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Using large language models to generate distractors for language games
No full textGeneric nouns such as Sache and Ding pose a challenge for semantic annotation due to their referential underspecification and context-dependent meaning. Although frequently classified under categories like {artefact} or {object}, their actual referents often belong to abstract or cognitive domains, as in Der Placeboeffekt ist eines der faszinierendsten Dinge in der Welt der Medizin. Drawing on valency grammar, this study shows that these nouns activate different argument structures depending on their syntagmatic environment, reflecting semantic flexibility and combinatorial variability. Lexical databases such as GalNet or GermaNet frequently assign multiple synsets to these nouns, illustrating their ontological ambiguity. This paper examines whether large language models (LLMs) can replicate this nuanced classification. Using a gold standard corpus annotated by linguists, we implement a two-step prompting strategy —supplying LLMs with predefined semantic tags and contextual windows— to test their performance. The results underscore the limitations of current LLMs in dealing with the lexical underspecification of generic nouns, even when provided with an extended context window. These findings contribute to ongoing discussions on the automation of semantic tagging and point to meaningful ways in which AI systems can complement human expertise in natural language processing tasks
Kulturno odzivno vključevanje veščin računalniškega mišljenja v pouk jezika, književnosti in umetnosti s pristopom računalništva brez računalnika
No full textComputational thinking skills are recognised as essential competencies for future citizens in an increasingly digital society, and such skills can be cultivated from the early stages of schooling through various pedagogical approaches. This article focuses on a culturally responsive, unplugged approach to teaching computational thinking skills, integrated within language/literature and arts lessons in primary education. The study examines the implementation of specially designed lesson plans for this purpose across multiple grade levels in Greek primary schools. It presents the methodology followed during the implementation of the lesson plans, emphasising the specific objectives related to linking computational thinking concepts with language/literature and arts curricula. Data drawn from the implementation process – including evidence of classroom practices and feedback collected from seven primary school teachers through questionnaires, focus group discussions and reflective journals – were analysed to address the research questions. The findings highlight effective elements of the educational design methodology, offer recommendations for teacher professional development, and underscore the potential of integrated, culturally responsive instruction in fostering computational thinking skills through unplugged activities in language/literature and arts education at the primary level.Veščine računalniškega mišljenja so priznane kot bistvene kompetence za prihodnje državljane v vse bolj digitalni družbi, te veščine pa je mogoče razvijati že od zgodnjih stopenj šolanja z različnimi pedagoškimi pristopi. Ta članek se osredinja na kulturno odzivno vključevanje veščin računalniškega mišljenja v pouk jezika, književnosti in umetnosti v osnovni šoli, in sicer s pristopom računalništva brez računalnika. Študija preučuje izvajanje za ta namen oblikovanih učnih načrtov v več razredih grških osnovnih šol. Predstavlja metodologijo, ki se je uporabljala pri izvajanju učnih načrtov, s poudarkom na posebnih ciljih, ki povezujejo koncepte računalniškega mišljenja z učnimi načrti za jezik, književnost in za umetnost. Podatki, pridobljeni iz procesa izvajanja – vključno z dokazi o praksah v razredu in s povratnimi informacijami sedmih osnovnošolskih učiteljev, ki smo jih zbrali prek vprašalnikov, diskusij v fokusnih skupinah in refleksivnih dnevnikov –, so bili analizirani za obravnavo raziskovalnih vprašanj. Ugotovitve poudarjajo učinkovite elemente metodologije načrtovanja pouka, ponujajo priporočila za strokovni razvoj učiteljev ter poudarjajo potencial medpredmetnega, kulturno odzivnega poučevanja pri spodbujanju veščin računalniškega mišljenja prek pristopa računalništva brez računalnika pri pouku jezika, književnosti in umetnosti na osnovnošolski ravni
Character strengths and subjective well-being of primary school teachers
No full textV sodobnem vzgojno-izobraževalnem prostoru se vse bolj poudarja pomen osebnostnih značilnosti učiteljev, saj te pomembno vplivajo na kakovost pedagoškega dela, odnose z učenci ter učiteljevo doživljanje lastnega poklica. Pozitivna psihologija ponuja teoretični okvir za razumevanje vrlin kot pozitivnih osebnostnih lastnosti, ki prispevajo k optimalnemu delovanju posameznika in njegovemu subjektivnemu blagostanju. Vrline iz VIA-klasifikacije vrlin predstavljajo temeljne pozitivne osebnostne lastnosti, ki se lahko razvijajo in zavestno udejanjajo v vsakdanjem življenju, tudi v pedagoškem kontekstu. Raziskave kažejo, da so nekatere vrline učiteljev v statistični povezanosti z večjo pedagoško učinkovitostjo, kakovostnejšimi odnosi z učenci ter višjo ravnjo subjektivnega blagostanja. Namen magistrskega dela je bil raziskati izraženost vrlin pri učiteljih razrednega pouka, načine njihovega udejanjanja pri pedagoškem delu ter njihovo subjektivno blagostanje. Posebno pozornost smo namenili vprašanjem, katere vrline so pri učiteljih najbolj izražene, kako jih učitelji udejanjajo v praksi ter kako sami ocenjujejo ustreznost udejanjanja svojih vrlin glede na teorijo o zlati sredini. Poleg tega smo preučevali odnos med izraženostjo vrlin in subjektivnim blagostanjem učiteljev razrednega pouka. Empirični del magistrskega dela temelji na deskriptivni in kavzalni neeksperimentalni metodi, pri čemer smo uporabili kvantitativni in kvalitativni raziskovalni pristop. Raziskava je bila izvedena kot študija prereza z enkratnim merjenjem. V vzorec je bilo vključenih 90 učiteljev in učiteljic razrednega pouka, zaposlenih v osnovnih šolah. Podatke smo zbirali s pomočjo mednarodno uveljavljenih vprašalnikov za merjenje vrlin in subjektivnega blagostanja ter z odprtimi vprašanji, s katerimi smo pridobili vpogled v subjektivno doživljanje in udejanjanje vrlin v pedagoški praksi. Rezultati raziskave so pokazali, da imajo učitelji razrednega pouka nekatere vrline izražene bolj kot druge. Učitelji poročajo, da svoje vrline najpogosteje udejanjajo v odnosu do učencev, pri vodenju pouka ter pri ustvarjanju spodbudnega in varnega učnega okolja. Ugotovili smo tudi, da so določene vrline v statistično pomembni pozitivni povezanosti s subjektivnim blagostanjem učiteljev. Poleg tega so učitelji pri nekaterih vrlinah zaznavali optimalno udejanjanje, pri drugih pa so poročali o premajhnem ali pretiranem udejanjanju, kar potrjuje pomen zavedanja in uravnotežene rabe vrlin v pedagoškem delu. Rezultati raziskave so prav tako pokazali, da se izraženost nekaterih vrlin pri učiteljih razrednega pouka statistično pomembno razlikuje glede na dolžino delovne dobe, medtem ko se subjektivno blagostanje učiteljev glede na delovno dobo ne razlikuje statistično pomembno. Magistrsko delo prispeva k boljšemu razumevanju vloge vrlin v pedagoškem kontekstu in poudarja pomen njihovega zavestnega udejanjanja za dobro počutje oz. dobrobit učiteljev razrednega pouka. Rezultati raziskave predstavljajo pomemben znanstveni doprinos v slovenskem in mednarodnem prostoru, saj je empiričnih raziskav na področju vrlin in subjektivnega blagostanja učiteljev še razmeroma malo. Rezultati raziskave hkrati ponujajo izhodišča za nadaljnje raziskovanje in razvoj pedagoške prakse, usmerjene v krepitev pozitivnih osebnostnih lastnosti in blagostanja oz. dobrobiti učiteljev.In the contemporary educational context, increasing emphasis is placed on teachers’ personality characteristics, as these significantly influence the quality of pedagogical work, teachers’ relationships with students, and teachers’ experience of their own profession. Positive psychology provides a theoretical framework for understanding character strengths as positive personality traits that contribute to optimal individual functioning and subjective well-being. Character strengths represent fundamental positive personality characteristics that can be developed and consciously used in everyday life, including within the pedagogical context. Research indicates that certain teachers’ character strengths are associated with greater pedagogical effectiveness, higher-quality relationships with students, and higher levels of subjective well-being. The aim of this thesis was to examine the levels of character strengths among primary school teachers, the ways in which they use their character used in their pedagogical work, and teachers’ subjective well-being. Attention was devoted to identifying which character strengths are most strongly exhibited among teachers, how teachers use them in practice, and to what extent they use their strengths in their pedagogical work, i.e. too little, too much or optimally, according to the theory of the golden mean. In addition, the relationship between teachers’ character strengths and the subjective well-being of primary school teachers was examined. The empirical part of the study is based on a descriptive and causal non-experimental method, employing both quantitative and qualitative research approaches. The study was conducted as a cross-sectional study with a single measurement. The sample included 90 primary school teachers employed in elementary schools. Data were collected using internationally established questionnaires measuring character strengths and subjective well-being, as well as open-ended questions that provided insight into teachers’ subjective experiences with character strengths’ use in pedagogical work. The results of the study showed that primary school teachers exhibit certain character strengths more strongly than others. Teachers reported that they most frequently use their character strengths in their relationships with students, in classroom management, and in creating a supportive and safe learning environment. It was also found that certain character strengths are statistically significantly and positively associated with teachers’ subjective well-being. The results also showed that the levels of certain character strengths among primary school teachers differ statistically significantly according to years of service, whereas teachers’ subjective well-being does not differ significantly by years of service. Research contributes to a better understanding of the role of character strengths in the educational context and highlights the importance of their conscious use for the well-being of primary school teachers. It represents an important contribution to science in Slovenian context and internationally. The results provide a basis for further research and for the development of pedagogical practice aimed at strengthening positive personal traits and the well-being of teachers
Strah in groza vojnega časa v delih Zofke Kveder in Ivana Cankarja
No full textIzkušnja katastrofe prve svetovne vojne se odraža v delih slovenskih pisateljev Ivana Cankarja in Zofke Kveder. Prispevek je posvečen preučevanju čustev, kot so strah, groza, prestrašenost, bojazen, tesnoba in zaskrbljenost, ki jih povzročajo vojne grozote, v njunih delih, objavljenih istega leta (1917), Hanka: Vojni spomini Zofke Kveder in Podobe iz sanj Ivana Cankarja. Obravnavane so tudi nekatere strategije soočenja s travmatično izkušnjo, ki so prisotne v analiziranih besedilih.The experience of the catastrophe of the First World War is reflected in the works of the Slovenian writers Ivan Cankar and Zofka Kveder. This article focuses on emotions such as fear, horror, fright, anxiety, unease, and worry caused by the horrors of war, as depicted in two of their works, both published in 1917: Hanka: Vojni spomini (Hanka: War Memoirs) by Kveder and Podobe iz sanj (Images from Dreams) by Cankar. The article also discusses certain strategies for coping with traumatic experience that are present in the texts analyzed
Otroštvo kot grenkoba v poeziji Hannah Koselj Marušič in Veronike Razpotnik
No full textPrispevek želi prikazati otroštvo skozi oči subjektk v poeziji Hannah Koselj Marušič in Veronike Razpotnik. Poezija obeh se dotika destruktivnosti, raztelesenja, nasilja in eskapizmov odraslih. Pogosta sta čustvena pogojenost in nasilje, ki ga odrasli – starši – izvajajo nad svojimi otroki. Primarna družina ne pomeni zavetja in varnosti, temveč številne odklonskosti, ki jih subjektki kažeta v odrasli dobi. Razkroj podobe družine je torej v obravnavani poeziji zelo nazoren. Gre za samopoškodovanje pesniških subjektk in poškodovanje drugih v odrasli dobi, obenem pa gre za velik klic po pomoči in ljubezni. Obravnavana poezija se pri obeh pesnicah dotika čustvovanja, pri čemer imajo veliko vlogo nefunkcionalna primarna družina in medosebni odnosi, ki vplivajo na dojemanje telesa. Velika silnica pri tem je v obravnavanih pesniških zbirkah tudi erotika ter njeno dojemanje in pojmovanje v odrasli dobi.This article presents childhood through the eyes of the female subjects in the poetry of Hannah Koselj Marušič and Veronika Razpotnik. The poetry of both deals with the destructive ness, disembodiment, violence, and escapism of adults. The emotional conditioning and violence that adults (parents) exert on their children are common. The primary family does not represent shelter and security, but rather numerous deviations that the subjects display in their adulthood. The decomposition of the image of the family is therefore very clear in the poetry examined. This is about selfharm by the poetic subjects and harming others in adulthood, as well as a powerful cry for help and love. The poetry of both authors touches on emotions, with a dysfunctional pri mary family and interpersonal relationships that affect the perception of the body playing a major role. In the poetry collections studied, eroticism and its perception and understanding in adult hood is also a major factor in this regard
Reki kak čuvstva, čuvstva kak reki v slovenskoj i polʹskoj romantičeskoj poèzii
No full textV prispevku bomo primerjali simboliko velikih rek dveh različnih geografskih območij, ki sta sobivali v istem obdobju in sta zastopani v isti romantični literarni tradiciji, začenši s Prešerenom in Mickiewiczem. Ob raziskovanju razlogov za upodabljanje rek v romantični poeziji 19. stoletja bomo odkrili nekatere podrobnosti družbenozgodovinskega ozadja, ki se skriva v simboliki rek. Presenetilo nas bo spoznanje, da na primer personifikacija rek za romantični par ne odraža le avtorjeve potrebe po romantičnem izražanju, temveč tudi domoljubna in tragična čustva, motive pobega, odrešitve, krivde in kazni
Čas, kot da me ni strah: čustva v začetkih in koncih treh sodobnih povojnih romanov
No full textPovojni romani skozi različne perspektive in pripovedovalce večplastno prikažejo občutja posameznic in posameznikov, ki so ujeti v prelomno zgodovinsko dogajanje. V prispevku analiziramo romane Da me je strah? Maruše Krese, Čas koz Luana Starove in Kot da me ni Slavenke Drakulić, pri čemer se osredotočamo na izražena čustva v njihovih začetkih in koncih. Čustvo, ki najbolj zaznamuje obravnavana besedila, je strah, a ta pogosto zares izbruhne šele po vojni, med vojno ga namreč nadomesti otopelost.Postwar novels portray the emotions of individuals involved in important historical events through various perspectives and various narrators. This article analyses the novels Da me je strah? (Am I Afraid?) by Maruša Krese, Vremeto na kozite (The Time of the Goats) by Luan Starova, and Kao da me nema (As If I Am Not There) by Slavenka Drakulić, focusing on the emotions expressed at the beginning and end of these narratives. The most pronounced emotion is fear, which, however, commonly only fully emerges after the war because it is often replaced by emotional numbness during the war
Ocular image quality assessment
No full textNamen diplomske naloge je raziskovanje metod ocenjevanja kakovosti slik na domeni očesnih slik, zajetih v vidni svetlobi. V nalogi so uporabljene že uveljavljene metode iz področja ocenjevanja obrazov oziroma ocenjevanja splošnih slik. Glavni cilj naloge je uporaba omenjenih algoritmov na množicah slik za izločevanje primerov z najslabšo kakovostjo. Uporabljena je podatkovna množica MOBIUS, ki vsebuje kakovostne oznake za slike, ki so slabe kakovosti iz vidika biometrične uporabnosti. Uporabljeni so značilni postopki za testiranje in evalvacijo metod. Ker so kakovostne ocene slik odvisne od dane naloge (oziroma namen uporabe), je del diplomske naloge namenjen pregledu biometrične razpoznave na podlagi očesnih slik. V eksperimentalnem delu naloge se prilagojene obrazne metode bolje odrežejo od splošnih metod. Njihova uspešnost je do velike mere odvisna od uporabljenega razpoznavnega modela. Pri slabše naučenih modelih so prevladale splošne metode.The purpose of this thesis is to explore methods intended for the assessment of image quality in the domain of ocular images captured in visible light. The thesis uses already established methods from the fields of face image quality assessment and general image quality assessment. The main objective of the thesis is to apply these algorithms to sets of ocular images in order to eliminate the worst quality examples. The MOBIUS dataset is used. It uses quality labels for images that are of poor quality from a biometric usability perspective. Standard procedures for testing and evaluating methods are used. Since the assessment of the quality of an image depends on the given task, part of the thesis is devoted to reviewing biometric recognition based on ocular images. In the experimental part of the thesis, adapted facial methods perform better than general methods. However, their success depends largely on the recognition model used. General methods prevailed in less well-trained models
Zgodovina, ki jo pišejo poraženci?
No full textThis paper seeks to identify the determinants of the successes (government entry) of small political parties in 21 European states. Although the term small party is used quite regularly the borders between small, medium or large parties are not precisely delineated. To overcome this problem, I propose an original mathematical formula to select the group of 26 small parties based on the same criteria in 21 European states. Having this sample, I analyse all coalition cabinets to which these parties were invited as the junior partners. The main goal in this paper is to explain the causes of these parties\u27 presence in the governments and explore the determinants of the portfolio allocations by combining quantitative (i.e. Banzhaf Power Index) and qualitative (ideological distance) measures. Some of the conclusions confirm previous findings (disproportional portfolio allocation which favours small parties) and some only partially overlap with the conclusions drawn in the previous studies (the relation between the number of potential/ alternative collaborators and the likelihood that the small party becomes the coalition member). This study deals with the cases from Central and East European States, and Western Europe.Prispevek skuša identificirati dejavnike uspeha (vstop v vlado) majhnih političnih strank v 21 evropskih državah. Čeprav se izraz majhna stranka precej pogosto uporablja, meje med majhnimi, srednjimi ali velikimi strankami niso natančno začrtane. Da bi rešili to težavo, predlagamo izvirno matematično formulo za izbiro skupine 26 majhnih strank na podlagi istih meril v 21 evropskih državah. Na tem vzorcu analiziramo vse koalicijske vlade, v katere so bile te stranke povabljene kot manjši partnerji. Glavni cilj prispevka je razložiti vzroke za prisotnost majhnih strank v vladah in raziskati determinante dodeljevanja ministrstev s kombinacijo kvantitativnih (tj. Banzhafov indeks moči) in kvalitativnih (ideološka distanca) meritev. Nekateri zaključki potrjujejo dosedanje ugotovitve (nesorazmerna razdelitev ministrskih mest v korist majhnih strank), nekateri pa se le delno prekrivajo z zaključki prejšnjih študij (razmerje med številom potencialnih/alternativnih sodelavcev in verjetnostjo, da majhna stranka postane koalicijska stranka). Študija obravnava primere iz držav srednje, vzhodne in zahodne Evrope
Covid-19 kot orodje za [napad na] demokratične institucije in vrednote
No full textThe Covid-19 epidemic in Hungary contributed to the decline of democracy in two ways. The direct effect was the declaration of a state of emergency by the government and the shift to decree government (from spring 2020 until now, first with reference to the epidemic, then later with reference to the war in Ukraine). The indirect effect has been spreading disinformation about the EU and the domestic political opposition in the context of the epidemic. Disinformation erodes the public trust in institutions, including the media itself, and poses a threat to democratic values and political processes. Based on data from international empirical research the paper shows the process of the breakdown of democracy and the accompanying legitimating media discourses.Epidemija Covida19 na Madžarskem je prispevala k zatonu demokracije na dva načina. Neposredni učinek je bila razglasitev izrednih razmer s strani vlade in prehod na vladanje z dekreti (od pomladi 2020 do zdaj, najprej v zvezi z epidemijo, nato kasneje v povezavi z vojno v Ukrajini). Posredni učinek je bil širjenje dezinformacij o EU in domači politični opoziciji v kontekstu epidemije. Dezinformacije spodkopavajo zaupanje javnosti v institucije, vključno s samimi mediji, in predstavljajo grožnjo demokratičnim vrednotam in političnim procesom. Članek na podlagi podatkov iz mednarodnih empiričnih raziskav prikazuje proces zloma demokracije in spremljajočih legitimacijskih medijskih diskurzo