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SUVREMENA ETNOGRAFIJA USMENOKNJIŽEVNE BAŠTINE U RUNOVIĆKOM KRAJU
No full textOvaj rad pregled je usmene i kulturne baštine mjesta Runović. Rad obuhvaća spektar
tema, pri čemu najveći dio zauzima crkveno-pučka baština, odnosno religijski običaji ovog kraja.
Religijskim običajima suprostavljaju se usmene predaje, posebice predaje o vilama. Zastupljene
su i pučke i lirske pjesme koje prikazuju specifična stanja i osjećaje pojedinca. Iznimno
zanimljiv dio rada predstavljaju priče iz života mještana te pučki običaji i izreke koje vjerno
prikazuju karakter i osobnost stanovnika ovog sela.The article presents a comprehensive review of the oral and cultural heritage of Runović.
It covers a wide range of topics, with a significant focus on ecclesiastical folk heritage,
particularly the religious customs of the region. Contrasting these religious practices are the oral
traditions, especially the legends about fairies. The study also includes folk and lyrical songs that
reflect the unique states and emotions of individuals. A particularly compelling section of the
paper features narratives from the lives of local residents, along with folk customs and sayings
that accurately depict the character and personality of the village's inhabitants
Goethes Faust vom Urfaust bis zum Bildschirm
No full textDas Thema der Bachelorarbeit Goethes ,Faust‘ vom ,Urfaust‘ bis zum Bildschirm ist eine intermediale Geschichte des Faust-Mythos. Dabei wird das besondere Augenmerk auf die Geschichte des Faust-Stoffes und auf Johann Wolfgang von Goethes Tragödie Faust I gelegt. In einem abschließenden Teil der Arbeit wird die Faust-Verfilmung von Gustaf Gründgens und Peter Gorski untersucht. Das Ziel der Arbeit ist es, diese Verfilmung zu analysieren, zu werten und in die Geschichte des Faust-Mythos einzuordnen.The topic of the bachelor thesis Goetheʼs ʽFaustʾ from the ʿUrfaustʾ to the screen is an intermedial history of the Faust myth. Special attention is paid to the history of the Faust material and to Johann Wolfgang von Goetheʾs tragedy Faust I. The filming of the Faust myth is the final part of the thesis. In this part of the thesis, the Faust film adaptation by Gustaf Gründgens and Peter Gorski is examined. The aim of the work is to analyse and evaluate this film version and to place it in the history of the Faust myth
I SIMBOLI SORRENTINIANI NEL FILM È STATA LA MANO DI DIO
No full textQuesta tesi analizza il film È stata la mano di Dio (2021) di Paolo Sorrentino. Vengono descritti
i due simboli principali del film: il mare e Diego Maradona, entrambi guide metaforiche che
danno forma alla storia del personaggio principale. Il mare riflette lo stato emotivo del
protagonista, catturando momenti di serenità, confusione e cambiamento. D’altro canto,
Maradona funge da ispirazione per il giovane Fabietto che sogna una carriera da regista,
rappresentando la speranza. Nel mondo del protagonista, lo status di Maradona come eroe del
calcio si estende oltre lo sport. Diventa un simbolo di sostegno, salvezza e l’idea che il destino
possa portare eventi inaspettati nella vita di una persona. I due simboli riflettono lo stato
emotivo e psicologico del protagonista, Fabio, mentre affronta il suo viaggio dall’innocenza a
un doloroso passaggio all’età adulta.This thesis analyses the film The Hand of God (2021) by Paolo Sorrentino. The film’s two
main symbols are described: the sea and Diego Maradona, both of which serve as metaphorical
guides that shape the story of the main character. The sea reflects the protagonist’s emotional
state, capturing moments of serenity, confusion, and change. On the other hand, Maradona
serves as an inspiration to young Fabietto who dreams of a career as a director, representing
hope. In the protagonist’s world, Maradona’s status as a football hero extends beyond the sport.
He becomes a symbol of support, salvation, and the notion that fate can bring unexpected
events into one’s life. The two symbols reflect the protagonist’s, Fabio, emotional and
psychological state as he navigates his journey from innocence to a painful coming-of-age
TVORBA RIJEČI U GOVORU SPLITSKIH STUDENATA
No full textOvim radom ukratko je definirana tvorba riječi, tvorbeni postupci i njihove podjele prema različitim autorima. Istaknuta je nepobitna činjenica da se jezik s vremenom mijenja te da se sve češće uvode novi oblici komuniciranja pa tako i specifičnih tvorbenih načina. Govor mladih povezuje se sa žargonom koji se od standarda razlikuje rječničkim sustavom i tvorbom riječi. Također, pojašnjen je pojam neologizma s obzirom da to da kreativnost mladih često rezultira nastajanjem novih riječi. Na temelju prikupljenog korpusa riječi prikazani su tvorbeni postupci najzastupljeniji u govoru splitskih studenata. Sufiksacija i skraćivanje pokazali su se najčešćima, no u korpusu su prisutni i primjeri prefiksacije i analoške tvorbe. Budući da mladi velik dio vremena provode na društvenim mrežama, dio korpusa zabilježen je u online komunikaciji, a to su uglavnom primjeri skraćivanja i rezanja.This work defines word creation, creation processes and their divisions according to different authors. The indisputable fact that language changes over time and that new forms of communication and thus specific creative ways are being introduced more and more often is highlighted. Youth speech is associated with jargon, which differs from the standard vocabulary system and word formation. Also, the concept of neologism was clarified, given that the creativity of young people often results in the creation of new words. On the basis of the collected corpus of words, the formation processes most represented in the speech of Split students are presented. Suffixation and shortening proved to be the most common, but examples of prefixation and analogical formation are also present in the corpus. Since young people spend a large part of their time on social networks, part of the corpus was recorded in online communication, and these are mostly examples of shortening and cutting
ODGOJ I OBRAZOVANJE UČENIKA S TEŠKOĆAMA GOVORA, JEZIKA I GLASA
No full textTema ovog rada je inkluzija djece s poremećajima govora, jezika i glasa. Na početku rada je navedena podjela poremećaja na poremećaje govora, poremećaje glasa i jezične teškoće kako bi se dobio uvid u karakteristike najučestalijih poremećaja. Navedeni poremećaji otežavaju djetetu svladavanje sadržaja kao i sudjelovanje u nastavi te su potrebne određene prilagodbe. Važno je osigurati odgovarajuće inkluzivno obrazovno okruženje u kojem prevladava osjećaj zadovoljstva, ispunjenosti te u kojem su svi učenici ravnopravni. Stoga je naglasak na pristupima podrške, važnosti nastavnika i drugih stručnih suradnika te roditelja u cijelom procesu. Cilj ovog rada je stoga prikazati da je za uspješno provođenje inkluzije učenika s poremećajima govora, jezika i glasa potreban kontinuiran napor, ulaganje, ali prilagodbe u kojima bi i oni imali jednake prilike za uspjeh.The topic of this paper is inclusion of students with speech, language and voice impairments. At the beginning of the paper, the classification of disorders into speech disorders, voice disorders and language impairments is made in order to gain insight into the characteristics of the most common disorders. The mentioned disorders make it difficult for the child to master the content as well as participate in class, therefore making certain adjustments necessary. It is important to ensure an appropriate inclusive educational environment in which the feeling of satisfaction and fulfillment prevails and in which all students are equal. Additionally, the emphasis is on adequate support methods, the importance of teachers and other professionals as well as parents. The aim of this paper is therefore to demonstrate that the successful inclusion of students with speech, language and voice impairments requires continuous effort, investment and adjustments in which they would have equal opportunities for success
ZANEMARIVANJE I RAZVOJ DJETETA
No full textDogađanja i iskustva koje pojedinac doživi u prvim godinama života nerijetko imaju
posljedice na kasniji odrasli život. Dječji razvoj dijeli se na motorički, kognitivni i
socio-emocionalni razvoj. Razvojne faze nam služe za predviđanja i očekivanja pri odgoju
djeteta. Prema Bronfenbrenneru, U. (1979), okolina se sastoji od više međusobno povezanih
slojeva koji posredno i neposredno utječu na djetetov razvoj. Zanemarivanje je među najčešćim
oblicima zlostavljanja. Ovisno o potrebi djeteta koja nije zadovoljena od strane skrbnika,
razlikujemo fizičko, emocionalno i obrazovno zanemarivanje. Zanemarena djeca sklona su
razvoju depresije, emocionalnih teškoća, poremećaja u ponašanju. U težim slučajevima imaju
povećan rizik za pojavu poremećaja ličnosti i kognitivnih deficita. Zanemarujući roditelji često
se karakteriziraju kao osobe koje imaju otežano razumijevanje za emocionalnu kompleksnost
međuljudskih odnosa.Events and experiences that an individual experiences in the first years of life often have
consequences for later adult life. Child development is divided into motor, cognitive and
socio-emotional development. Developmental stages serve us for predictions and expectations
when raising a child. According to U. Bronfenbrenner (1979), the environment consists of
several interconnected layers that directly and indirectly influence the child's development.
Neglect is among the most common forms of abuse. Depending on the child's need that is not
met by the guardian, we distinguish between physical, emotional and educational neglect.
Neglected children are prone to developing depression, emotional difficulties, and behavioral
disorders. In more severe cases, they have an increased risk of personality disorders and
cognitive deficits. Neglecting parents are often characterized as having a difficult understanding
of the emotional complexity of interpersonal relationships
ČAKAVŠTINA U SCENSKOM IZRAZU U RADU S DJECOM PREDŠKOLSKE DOBI
No full textDječja književnost može postati poticaj za različite umjetničke izričaje. U radu s djecom
predškolske dobi često se upotrebljavaju autorski igrokazi, ali i drugi književni žanrovi koji se
mogu dramatizirati i adaptirati kako bi bila prihvatljiva djeci rane i predškolske dobi. Ovim
radom prikazat će se na koji način književna djela stvarana na nestandardnom idiomu mogu
biti primjenjiva za razvoj jezičnih kompetencija. Radom se ističe da su autori dječje
književnosti pisane na čakavskom narječju svojevrsni „konzervatori” jezika kojem prijeti
nestajanje, ponajprije zbog utjecaja izvanjezičnih čimbenika. U radu su izabrane pjesme na
čakavštini autora Z. Čagalj i T. Petrasova Marovića u svrhu književne podloge i poticaja za
scensko izražavanje djece. Adaptaciji i dramatizaciji odabranih tekstova na čakavštini
prethodile su dramske igre i druga scenska izražavanja. Da bi djeca dobila širi uvid u čakavsku
„rič”, pridonijele su i pjesme iz usmene književnosti među kojima i Dvi gitare i jedna
mandolina pjesnika i umjetnika LJ. S. Delmate. Usmena književnost isprepliće se s dječjom
književnosti, te i danas nastavlja biti literarna referenca mnogim autorima. „Mala dječja scena”
u praktičnom dijelu rada obogaćena je tradicionalnim splitskim plesovima kojima su djeca i
neverbalno izrazila pomalo zaboravljene običaje. Prikazom konkretnih aktivnosti provedenih
u dječjem vrtiću potvrđena je hipoteza da izvođenje tekstova na zavičajnom govoru produbljuje
interes kod djece za očuvanje tradicije i identiteta.The theoretical part of this paper highlights the importance of children’s literature, lists
dramatic methods most frequently used with preschool children, talks about the childhood
period of early language communication development and the significance of preserving the
Chakavian dialect in parallel with the standard language. The authors of children’s literature
represent the “conservators” of the dialect in society. They saw the great educational
possibilities to influence the child through the poetic word, so that many works in Chakavian
were created for children, but those intended for adults were still gladly read by children. In
the paper, some poems in Chakavian by Z. Čagalj and T. Petrasov Marović were chosen for
the purpose of literary background and to encourage children’s stage expression. Analysis,
adaptation and dramatization of texts preceded the children’s dramatic play, with which the
hypothesis that Chakavian texts can be used with early and preschool age in children’s stage
expression was confirmed. In order for the children to get a broader insight into the Chakavian
“rič” (spoken word), a contribution was made by songs from folklore like Dvi gitare i jedna
mandolina by LJ. S. Delmata. Oral litterature is intertwined with children’s literature and
continues, even today, to be a literary reference for many authors. In the practical part of the
work, the “small children’s scene” is also enriched with the Croatian folk dance from Split,
which the children used to non-verbally express the customs of the Chakavian region. Stage
expression as a special form of art has a significant contribution in working with children, and
the practical part of this work used it to create opportunities for research, play, understanding
and communication in the Chakavian dialect, which is an important element of children’s
heritage tradition
NAPOLEONOVA EKSPEDICIJA U EGIPAT
No full textNapoleonova ekspedicija u Egipat započela je 1798.g. i trajala je do 1801.godine. Razlozi ekspedicije su višestruki, od novih prekomorskih posjeda do slabljenja britanske moći i utjecaja, osim toga Napoleon je imao i privatne razloge. Francuski direktorij je za ekspediciju osigurao preko 30 tisuća ljudi te veliku flotu za transport. Putem do Egipta osvojena je i Malta, čija je strateška vrijednost ogromna. Pri dolasku u Egipat prvo je zauzeta Aleksandrija, zatim se preko teškog marša kroz pustinju došlo do Kaira. Prije zauzimanja Kaira došlo je do glasovite Bitke kod piramida u kojoj je Napoleon porazio dva glavna mamleučka bega; Ibrahim bega i Murat bega. Nakon te bitke Francuzi ulaze u Kairo. Slijedećih nekoliko mjeseci je potrošeno na niz manjih okršaja u kojima je uništen mamleučki otpor, zatim su Francuzi pokušali pacificirati lokalno stanovništvo, što im nije pošlo za rukom te je kulminiralo pobunom u Kairu. U međuvremenu je britanska flota uništila francusku, što je ostavilo vojsku zarobljenom u Egiptu. Suočen s teškom situacijom i s opasnošću od invazije Osmanske vojske, Napoleon se odlučuje na invaziju Sirije. Kampanja u Siriji je trajala nekoliko mjeseci i kulminirala je opsadom Akre koju Napoleon nije mogao zauzeti, uslijedilo je teško povlačenje natrag u Egipat. Nakon povratka Napoleon je porazio još jednu osmansku vojsku kod Aboukira, ali situacija u Egiptu je bila sve lošija i Napoleon je čuvši za vijesti iz Europe, odlučio napustiti zemlju i vratiti se u Francusku. Nakon odlaska vrhovnog zapovjednika, vojska je izgubila moral te se nakon iskrcavanja britanske vojske morala predati. Uz vojni i politički aspekt, ekspedicija je imala i znanstvenu stranu, 150 različitih znanstvenika i učenjaka je pratilo ekspediciju i u Egiptu došlo do raznih otkrića, od kojih he daleko najpoznatiji i najbitniji kamen iz Rossete, koji je omogućio dešifriranje hijeroglifa. Ekspedicija je trajala 3 godine i završila je neuspjehom, međutim ostavila je neizbrisiv trag na svjetsku povijest i jako je utjecala na Napoleona kojeg je Egipat promijenio te je zasigurno imala ulogu u njegovom daljnjem napretku što ga je dovelo do carskog prijestolja.Napoleon's expedition to Egypt began in 1798 and lasted until 1801. The reasons for the expedition were multiple, ranging from acquiring new overseas territories to weakening British power and influence. Additionally, Napoleon had personal motives. The French Directory provided more than 30,000 men and a large fleet for transport. On the way to Egypt, Malta was conquered, whose strategic value was immense. Upon arriving in Egypt, Alexandria was first captured, followed by a difficult march through the desert to Cairo. Before capturing Cairo, there was the famous Battle of the Pyramids in which Napoleon defeated two main Mamluk beys: Ibrahim Bey and Murad Bey. After this battle, the French entered Cairo. The next few months were spent on a series of smaller skirmishes that crushed the Mamluk resistance. Then the French tried to pacify the local population, but they were unsuccessful, which culminated in a revolt in Cairo. Meanwhile, the British fleet destroyed the French one, leaving the army stranded in Egypt. Faced with a difficult situation and the threat of an Ottoman invasion, Napoleon decided to invade Syria. The Syrian campaign lasted several months and culminated in the siege of Acre, which Napoleon could not capture. This was followed by a difficult retreat back to Egypt. After returning, Napoleon defeated another Ottoman army at Aboukir, but the situation in Egypt continued to worsen. Hearing news from Europe, Napoleon decided to leave the country and return to France. After the departure of the supreme commander, the army lost morale and, after the British forces landed, was forced to surrender. In addition to the military and political aspects, the expedition also had a scientific side. 150 different scientists and scholars accompanied the expedition and made various discoveries in Egypt, the most famous and important of which was the Rosetta Stone, which enabled the deciphering of hieroglyphs. The expedition lasted for 3 years and ended in failure. However, it left an indelible mark on world history and had a significant impact on Napoleon, as Egypt changed him and certainly played a role in his future rise to the imperial throne
PRAVO NA SMRT U KONTEKSTU ETIČKIH TEORIJA
No full textPravo na život je temeljno pravo čovjeka, ono je apsolutno i u hijerarhiji ljudskih prava,
nalazi se iznad svih ostalih prava. Pravo na smrt je pravo čovjeka da okonča svoj život
samoubojstvom ili dobrovoljnom eutanazijom. Eutanazija je tzv. ubojstvo iz samilosti i
dijelimo je na aktivnu i pasivnu, dobrovoljnu i nedobrovoljnu. Određeni oblici eutanazije ili
potpomognuto samoubojstvo je trenutno legalizirano u manjini zemalja u svijetu kao što su
Nizozemska, Belgija, Luksemburg, Švicarska, Australija, Novi Zeland, Kanada, Španjolska,
dok je u Francuskoj dopuštena palijativna sedacija. Argumenti koji se navode u prilog
eutanazije su autonomija, milosrđe, dok su argumenti protiv svetost života, zlouporaba
autonomije, odnos liječnika i pacijenta. Etičke teorije koje idu u prilog eutanazije mogu se
smatrati konzekvencionalizam, utilitarizam zadovoljstva i utilitarizam preferencija, dok se
deontologija strogo protivi eutanaziji.The right to life is a fundamental human right, it is absolute and in the hierarchy of human
rights, it is above all other rights. The right to die is the right of a person to end his life by
suicide or voluntary euthanasia. Euthanasia is the so-called mercy killing and we divide it into
active and passive, voluntary and involuntary. Certain forms of euthanasia or assisted suicide
are currently legalized in a minority of countries in the world such as the Netherlands, Belgium,
Luxembourg, Switzerland, Australia, New Zealand, Canada, Spain, while palliative sedation is
allowed in France. The arguments given in favor of euthanasia are autonomy, mercy, while the
arguments against are sanctity of life, abuse of autonomy, doctor-patient relationship. Ethical
theories that favour euthanasia can be considered consequentialism, pleasure utilitarianism, and
preference utilitarianism, while deontology strictly opposes euthanasia
THE STORY ‒ INCENTIVE FOR SPEAKING EXPRESSION AND CREATION OF CHILDREN OF EARLY AND PRESCHOOL AGE
No full textPojedina istraživanja ukazuju na to da dijete i prije rođenja čuje i pozitivno reagira na poznate zvukove. Neposredno po rođenju počinje komunicirati, a razvoj je govora najintenzivniji tijekom prvih triju godina djetetova života. Prvi su djetetov govorni model njegovi skrbnici, a potom odgojitelji u odgojno-obrazovnome procesu koji imaju značajnu ulogu poticati govorenje kvalitetnim sadržajima i materijalima. Uloga je odgojno-obrazovne ustanove poticanje cjelovitog rasta i razvoja te odgoj, učenje i razvoj kompetencija, što se odnosi i na obogaćivanje djetetove govorne kompetencije i slobodu izražavanja. Priča ima jedan snažni odgojni, govorni, socijalni i obrazovni poticaj. Svaka priča treba imati svoje mjesto, način izlaganja i svoje vrijeme. Tijekom čitanja ili pripovijedanja priče atmosfera treba biti mirna, bez ometanja, a priča treba biti kvalitetno iznesena. Odgojitelj treba izabrati priču prema dječjem interesu, razvojnom stupnju i mogućnostima. Pričom i pripovijedanjem djecu se može potaknuti na različite oblike izražavanja i stvaranja kao što je stvaranje priča, prepričavanje, igre uloga, dramatizacija, likovno, glazbeno i pokretno izražavanje te dijaloško čitanje.
Ovim diplomskim radom želi se osvijestiti i ispitati mišljenje odgojitelja o važnosti priče kao i o tome je li ona poticaj za govorno izražavanje i stvaranje. Empirijskim istraživanjem u internetskom upitniku sudjelovalo je 60 odgojiteljica od kojih se većina složila u tome da je priča izvrstan poticaj za govorno izražavanje i stvaranje.Certain studies indicate that even before birth a child hears and reacts positively to familiar sounds. He begins to communicate immediately after birth, and speech development is most intense during the first three years of a child's life. The child's first speech model are his guardians, and later the educators in the educational process, who have a significant role in encouraging speaking with quality content and materials. The role of the educational institution is to encourage integral growth and development, as well as upbringing, learning and development of competences, which also refers to the enrichment of the child's speech competence and freedom of expression. The story has a strong educational, speech, social and educational incentive. Every story should have its place, way of presentation and its time. During the reading or telling of the story, the atmosphere should be calm, without distractions, with a high-quality presentation of the story. The educator should choose a story according to the child's interest, developmental level and capabilities. Through stories and storytelling, children can be encouraged to various forms of expression and creation, such as creating stories, retelling, role plays, dramatization, art, musical and movement expression, and dialogic reading.
The aim of this graduation thesis is to raise awareness and examine the opinion of educators about the importance of stories and whether they are an incentive for oral expression and creation. 60 teachers participated in the empirical research in an online questionnaire, most of whom agreed that the story is an excellent stimulus for verbal expression and creation