i analiza najčešćih učeničkih pogrešaka, a to su primjerice zamjena prijedloga zbog i radi u njihovu korištenju.This paper attempts to present the use of the prepositional genitive in textbooks and manuals of the Croatian language. The prepositional and prepositional genitive in primary and secondary school textbooks and in manuals were compared. The representation of individual prepositions that come with the genitive is presented and the temporal, spatial and modal meaning of this case is explained. The paper also presents the meanings of genitive prepositional expressions so that it starts from simpler examples for primary and secondary schools to those more complex examples used in manuals. Prepositions that give way to the genitive are stylistically neutral, and can also be stylistically marked. Examples of this are given throughout the paper and explanations of the normatively prescribed pattern of use are added. The paper also briefly refers to the difference between adverbs and prepositions, the semantics of certain prepositions and the spelling rules. Other cases are also listed, which, along with the genitive, agree with certain prepositions. In addition to the similarities and differences of individual prepositions with the genitive in textbooks and manuals, an analysis of the most common student mistakes is presented in conclusion, namely the substitution of prepositions due to and works in their use
The relationship between body dissatisfaction and social and emotional loneliness in students
No full textNezadovoljstvo tjelesnim izgledom i usamljenost su vrlo rasprostranjena, za pojedinca neugodna iskustva. Nezadovoljstvo tjelesnim izgledom je subjektivna negativna procjena vlastitog tjelesnog izgleda, pojedinih dijelova tijela i nekih njegovih obilježja. Usamljenost je subjektivno iskustvo koje se javlja kada pojedinac ima deficitarnu mrežu socijalnih odnosa, bilo to u kvaliteti ili kvantiteti. U ovom istraživanju se usamljenost operacionalizirala kao dvodimenzionalan konstrukt, u skladu s klasifikacijom Weissa (1973, prema Russell i sur., 1984) u kojoj se razlikuju emocionalna (usamljenost u ljubavi i usamljenost u obitelji) i socijalna usamljenost. U literaturi se pretpostavlja da povezanosti nezadovoljstva tjelesnim izgledom i usamljenosti posreduje socijalno izbjegavanje tako što oni koji su nezadovoljni svojim tijelom izbjegavaju socijalne interakcije što doprinosi osjećaju usamljenosti. Prethodna istraživanja koja su povezivala nezadovoljstvo tjelesnim izgledom i usamljenost na uzorku mladih odraslih su malobrojna, i kada ih povezuju koriste usamljenost kao jednodimenzionalni konstrukt. Stoga je cilj ovog istraživanja bio ispitati odnos socijalne i emocionalne usamljenosti (usamljenost u ljubavi i usamljenost u obitelji) s jedne strane te zadovoljstva tjelesnim izgledom s druge strane, te ispitati razlike u navedenim varijablama prema spolu studenata. U istraživanju je sudjelovalo 88 studentica i 84 studenta. Podaci sudionika su se prikupljali putem online upitnika koji je sadržavao pitanja o sociodemografskim podacima, čestice sa Subskale zadovoljstva tjelesnim izgledom iz Skale zadovoljstva tjelesnim izgledom i sa Skale socijalne i emocionalne usamljenosti (SELSA). Dobiveni rezultati pokazuju su socijalna usamljenost, usamljenost u ljubavi i usamljenost u obitelji studenata negativno povezane sa zadovoljstvom tjelesnim izgledom. Nije utvrđena značajna razlika između studenata i studentica u socijalnoj usamljenosti, usamljenosti u ljubavi i usamljenosti u obitelji. Isto tako se pokazalo da se studenti i studentice ne razlikuju značajno ni u zadovoljstvu tjelesnim izgledom.Body dissatisfaction and loneliness are a very widespread, unpleasant experiences for an individual. Body dissatisfaction is a subjective negative assessment of one’s physical appearance, certain body parts and some of its characteristics. Loneliness is a subjective experience which occurs when an individual has a deficient social network, whether qualitatively or quantitatively. In this study loneliness was operationalized as a twodimensional construct, in accordance with Weiss’s (1973, as cited in Russell et al., 1984) typology in which emotional (loneliness in love and loneliness in the family) and social loneliness are differentiated. In previous studies it is assumed that the connection between dissatisfaction with body appearance and loneliness is mediated by social avoidance, in that those who are dissatisfied with their body avoid social interactions, which contributes to the feeling of loneliness. There are few studies that have linked body dissatisfaction and loneliness in a sample of young adults, and when they are linked loneliness is used as a onedimensional construct. Therefore, the aim of this research was to examine the relationship between social and emotional loneliness (loneliness in love and loneliness in the family) on one side, and body satisfaction on the other, and to examine the differences in the mentioned variables with regard to the sex of the students. The research consisted of 88 female and 84 male students. Participant data was collected through an online questionnaire that contained questions about sociodemographic data, items from the Body-Esteem Appearance Subscale from the Body-Esteem Scale for Adolescents and Adults (BESAA) and the Social and Emotional Loneliness Scale (SELSA). The results of the research showed that social loneliness, loneliness in love and loneliness in the family of students are negatively correlated with body satisfaction. There was no significant difference between male and female students in social loneliness, loneliness in love and loneliness in the family. It was also shown that male and female students do not differ significantly in body satisfaction
Literary and intercultural learning with children's literature
No full textIn der modernen Gesellschaft, in der wir leben, ist Migration in jedem Aspekt des Lebens präsent. Migration und Integration spielen in der deutschen Kinder- und Jugendliteratur eine immer größere Rolle. Es ist von großer Bedeutung, dass Kinder schon in jungen Jahren etwas über die interkulturelle Gesellschaft lernen. Das Thema dieser Arbeit ist das literarische und interkulturelle Lernen am Beispiel des Kinderromans „Zafira – Ein Mädchen aus Syrien“ der Autorin Ursel Scheffler. Die Hauptmotive des Romans, die in dieser Arbeit behandelt werden, sind Angst, Flucht und Integration. Die Möglichkeiten des literarischen Lernens werden anhand der elf Aspekte des literarischen Lernens von Kaspar H. Spinner dargestellt. Das interkulturelle Lernen ist ein komplexes Konzept, das Wissen aus den Sozialwissenschaften und der Literatur integriert. Ziele des interkulturellen Lernens sind Offenheit für Fremdes, Wissen über die Vielfalt menschlichen Lebens, Ambiguitätstoleranz, Wissen über Mehrfach-Identitäten sowie die Kommunikations- und Fragefähigkeit. Diese Arbeit enthält eine detaillierte Analyse des Romans mit Anregungen für den deutschsprachigen Literaturunterricht.U modernom društvu u kojem živimo migracije su prisutne u svim aspektima života. Migracije i integracija igraju sve važniju ulogu u njemačkoj književnosti za djecu i mlade. Vrlo je važno da djeca od malih nogu uče o interkulturalnom društvu. Tema ovog rada je književno i interkulturalno učenje na primjeru dječjeg romana „Zafira – Ein Mädchen aus Syrien“ autorice Ursel Scheffler. Glavni motivi romana kojima se ovaj rad bavi su strah, bijeg i integracija. Učenje o književnosti predstavljeno je pomoću jedanaest aspekata učenja književnosti Kaspara H. Spinnera. Ovi su aspekti primijenjeni na analizu ovog djela i potkrijepljeni citatima iz romana. Interkulturalno učenje složen je koncept koji integrira znanja iz društvenih znanosti i književnosti, a ovaj rad fokusiran je na obrazovne ciljeve učenja uz dječju književnost. Ciljevi interkulturalnog učenja su otvorenost prema stranom, poznavanje različitosti ljudskog života, tolerancija, poznavanje višestrukih identiteta te sposobnost komuniciranja i propitivanja. U radu se detaljno analizira roman s primjerima koji se mogu koristiti u nastavi s fokusom na njemačku književnost.In the modern society we live in, migration is present in all aspects of life. Migration and integration play an increasingly important role in German literature for children and young people. It is very important that children learn about intercultural society from an early age. Migration is a common theme in literature and is also becoming increasingly popular in children's literature. The topic of this paper is literary and intercultural learning based on the example of the children's novel “Zafira - Girl from Syria” by Ursel Scheffler. The main motifs of the novel that this work deals with are fear, escape and integration. The study of literature is presented using Kaspar H. Spinner’s eleven aspects of the study of literature. These aspects are applied to the analysis of this work and supported by quotations from the novel. Intercultural learning is a complex concept that integrates knowledge from social sciences and literature, and this paper focuses on the educational goals of learning with children's literature. The goals of intercultural learning are openness to the foreign, knowledge of the diversity of human life, ambiguity tolerance, knowledge of multiple identities, and the ability to communicate and question. The paper analyzesthe novel in detail with examples that can be used in classes with a focus on German literature
The significance of social networks for educators in the context of designing art activities for children
No full textOvaj diplomski rad istraţuje značenje društvenih mreţa za odgojitelje u kontekstu osmišljavanja likovnih aktivnosti za djecu. S obzirom na sve veću digitalizaciju društva, društvene mreţe postaju neizostavan dio svakodnevnog ţivota, a njihov utjecaj na odgoj i obrazovanje, posebno u području likovnosti, postaje sve značajniji. Osim što društvene mreţe utječu na djecu u vrtićima i učenike u školama, one utječu i na odgojitelje i učitelje odnosno na način na koji izgleda njihov svakodnevni odgojno-obrazovni rad. Ovaj se rad fokusira upravo na taj utjecaj društvenih mreţa kao i na istraţivanje načina na koje odgojitelji mogu koristiti društvene mreţe u svrhu obogaćivanja likovnog iskustva djece i poticanja njihove kreativnosti. Diplomski rad je podijeljen na dva dijela, teorijsko i praktično istraţivanje. U teorijskom dijelu razmatra likovni odgoj i obrazovanje kao vaţan aspekt zanimanja odgojitelja, odgoj i obrazovanje u kontekstu suvremenog digitalnog doba, društvene mreţe općenito i u kontekstu odgojno-obrazovnog rada, onda i u kontekstu osmišljavanja likovnih aktivnosti za djecu, te se na kraju posebno fokusira na društvenu mreţu Pinterest i njezine karakteristike. U dijelu rada vezanom za praktično istraţivanje paţnja se posebno posvećuje Pinterestu, analizi odabranih sadrţaja s te društvene mreţe i likovnom istraţivanju koje se bazira na tim odabranim sadrţajima. Zaključuje se da, uz odgovarajući pristup, društvene mreţe mogu postati vrijedan poticaj odgojiteljima u osmišljavanju likovnih aktivnosti za djecu.This thesis explores the significance of social media for educators in the context of designing art activities for children. With the increasing digitalization of society, social media has become an integral part of everyday life, and its influence on education, particularly in the field of art, is becoming more prominent. In addition to social media's impact on children in kindergartens and students in schools, it also affects educators and teachers, shaping the way their daily educational work is carried out. This paper focuses specifically on the impact of social media, as well as on exploring ways in which educators can use social media to enrich children's artistic experiences and stimulate their creativity. The thesis is divided into two parts: theoretical and practical research. The theoretical part examines art education as an important aspect of the educator’s profession, education in the context of the modern digital age, social media in general, and in the context of educational work, as well as in the context of designing art activities for children. Finally, it focuses on the social media platform Pinterest and its characteristics. In the section related to practical research, special attention is given to Pinterest, analyzing selected content from this social network and conducting art research based on the selected content. The conclusion is that, with the appropriate approach, social media can become a valuable resource for educators in designing art activities for children
The dignity of the human person
No full textTema ovog diplomskog rada je dostojanstvo ljudske osobe, s naglaskom na čovjekovoj stvorenosti na sliku Božju. Obuhvaća mnoštvo toga jer se tiče čovjeka u njegovoj cijelosti i uključuje sve segmente njegova života, uzimajući u obzir da je dostojanstvo ljudske osobe temelj čovještva, ono najvrjednije što mu je od Boga dano. Kroz navedena četiri poglavlja, rad nam ukazuje na važnost čovjekova dostojanstva, počevši od njegove ukorijenjenosti u kršćanstvu, kao i poimanja osobe u tom kontekstu, pa sve do njegovih moralnih, osobnih i društvenih vidova kroz koje se reflektira u ljudskoj svakodnevnici. To podrazumijeva različite svjetonazore, ali i raznolike bioetičke teme koje se tiču društva na globalnoj razini. Također, rad govori i o zaštiti i promidžbi dostojanstva ljudske osobe u okviru crkvenih i pravnih dokumenata, ali i o društvenim nejednakostima i suvremenim izazovima koji uvelike utječu na dostojanstvo čovjeka i njegov status u društvu današnjice. Dostojanstvo ljudske osobe ključno je obilježje čovjeka jer predstavlja ono po čemu je čovjek jedinstven kao Božje stvorenje. Samim time, život čovjeka je dragocjen i nitko ga ne smije ugrožavati na bilo koji način jer isključivo Bog odlučuje o životu svakog pojedinca. Ljudi bi zajedničkim snagama trebali djelovati u svrhu svačijeg prosperiteta i za sveopće dobro čovječanstva, poštujući iznad svega nepovredivost ljudskog života.A theme of this master’s thesis is the dignity of the human person, with accent on man’s creation in the image of God. Encompasses a lot of it because concerns a man in his wholeness and includes all segments of his life, considering the dignity of the human person as basis of humanity, the most valuable thing given from God. Through the mentioned four chapters, this thesis indicates the importance of human dignity, starting from its rootedness in Christianity, as well as understanding of person in that context, until its moral, personal and social visions through which reflects in everyday life. That implies different worldviews, but also various bioethical themes that concern society on a global level. In addition, a thesis speaks about protection and promotion of the dignity of the human person in the frame of ecclesiastical and legal documents, and about social inequality and contemporary challenges that greatly effect on human dignity and human status in society of nowadays. The dignity of the human person is a crucial characteristic of a man because it presents that by which he is unique as a God’s creation. Therefore, a human’s life is precious and nobody can endanger it in any way because exclusively God decides about life of each individual. People should act by the common strengths for the purpose of everyone’s prosperity and for the general good of humanity, respecting the inviolability of human life above all
Attitudes of elementary school teachers towards media education in elementary schools in Zadar
No full textOvaj rad istražuje stavove učitelja razredne nastave o važnosti i provedbi medijskoga obrazovanja učenika u gradu Zadru. Glavni je cilj istraživanja analizirati stavove učitelja prema medijskoj pismenosti te identificirati izazove i prepreke s kojima se susreću u njenoj provedbi. Specifični su ciljevi istraživanja ispitati zadovoljstvo učitelja znanjem učenika o medijskim sadržajima, ispitati samoprocjenu medijskih kompetencija učitelja, ispitati zadovoljstvo dodatnom podrškom ili obukom, definirati prepreke u integraciji medijskog obrazovanja u nastavi. Za prikupljanje podataka rabi se anketni upitnik razvijen putem Google obrazaca koji se distribuira učiteljima elektroničkom poštom. Prikupljeni podatci analiziraju se deskriptivnom metodom. Istraživanje obuhvaća ključne pojmove medijske pedagogije, povijesni razvoj medijskog obrazovanja te značaj medijskoga obrazovanja u osnovnim školama, uključujući kurikulum međupredmetne teme Uporaba informacijske i komunikacijske tehnologije. Rezultati istraživanja pokazuju da učitelji prepoznaju važnost medijskoga obrazovanja, ali se suočavaju s izazovima poput nedostatka resurse i neadekvatne obuke. Za uspješnu implementaciju medijskoga obrazovanja ključno je kontinuirano usavršavanje učitelja te pružanje podrške kako bi se uspješno integriralo medijsko obrazovanje u svakodnevnu nastavu. Preporučuje se također razvoj specifičnih programa za medijsku pismenost kako bi se učenici osnažili za kritičko promišljanje i aktivno sudjelovanje u suvremenom medijskome okruženju.This paper explores the attitudes of elementary school teachers regarding the importance of media education of students in Zadar. The main objective of the research is to analyze teachers' attitudes towards media literacy and to identify the challenges and barriers they face in its implementation. The specific goals of the research include examining teachers' satisfaction with students' knowledge of media content, assessing teachers' self-evaluation of their media competencies, evaluating teachers' satisfaction with additional support or training, and defining obstacles to integrating media education into the curriculum. Data is collected using a survey questionnaire developed through Google Forms, which was distributed to teachers via email. The collected data were analyzed using descriptive methods. The research encompasses key concepts of media pedagogy, the historical development of media education, and the significance of media education in primary schools, including the curriculum for the interdisciplinary topic of the Use of information and communication technology. The results of the research indicate that teachers recognize the importance of media education but encounter challenges such as a lack of resources and inadequate training. For the successful implementation of media education, continuous professional development for teachers and the provision of support are crucial to effectively integrate media education into daily teaching practices. Additionally, the development of specific media literacy programs is recommended to empower students' critical thinking and active participation in the contemporary media environment
Rodna nejednakost i uloga religije u distopijskom društvu: sluškinjina priča
No full textThis thesis analyzes the themes of gender inequality under the influence of religion in a dystopian society in the novel The Handmaid's Tale, as well as in the TV series, using feminist theories. Laura Mulvey's male gaze theory reveals how women become passive subjects under male control, while Judith Butler's theory of gender performativity emphasizes the coercive patterns of women's behavior and clothing according to social expectations. Furthermore, the aim of the paper is to highlight the importance of numerous biblical references with the aim of creating a utopian world from the perspective of gender. The men and women in the novel and TV adaptation of The Handmaid's Tale have seemingly ideal biblical roles in the attempted utopian state that is the embodiment of Eden. Although the action takes place in a fictional world, the problems dealt with in the novel and TV series are also present in modern society, and their analysis is applicable in the contemporary environment as well. Moreover, the thesis also analyzes the misuse of biblical references, which justify the structure of the patriarchal regime and makes women victims of a repressive system that uses religion to legitimize oppression and control.Ovaj rad analizira teme rodne nejednakosti pod utjecajem religije u distopijskom društvu u romanu Sluškinjina priča, kao i u istoimenoj TV seriji, koristeći feminističke teorije. Teorija 'male gaze' Laure Mulvey otkriva kako žene postaju pasivni subjekti pod muškom kontrolom, dok teorija Judith Butler o performativnosti roda naglašava prisilne obrasce ponašanja i odijevanja žena prema društvenim očekivanjima. Nadalje, cilj je rada istaknuti važnost mnogobrojnih biblijskih referenci s ciljem stvaranja utopijskog svijeta iz perspektive rodnosti. Muškarci i žene u romanu i TV adaptaciji Sluškinjina priča imaju naizgled idealne biblijske uloge u pokušaju utopijske države koja je utjelovljenje Edena. Iako se radnja odvija u fiktivnom svijetu, problemi koji se obrađuju u romanu i TV seriji prisutni su i u modernom društvu te je njihova analiza primjenjiva i u suvremenom okruženju. Štoviše, analizirana je i zloupotreba biblijskih referenci, koje opravdavaju strukturu patrijarhalnog režima, čineći žene žrtvama represivnog sustava koji koristi religiju za legitimizaciju ugnjetavanja i kontrole
Ivan Benković – Life and Work
No full textHrvatski slikar, grafičar i ilustrator Ivan Benković (Rečica, 1886. – Chicago, 1918.) jedan je od istaknutih predstavnika prve generacije studenata koji su diplomirali na Privremenoj višoj školi za umjetnost i umjetni obrt u Zagrebu, osnovanoj 1907. godine. Iako je njegov umjetnički značaj prepoznat, posebice u polju grafike, najveći dio njegova stvaralaštva do sada je bio gotovo nepoznat. Provedenim istraživanjem detaljno je rekonstruiran Benkovićev životni i umjetnički put, kontekstualizirano je i valorizirano njegovo umjetničko stvaralaštvo u polju slikarstva, grafike, ilustracije, reklame i grafičkog dizajna, uz izradu kataloga svih dostupnih i publiciranih djela. Nakon školovanja na Privremenoj višoj školi za umjetnost i umjetni obrt u Zagrebu (1907. – 1911.), Benković, uz potporu državne stipendije, provodi semestar u specijalnoj klasi Akademije likovnih umjetnosti u Beču i zatim šest mjeseci u Parizu, pri čemu pohađa Académie de la Grande Chaumière. U listopadu 1912. godine zagrebački Salon Ullrich priređuje mu prvu i jedinu samostalnu izložbu održanu za njegova života, nakon koje odlazi u Sjedinjene Američke Države i boravi u New Yorku, Bridgeportu, Connecticut i naposljetku u Chicagu, gdje umire u listopadu 1918. godine. Na temelju istraženog opusa određene su pojedine etape Benkovićeva umjetničkog stvaralaštva, vezane uz utjecaje sredine u kojoj se u to vrijeme nalazio, ali i vlastitog promišljanja smjera kojim se želio kretati. U kratkom razdoblju djelovanja uspio je izgraditi kvalitetan umjetnički opus u stilskom rasponu od secesije, plenerizma i impresionizma do postimpresionizma, promišljajući o slikarskim uzorima i slobodno određujući stilski izraz ovisno o interpretaciji motiva kojim je bio inspiriran. Posebno se u slikarstvu ističu njegovi riječni i morski krajolici te prikazi veličanstvene američke prirode u kojima dosiže vrhunce svoje umjetnosti, a među hrvatskim grafičarima prvi je koristio novu tehniku linoreza izrađujući grafike visokoga umjetničkog dometa. Dolaskom u Sjedinjene Američke Države pozicionirao se kao prvi hrvatski umjetnik unutar iseljeničke zajednice, a njegov profesionalni rad u polju grafičkog dizajna i ilustracija te pejzaži i vedute američkih gradova predstavljaju neprepoznati segment iseljeničke umjetnosti Chicaga toga razdoblja.Croatian painter, graphic artist, and illustrator Ivan Benković (Rečica, 1886 - Chicago, 1918) was one of the prominent representatives of the first generation of students who graduated from the Temporary Higher School of Art and Applied Art in Zagreb, founded in 1907. Although his artistic significance was recognized, especially in the field of graphics, the majority of his work had been largely unknown until now. Through conducted research, Ivan Benković's life and artistic journey have been meticulously reconstructed. His artistic contributions in painting, graphics, illustration, advertising, and graphic design have been contextualized and valorized, culminating in a catalogue featuring all available and published works. Following his education at the Temporary Higher School of Art and Applied Art in Zagreb (1907 - 1911), Benković, supported by a state scholarship, spent a semester in a special class at the Academy of Fine Arts in Vienna and then six months in Paris, attending the Académie de la Grande Chaumière. In October 1912, he held his first and only solo exhibition during his lifetime at Salon Ullrich in Zagreb. After this exhibition, he travelled to the United States, stayed in New York, Bridgeport, Connecticut, and finally settled in Chicago, where he passed away in October 1918. Based on the explored body of work, various stages of Benković's artistic creation have been determined, intertwined with the influences of the environments he found himself in at the time and his own contemplation of the direction he intended to pursue. In a short period of activity, he managed to build a high-quality artistic oeuvre ranging in styles from plein air painting, Impressionism and Post-Impressionism to Secession, contemplating painting models and freely determining stylistic expressions based on the interpretation of the motifs that inspired him. Particularly outstanding in his paintings are his river and maritime landscapes and depictions of the magnificent American nature, where he reached the peaks of his artistry. Among Croatian graphic artists, he was the first to employ the new linocut technique, creating highly artistic graphics. Upon arriving in the United States, he positioned himself as the first Croatian artist within the diasporic community. His professional work in graphic design and illustration and landscapes and views of American cities represent an unrecognized segment of immigrant art in Chicago during that period