1,720,979 research outputs found
Corporal Punishment as an Educational Measure Throughout History
No full textOdgojne mjere su se mijenjale tijekom povijesti a ponajviše su ovisile o društvenom uređenju i kulturi naroda te vrijednostima koje su se poštivale. Pristup odgoju temeljio se na ideji za što ili za koga se odgaja dijete stoga se ističu različita društva koja su odgajala buduće vojnike, čuvare države, svećenike, radnike, kapitaliste itd. S obzirom na cilj odgoja i pristup prema djetetu te njegovu sliku u društvu primjenjivale su se odgojne mjere. Zabilježene su različite odgojne mjere kojima se služilo u svrhu djelovanja na ponašanje odgajanika međutim princip nagrada i kazni se spominje od najranije povijesti do današnjeg dana. Među spomenutim kaznama ističe se i tjelesna kazna koja je donijela niz kontroverzi u idejama o odgoju. Razvojem društva smanjivala se upotreba tjelesnog kažnjavanja počevši sa zabranama primjene tjelesne kazne u školi do zakonske zabrane tjelesnog kažnjavanja djece u obitelji. Vijeće Europe postavlja 2009. godinu kao ciljnu godinu do koje bi se provela zabrana tjelesno kažnjavanja te se kao takvo tjelesno kažnjavanje ukinulo u školskom sustavu i u obitelji. Iako su danas na snazi brojni zakoni i zabrane upotrebe takve odgojne mjere svjedoci smo situacija gdje roditelj „povuče dijete za uši“ uz opravdanje kako je zaslužilo i kako mu „neće biti ništa“.Educational measures have changed throughout history and mostly depended on the social structure and culture of the people and the values that were respected. The approach to education was based on the idea of what or for whom a child is being raised, therefore different societies stand out that raised future soldiers, state guards, priests, workers, capitalists, etc. With regard to the goal of education and the approach to the child and his image in society, they applied are educational measures. Various educational measures have been recorded that were used to influence the behavior of educators, however, the principle of rewards and punishments is mentioned from the earliest history to the present day. Among the mentioned punishments, corporal punishment stands out, which has brought a number of controversies in ideas about education. With the development of society, the use of corporal punishment decreased, starting with the prohibition of the application of corporal punishment in school until the legal prohibition of corporal punishment of children in the family. The Council of Europe sets 2009 as the target year by which the ban on corporal punishment would be implemented, and as such corporal punishment would be abolished in the school system and in the family. Although numerous laws and prohibitions against the use of such educational measures are in force today, we are witnessing situations where a parent "pulls a child by the ears" with the justification that he deserved it and that "he will be fine"
Monitoring and Evaluating the Quality of Performance in Educational Institutions
No full textU strateškim dokumentima svake odgojno-obrazovne ustanove, u njenoj misiji i viziji vrlo često se poziva na kvalitetu odgojno-obrazovnog-rada. Da bi se precizirao pojam kvalitete, kvalitetu treba definirati, odrediti njene sastavnice te parametre i način mjerenja identificiranih parametara. Rezultati dobiveni mjerenjem pokazat će stupanj uspostave kvalitete u odgoju i obrazovanju. U radu su analizom stanja odgojno-obrazovnog sustava u Republici Hrvatskoj istaknuti ciljevi i načela odgoja i obrazovanja te pravni okvir rada i upravljačka struktura odgojno obrazovnih ustanova. Vertikalnim prikazom sustava odgoja i obrazovanja učinjena je analiza oblika odgoja i obrazovanja te vrste ustanova u kojima se proces odgoja i obrazovanja događa. Obradom pojma kvalitete naglašava se značaj uspostave sustava kvalitete kao i važnost osiguranja kvalitete, upravljanje kvalitetom te mogućnosti unapređenja kvalitete odgojno obrazovne ustanove. Za potpunu sliku kvalitete odgojno-obrazovne ustanove značajni su mjerljivi i nemjerljivi elementi. Planiranjem, organiziranjem, provedbom te interpretacijom rezultata praćenja kao i njihovo uključivanje u sastavne dijelove strateških dokumenta odgojno-obrazovne ustanove formiraju se smjernice za praćenje odgojno-obrazovnog rada i njegovu evaluaciju. Vrednovanje se provodi planski, kontinuirano i objektivno od strane vanjskih institucija, dok samovrednovanje koje provode svi zaposlenici odgojno-obrazovne ustanove sadrži procjene mjerljivih i identificiranih nemjerljivih parametara. Kvaliteta odgojno-obrazovne ustanove temelji se na nastavnom kadru izvrsnih kompetencija u svom području i timskom radu svih sudionika odgojno-obrazovnog procesa. Uloga ravnatelja je da praćenje i vrednovanje kvalitete rada odgojno-obrazovne ustanove uključi u strategiju, razvojne i planske dokumente. Da bi se omogućilo postizanje postavljenih strateških ciljeva, usvajanje i prakticiranje kulture kvalitete važan je element.In the strategic documents of every educational institution, its mission and vision often refer to the quality of educational work. For the strategic goal to include the concept of the quality of educational work, quality must be defined. Its components need to be determined, as well as the parameters and methods for measuring these parameters to show whether the quality goal in education has been achieved. By analyzing the state of the educational system in the Republic of Croatia, the goals and principles of education, as well as the legal framework of work and the management structure of educational institutions, are highlighted. A vertical representation of the education system provides an analysis of the forms of education and the types of institutions where the education process takes place. Discussing the concept of quality emphasizes the importance of quality control and assurance, quality management, and the improvement of the quality of educational institutions. Planning, organizing, implementing, and interpreting the results of monitoring, as well as incorporating them into the strategic documents of the educational institution, will provide guidelines for monitoring educational work. Closely related to monitoring is the evaluation of educational work, encompassing all types of evaluations. The quality of an educational institution is based on teaching staff with excellent competencies, and it is the principal role to incorporate the monitoring and evaluation of the quality of work into the institutions strategy, development, and planning documents. Based on the analyses and facts presented in the chapters of this final work, the conclusion will provide guidelines that can be applied in an educational institution to achieve the set goals and to adopt and practice a culture of quality
Monitoring and Evaluating the Quality of Performance in Educational Institutions
No full textU strateškim dokumentima svake odgojno-obrazovne ustanove, u njenoj misiji i viziji vrlo često se poziva na kvalitetu odgojno-obrazovnog-rada. Da bi se precizirao pojam kvalitete, kvalitetu treba definirati, odrediti njene sastavnice te parametre i način mjerenja identificiranih parametara. Rezultati dobiveni mjerenjem pokazat će stupanj uspostave kvalitete u odgoju i obrazovanju. U radu su analizom stanja odgojno-obrazovnog sustava u Republici Hrvatskoj istaknuti ciljevi i načela odgoja i obrazovanja te pravni okvir rada i upravljačka struktura odgojno obrazovnih ustanova. Vertikalnim prikazom sustava odgoja i obrazovanja učinjena je analiza oblika odgoja i obrazovanja te vrste ustanova u kojima se proces odgoja i obrazovanja događa. Obradom pojma kvalitete naglašava se značaj uspostave sustava kvalitete kao i važnost osiguranja kvalitete, upravljanje kvalitetom te mogućnosti unapređenja kvalitete odgojno obrazovne ustanove. Za potpunu sliku kvalitete odgojno-obrazovne ustanove značajni su mjerljivi i nemjerljivi elementi. Planiranjem, organiziranjem, provedbom te interpretacijom rezultata praćenja kao i njihovo uključivanje u sastavne dijelove strateških dokumenta odgojno-obrazovne ustanove formiraju se smjernice za praćenje odgojno-obrazovnog rada i njegovu evaluaciju. Vrednovanje se provodi planski, kontinuirano i objektivno od strane vanjskih institucija, dok samovrednovanje koje provode svi zaposlenici odgojno-obrazovne ustanove sadrži procjene mjerljivih i identificiranih nemjerljivih parametara. Kvaliteta odgojno-obrazovne ustanove temelji se na nastavnom kadru izvrsnih kompetencija u svom području i timskom radu svih sudionika odgojno-obrazovnog procesa. Uloga ravnatelja je da praćenje i vrednovanje kvalitete rada odgojno-obrazovne ustanove uključi u strategiju, razvojne i planske dokumente. Da bi se omogućilo postizanje postavljenih strateških ciljeva, usvajanje i prakticiranje kulture kvalitete važan je element.In the strategic documents of every educational institution, its mission and vision often refer to the quality of educational work. For the strategic goal to include the concept of the quality of educational work, quality must be defined. Its components need to be determined, as well as the parameters and methods for measuring these parameters to show whether the quality goal in education has been achieved. By analyzing the state of the educational system in the Republic of Croatia, the goals and principles of education, as well as the legal framework of work and the management structure of educational institutions, are highlighted. A vertical representation of the education system provides an analysis of the forms of education and the types of institutions where the education process takes place. Discussing the concept of quality emphasizes the importance of quality control and assurance, quality management, and the improvement of the quality of educational institutions. Planning, organizing, implementing, and interpreting the results of monitoring, as well as incorporating them into the strategic documents of the educational institution, will provide guidelines for monitoring educational work. Closely related to monitoring is the evaluation of educational work, encompassing all types of evaluations. The quality of an educational institution is based on teaching staff with excellent competencies, and it is the principal role to incorporate the monitoring and evaluation of the quality of work into the institutions strategy, development, and planning documents. Based on the analyses and facts presented in the chapters of this final work, the conclusion will provide guidelines that can be applied in an educational institution to achieve the set goals and to adopt and practice a culture of quality
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Social Dimension of Higher Education in Croatia and Spain
No full textSocijalna dimenzija je jedan od primarnih ciljeva Europskog prostora visoke naobrazbe i glavni joj je cilj osiguravanje jednakih šansi u samom pristupu i ravnopravno sudjelovanje u procesu visokog obrazovanja za sve pojedince. Ovaj rad je usmjeren na ispitivanje socijalne dimenzije visokog školstva u Hrvatskoj i Španjolskoj. Teoretski dio prikazuje povijesni razvitak europskog zajedništva u obrazovanju te stvaranje Bolonjskog procesa u sklopu kojega, zahvaljujući studentima, izravnim sudionicima u visokoj naobrazbi, javila i socijalna dimenzija. Cilj istraživanja bio je ispitati socijalnu dimenziju visokog školstva na Sveučilištu u Zadru te Sveučilištu Alcalá de Henares iz Španjolske te interpretirati dobivene rezultate, odnosno ispitati pozadinu pristupa, socijalne i ekonomske uvjete studenata kao i njihove uvjete studiranja. Rezultati su pokazali da unatoč napretku u određenim segmentima na oba sveučilišta još uvijek nije ostvarena prvotna ideja socijalne dimenzije o jednakosti i ravnopravnosti među studentima. Najviše se ističe činjenica da su ranjive skupine podzastupljene u visokom školstvu te da ekonomski uvjeti čine veliku barijeru u procesu studiranja.Social dimension is one of the primary goals of the European Higher Education Area (EHEA) and its main objective is to ensure that all individuals have equal opportunities and equitable participation in the process and in the access to higher education. This thesis focuses on examining the social dimension of higher education in Croatia and Spain. The theoretical part shows the historical development of European unity in education and the creation of the Bologna Process, which, with the help of students who are direct participants in higher education, brought about the existence of social dimension. The aim of this study is to test the social dimension of higher education at the University of Zadar and the University of Alcalá de Henares in Spain and to interpret the results obtained, i.e. examine the background of the approach, students' social and economic environment as well as their study conditions. The results show that in spite of the progress in certain segments, the original idea of social dimension of students' equality in both universities has not yet been achieved. The most significant fact is that vulnerable groups are under-represented in higher education and that economic conditions pose a major barrier in the process of studying
The history of Lika's schooling until 1918
No full textSvrha ovog istraživanja leži u činjenici da povijest školstva Like koja cjelovito prikazuje i objedinjuje začetke i razvoj školstva do 1918. do danas nije napisana. U ovome radu donesen je cjeloviti povijesni pregled školstva na prostoru Like od osnivanja prvih škola dvadesetih godina 18. st. do 1918., te istražen i predstavljen njegov utjecaj na razvoj kulturno-društveno gospodarskog života u Lici. U radu je korištena povijesna metoda. Početna etapa istraživanja obuhvatila je upoznavanje i prikupljanje izvora te stvaranje dokumentarne i faktografske osnove nakon čega je uslijedila obrada izvora, utvrđivanje činjenica, njihova sistematizacija te utvrđivanje i interpretacija kauzalnih veza. S obzirom na veliki broj prikupljenih brojčanih podataka, oni su prikazani tablično. Pri obradi brojčanih podataka koristila se statistička obrada (brojčani odnosi i postotci) koja je omogućila otkrivanje tendencija razvitka školstva Like. Povijesnom sintezom, kao metodom zaključivanja i izlaganja, utvrđen je pregled stanja ličkog školstva do 1918. godine, na temelju čega je donesen zaključak. Rad je obuhvatio pregled svih škola koje su radile na području Like u navedenom razdoblju s obzirom na njeno upravno teritorijalno uređenje te su opisane i analizirane tadašnje školske prilike. Provedeno istraživanje upućuje na zaključak da je razvoj školstva u Lici utjecao i na razvoj kulturno-društveno gospodarskog života na ličkom prostoru, ali je i posebnost ličkog prostora (teritorijalno političko i upravno ustrojstvo, prirodne i geografske značajke) utjecala na razvoj školstva u Lici. Značajnu ulogu u početnom opismenjavanju puka u Lici imali su crkveni redovi, no temelj razvoju školstva Like postavili su doneseni školski zakoni i odredbe za vrijeme austrijske vlasti. Njihovim donošenjem uređuje se i organizira javno, državno školstvo na ovom području. Otvaraju se škole, zapošljava učiteljski kadar, određuje nastavni sadržaj, metode, itd. Posebna pažnja u ovom radu posvećena je učiteljskom kadru ličkih škola jer su oni činili motor zamašnjak svekolikog razvoja Like. S obzirom na prioritetnu ulogu u razvoju školstva, naglašena je uloga Gospića koji je bio respektabilno obrazovno središte sa najvećim izborom škola u Lici neovisno je li riječ o osnovnom ili višem obrazovanju o čemu svjedoči broj i vrste škola koje su radile u Gospiću. Najveći značaj imala je Gimnazija u Gospiću, zasigurno elitna obrazovna institucija Like prema kvaliteti učiteljskog kadra koji je tada u njoj radio, ali i učeničkoj inteligenciji koju je okupljala. U njoj su radili i polazili je brojni značajni predstavnici tadašnjeg i kasnijeg kulturnog, društvenog, umjetničkog, znanstvenog i gospodarskog napretka Like i Hrvatske, a neki od njih su svojom djelovanjem ostvarili nemjerljiv svjetski doprinos što je u ovom radu prikazano.The purpose of this research lies in the fact that the history of education in Lika, which fully shows and unifies the beginnings and development of education up to 1918, has not been written to date. In this paper, a complete historical review of education in the area of Lika from the establishment of the first schools in the twenties of the 18th century to 1918 was made, and its influence on the development of cultural, social and economic life in Lika was investigated and presented. The historical method was used in the paper. The initial stage of the research included getting to know and collecting sources and creating a documentary and factual basis, which was followed by the processing of sources, the establishment of facts, their systematization and the establishment and interpretation of causal links. Considering the large number of numerical data collected, they are presented in a table. When processing numerical data, statistical processing (numerical ratios and percentages) was used, which made it possible to reveal the tendencies of the development of the Lika school system. Through historical synthesis, as a method of conclusion and presentation, an overview of the state of education in Lika until 1918 was established, on the basis of which a conclusion was made. The paper included an overview of all schools that worked in the area of Lika in the mentioned period with regard to its administrative-territorial arrangement, and school conditions at that time were described and analyzed. The conducted research leads to the conclusion that the development of education in Lika also influenced the development of cultural, social and economic life in the Lika area, but the uniqueness of the Lika area (territorial-political and administrative structure, natural and geographical features) also influenced the development of education in Lika. Church orders played a significant role in the initial literacy of the regiment in Lika, but the foundation for the development of education in Lika was laid by the school laws and regulations passed during the Austrian rule. By adopting them, public, state education in this area is regulated and organized. Schools are opened, teaching staff is hired, teaching content, methods are determined, etc. Special attention in this paper is devoted to the teaching staff of Lika schools because they were the flywheel engine of all Lika's development. With regard to the priority role in the development of education, the role of Gospić was emphasized, which was a respectable educational center with the largest selection of schools in Lika, regardless of whether it is primary or higher education, as evidenced by the number and types of schools that worked in Gospić. The greatest significance was the Gymnasium in Gospić, certainly an elite educational institution in Lika, according to the quality of the teaching staff that worked there at the time, but also the student intelligence that it gathered. Many important representatives of the then and later cultural, social, artistic, scientific and economic progress of Lika and Croatia worked and went there, and some of them made an immeasurable global contribution through their activities, which is shown in this work
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Corporal Punishment as an Educational Measure Throughout History
No full textOdgojne mjere su se mijenjale tijekom povijesti a ponajviše su ovisile o društvenom uređenju i kulturi naroda te vrijednostima koje su se poštivale. Pristup odgoju temeljio se na ideji za što ili za koga se odgaja dijete stoga se ističu različita društva koja su odgajala buduće vojnike, čuvare države, svećenike, radnike, kapitaliste itd. S obzirom na cilj odgoja i pristup prema djetetu te njegovu sliku u društvu primjenjivale su se odgojne mjere. Zabilježene su različite odgojne mjere kojima se služilo u svrhu djelovanja na ponašanje odgajanika međutim princip nagrada i kazni se spominje od najranije povijesti do današnjeg dana. Među spomenutim kaznama ističe se i tjelesna kazna koja je donijela niz kontroverzi u idejama o odgoju. Razvojem društva smanjivala se upotreba tjelesnog kažnjavanja počevši sa zabranama primjene tjelesne kazne u školi do zakonske zabrane tjelesnog kažnjavanja djece u obitelji. Vijeće Europe postavlja 2009. godinu kao ciljnu godinu do koje bi se provela zabrana tjelesno kažnjavanja te se kao takvo tjelesno kažnjavanje ukinulo u školskom sustavu i u obitelji. Iako su danas na snazi brojni zakoni i zabrane upotrebe takve odgojne mjere svjedoci smo situacija gdje roditelj „povuče dijete za uši“ uz opravdanje kako je zaslužilo i kako mu „neće biti ništa“.Educational measures have changed throughout history and mostly depended on the social structure and culture of the people and the values that were respected. The approach to education was based on the idea of what or for whom a child is being raised, therefore different societies stand out that raised future soldiers, state guards, priests, workers, capitalists, etc. With regard to the goal of education and the approach to the child and his image in society, they applied are educational measures. Various educational measures have been recorded that were used to influence the behavior of educators, however, the principle of rewards and punishments is mentioned from the earliest history to the present day. Among the mentioned punishments, corporal punishment stands out, which has brought a number of controversies in ideas about education. With the development of society, the use of corporal punishment decreased, starting with the prohibition of the application of corporal punishment in school until the legal prohibition of corporal punishment of children in the family. The Council of Europe sets 2009 as the target year by which the ban on corporal punishment would be implemented, and as such corporal punishment would be abolished in the school system and in the family. Although numerous laws and prohibitions against the use of such educational measures are in force today, we are witnessing situations where a parent "pulls a child by the ears" with the justification that he deserved it and that "he will be fine"
Primary Schools' Pedagogues' Satisfaction with Permanent Professional Development
No full textTrajni profesionalni razvoj cjeloživotno je učenje koje podrazumijeva kontinuirao stručno usavršavanje i nadopunjavanje vlastitih znanja, vještina i kompetencija. Jedan je od ključnih aspekata i područja rada svakog pedagoga što podrazumijeva redovito usavršavanje, stjecanje teorijskih i praktičnih saznanja iz područja struke, dijeljenje iskustava s kolegama iz struke te otvorenost i spremnost na učenje. Osim rada na vlastitom profesionalnom razvoju, pedagog potiče i profesionalni razvoj učitelja i drugih odgojno-obrazovnih sudionika. Cilj ovog diplomskog rada utvrditi je jesu li pedagozi osnovnih škola zadovoljni svojim trajnim profesionalnim razvojem. Da bi se to postiglo koristila se metoda polustrukturiranog intervjua i rad na dokumentaciji vezan za prvi dio diplomskog rada. Zahvaljujući metodi intervjua doznalo se da su skoro sve ispitanice zadovoljne individualnim trajnim profesionalnim razvojem. Nešto manje zadovoljstvo ispitanice su iskazale za skupna profesionalna usavršavanja. p. Objasnile su što je za njih uloga pedagoga u školi, što suradnici u ustanovi u kojoj djeluju očekuju od njih, koje stručne kompetencije posjeduju i koliko i na koji način se profesionalno razvijaju. Također, podijelile su mišljenje o nadležnim ustanovama koje većina smatra tromima i sporima te su ukazale što bi se trebalo promijeniti kako bi im svakodnevni rad bio lakši.Permanent professional development is a lifelong learning that implies continuous expertise training and upgrading one's own knowledge, skills and competencies. It's one of the key aspects and areas of work of every pedagogue, which includes regular training, acquisition of theoretical and practical knowledge in their professional field, sharing experiences with their colleagues along with opennes and willingness to learn. Other than working on their own professional development, a pedagogue also encourages the professional development of teachers and other educational participants. The objective of this graduate thesis is to determine if primary school pedagogues are satisfied with their permanent professional development. In order to achieve this, the method of semi-structured interviews was used along with paperwork related to the first part of the thesis. Thanks to the interview method it was found that almost all examinees are satisfied with their individual permanent professional development, but in terms of group opinions and examinees' experiences, they differ, ie some are more while some less satisfied. They explained what the role of a pedagogue in schools is for them, what the associates in the institution they work at expect from them, which professional competencies they possess and how much and in what way they develop professionally. They also shared their opinion about the competent institutions, which most of them consider to be sluggish and slow, and they pointed out what needs to be changed to make their daily work easier
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