Suchergebnisse

Pedagoški diskurs u području prevencije ovisničkog ponašanja usmjeren je k poticanju razvoja samopoštovanja, samopouzdanja i pozitivnog identiteta djeteta. Te se kvalitete smatraju «prvom zonom obrane» djeteta od različitih nepovoljnih utjecaja i mogućim oblikom prevencije autoagresivnih i socijalno neprihvatljivih oblika ponašanja. Takvo stajalište odražava shvaćanje djeteta kao racionalne i razborite osobe koja je u stanju reflektirati o svojem iskustvu i ponašanju te iziskuje odgoj temeljen na kvalitetnim odnosima i uvažavajućoj, recipročnoj komunikaciji. Riječ je o odgoju koji se distancira od prisiljavanja i bilo koje vrste pokoravanja djece, a oslanja na osnaživanje samoregulacijskih potencijala i autonomije djece. Za to je potrebna pretvorba odgojno-obrazovne ustanove u mjesto humanog i demokratičnog življenja, odgoja i učenja, što najčešće iziskuje kompleksnu promjenu na razini njezine cjelokupne kulture. ; Pedagogical discourse in the domain of addiction prevention is aimed at encouraging the development of self-respect, self-confidence and positive identity in a child. These qualities are considered to be the first 'line of defence' against various negative influences and a possible form of prevention of autoaggressive and socially unacceptable forms of behaviour. This view is reflected in the perception of children as rational and reasonable persons who are capable of reflecting on their experiences and behaviour, and calls for an education based on good relationships and caring, reciprocal communication. This is an approach to education that distances itself from coercion or any kind of subjugation of children, and relies on strengthening the self-regulatory potentials and autonomy of children. This requires a transformation of an educational institution into a place of humane and democratic life, education and learning, which in most cases calls for a complex change on the level of its culture as a whole.

The article focuses on the interconnectedness of foreign policy environments to explain Slovenia's opportunities and constraints for foreign policy action. During the period of pre-independence para-diplomacy, the building of an internal and external domestic environment successfully turned constraints (no international recognition) into opportunities (applying for membership of European and global intergovernmental organizations). In the second period — post-recognition — considering the absence of a strategic foreign policy document, the Slovenian internal foreign policy environment became a major constraint to seize foreign environment opportunities. This affected Slovenia's accomplishments, notably after NATO and EU memberships were achieved in 2004. Although the Slovenian internal environment matured during the following period to adopt, in 2015, a comprehensive foreign policy strategy the recent turn in world politics (especially the European financial and economic crisis and the migration crisis) created for the first time a foreign environment for Slovenia that offered many fewer opportunities and far more constraints. ; The article focuses on the interconnectedness of foreign policy environments to explain Slovenia's opportunities and constraints for foreign policy action. During the period of pre-independence para-diplomacy, the building of an internal and external domestic environment successfully turned constraints (no international recognition) into opportunities (applying for membership of European and global intergovernmental organizations). In the second period — post-recognition — considering the absence of a strategic foreign policy document, the Slovenian internal foreign policy environment became a major constraint to seize foreign environment opportunities. This affected Slovenia's accomplishments, notably after NATO and EU memberships were achieved in 2004. Although the Slovenian internal environment matured during the following period to adopt, in 2015, a comprehensive foreign policy strategy the recent turn in world politics (especially the European financial and economic crisis and the migration crisis) created for the first time a foreign environment for Slovenia that offered many fewer opportunities and far more constraints.

U godini kada obilježavamo 250. obljetnicu hrvatskoga šumarstva, a u tijeku je 169. godina od utemeljenja Hrvatskoga šumarskoga društva i tiskanja 139. godišta našega znanstveno-stručnoga i staleškog glasila Šumarski list, interesantno je baciti pogled na tekstove iz prvih godišta tiskanja časopisa, pa i povući paralelu s današnjicom.Već u prvome godištu 1877 god. pozornost nam privlači članak Adolfa Danhelovskog "Predlozi o štednji drva u proizvadjanju francezkih duga", u kojemu kaže da se postupak proizvodnje neznatno poboljšao, "premda ova vrst robe zaslužuje, da se najvećom štednjom proizvadja, dočim su njoj namijenjeni najkrasniji hrastici". To mora raditi "vješt radnik", jer se inače može "mnogo drva potratiti …., a užje se duge imaju izradjivati od tanjih stabalah ili trupacah". Nastavno, preporuča se radi uštede sortirati trupce sukladno dužini i širini zadanih dimenzija dužica, a slijede ostale preporuke za uštedu. Povucimo sada paralelu s tadašnjim razmišljanjem i preporukama glede štednje i današnjim rasipanjem nacionalnog bogatstva, korištenjem "najkrasnijih hrastika", tako da netržišna cijena sortimenata omogućuje proizvodnju poluproizvoda, a ne visoko finaliziranih proizvoda s velikom dodanom vrijednošću i maksimalnom zaposlenošću. Najžalosnije je kada se furnirski sortiment kamuflira u pilanski prozvod za izvoz, čime se "izvoze" i radna mjesta za kojima plačemo. O tome smo detaljnije pisali u uvodniku ŠL br. 5-6/2012. "Odnos šumarstva i prerade drva". Stoga se ne slažemo s tvrdnjom resornog ministra izrečenoj u razgovoru poslije Konferencije za tisak o kojoj pišemo u rubrici Aktualno, da su potpisani netržišni ugovori s drvoprerađivačima spasili domaću preradu drva od inozemne konkurencije. Za nas je i dalje to način rasipanja nacionalnog bogatstva i trenutačni probitak za račun pojedinaca, a ne za opće dobro.Članak iz trećeg godišta, 1879. god. Alex. Nik. Schultz podnaslovom "Sedam glavnih točaka šumskoga gospodarstva i njihova teoretično-praktična uporaba" započinje motom: "Proizvadjanje najveće kvantitativne i kvalitativne množine drva na najmanjoj površini: i čim vrlije gospodarstvo". U članku navodi kako šumsko gospodarstvo dijeli djelatnosti na temeljne i pripomoćne. Temeljne su računarstvo i prirodoslovlje, a pomoćne: tehnologija, zakonodavstvo, državoznastvo, računovodstvo povijest i geografija. Razdioba praktičnih struka šumskog gospodarstva dijeli na: "gojenje šume, b) zaštita šume zajedno s šumskom stražom, c) šumska poraba za jedno sa šumskom tehnologijom, d) šumska procjena zajedno s uredbom obhodnje i obračunanjem vriednosti i e) šumska uprava i šumsko ravnateljstvo". Ako razmislimo o poanti i današnjem poštivanju mota članka, zaključujemo da se sugerira maksimalno moguće korištenje proizvodnosti pojedinog šumskog staništa, a njegova bi degradacija predstavljala katastrofu. Komentirajući spomenutih sedam točaka, ponajprije navodi da je prva i glavna točka upravljanja i rada "teoretično i praktično naobraženo gospodarstveno osoblje da se može šumom koristno i potrajno gospodariti". Pita se "kako može čovjek uobće, koji neima niti pojma o neophodno nuždnih znanosti, upravljati šumom s mnogimi njezinimi osebujnosti". Druga glavna točka je samostalno odgovorno vođenje gospodarstva "bez pohlepe za dobitkom". Treća točka govori ponajviše o načinima obnove sastojina – umjetnim načinom ili prirodnim pomlađivanjem. U četvrtoj točci bilježimo zaključak: "Pošteni šumar, koji znade računati, ne će nikada privoliti, da njegov gospodar, kada se u momentanoj novčanoj neprilici snadje, te bude prisiljen, uteći se šumi, postane žrtvom takvih švindlera i šumskih pustošnika, te će svu svoju duševnu snagu upotriebiti, da ono što se ne da izbjeći, ograniči bar na najmanji prostor i s obzirom na budućnost". Peta točka tiče se "šumske porabe zajedno sa šumskom tehnologijom i važnija je nego što se na prvi čas čini", a detaljnije obrazlažući zaključuje da joj treba posvetiti dužnu pozornost prateći razvoj i primjenu novih tehnologija. Šesta točka obuhvaća "šumsku taksaciju zajedno s uredjenjem obhodnje i vriednostnim obračunom", a sve spomenute točke međusobno se isprepleću i potrebno ih je ne razdvajati, "jer bez poznavanja jedne ne da se druga izvesti". O sedmoj točci "k šumskoj upravi i ravnateljstvu šuma" nema se što posebno reći kaže on, jer je uglavnom obuhvaćena u prethodnim točkama, ali zaključuje kako prema staroj poslovici "od glave riba smrdi, a preneseno na šumsku industriju: ne valja li ravnateljstvo, to ne valja ni cielo šumsko podčinjeno osoblje. To vriedi kod svake grane gospodarstva, a potvrdjuju to i nebrojeni dokazi u čovječjem družtvenom životu i u svih strukah". Na kraju mi zaključujemo ovaj tekst s porukom – usporedite sami!Uredništvo ; The 250th anniversary of Croatian forestry and the 169th year of the foundation of the Croatian Forestry Association and the publication of the 139th issue of the scientific-professional and specialist magazine Forestry Journal offer an ideal opportunity to look back at the texts published in the first issues and draw a parallel with present times. The very first volume from the year 1877 contains an interesting article by Adolf Danhelovski "Recommendations on saving wood in the production of French staves", which states that the production process has improved slightly "although this type of goods requires maximal saving in its production, since they are produced of the most beautiful oak trees". Work should be performed by a "skilful labourer", otherwise much of the wood "might go to waste". Narrower staves should be made of thinner trees or logs". Furthermore, logs should be classified according to the length and width of stave dimensions required. Other recommendations for saving follow. Let us draw a parallel with the present manner and recommendations related to saving and present squandering of national resources by using "the most beautiful oak forests", so that the non-market prices of the assortments allows the production of semi-finished goods and not high-quality products with a high added value and maximal employment. What is detrimental is the fact that veneer assortments are camouflaged into sawmill products intended for export; this also means "export" of working places which we sorely need. We discussed this in more detail in the Editorial of the Forestry Journal No. 5-6/2012, "The relationship between forestry and wood processing". This is why we do not agree with the words of the competent minister said after a Press conference, which we discuss in the column Current Affairs. The minister claimed that non-market contracts with wood processors had saved home wood processing from foreign competition. We continue to perceive this as a way of squandering national wealth for momentary gain of an individual and not for the benefit of the society as a whole. The article published in the third year of publication in 1879, written by Alex. Ni. Sshulz and entitled "Seven main points of forest management and their theoretical-practical use" starts with a motto: "Production of he highest quantitative and qualitative amount of wood in the smallest area: and the best management". According to the article, forest management activities are divided into basic and auxiliary. The basic activities are mathematics and natural sciences and the auxiliary ones are technology, law-making, political sciences, book keeping, history and geography. Practical parts of forest management are divided into "a) silviculture, b) forest protection together with forest surveillance, c) use of forests together with forest technology, d) forest inventory with rotation and calculation of value and e) forest administration and forest directorate". From the present standpoint, the motto of the article suggests maximum possible use of the productivity of a particular forest site, whose degradation would mean catastrophe. In his comment of the seven points that follow, the author stresses that the first and the main point of management and work lies in "highly educated management personnel who posses theoretical and practical knowledge for useful and sustainable management of forests". He asks himself: "How can a person who has absolutely no knowledge of the basic sciences manage such a highly complex system as a forest?" The second point is independent management devoid of "greed for profit". The third point is primarily concerned with stand regeneration methods - artificial or natural regeneration. The fourth point contains a conclusion: "An honest forester who knows how to calculate will never allow his master, who, if faced with financial problems and forced to exploit his forest, to become a victim of swindlers and forest exploiters, and will use all his spiritual strength to at least limit what is unavoidable to the smallest space with regard to the future". The fifth point refers to "use of forests together with forest technology, which is more important that might seem at first glance". In his detailed explanation, the author concludes that the development and application of new technologies should be given due importance. The sixth point comprises "forest taxation together with rotations and value calculation". All the above points are mutually intertwined and cannot be separated from one another, "since without knowing one it is impossible to perform another". In the author´s words, the seventh point concerning "forest administration and forest directorate" requires no comments because everything is contained in the previous points, but he concludes that, as the old proverb says, "the fish rots from the head down", or translated into forest industry: if the directorate is no good, then the entire subordinate personnel will be no good. This refers to all branches of economy, and has been proven myriad of times in the human society and in all the professions". We conclude this text with the message – compare!Editorial Board

Ideja menadžmenta ima u stanovitom smislu univerzalno značenje zbog čega se primjena te ideje široko rasprostranila, a našla je mjesto i u institucijama odgoja i obrazovanja, i to najviše kao organizacijski menadžment, menadžment ljudskih potencijala, menadžment razina (1. najviša — ciljevi, dugoročno planiranje i organizacija, 2. srednja — kontrola operativnih postupaka i programi potpore ciljevima, 3. najniža — interpretacija ciljeva, politika programa), strategijski menadžment (dugoročno), i menadžment funkcija (koliko funkcija toliko menadžment programa). Menadžerske funkcije odnose se na ono što valja postići, a to su najčeπće planovi, strategije, dobra organizacija, kvalitetno vođenje i uspješna kontrola. Slijedi da se na pedagoški menadžment može gledati kao na upravljanje mrežom i hijerarhijom sustava (vrtić, grupa — škola, razred). Posebnost vođenja i upravljanja odgajatelja, razrednika i nastavnika može se razmatrati kao pedagoška uloga odgajatelja u vođenju i upravljanju, pedagoška uloga razrednika u vođenju i upravljanju, administrativni poslovi, planiranje i programiranje rada voditelja tima (razrednika), pripremanje i vođenje sjednica vijeća, suradnja s ostalim članovima vijeća, suradnja s roditeljima i sl. ; The idea of management in a certain way has a universal meaning, causing the wide spreading of this idea, which also found its place in the educational institutions, primarily as organizational management, human resources management, levels management (1. the highest level — objectives, long-term planning and organization; 2. the intermediate level — the control of operative procedures and objective supporting programs; 3. the lowest level — objectives interpretation, program policy), strategic management (long-term) and function management (the number of functions corresponding to the number of management programs). The management functions concern the purposes to be achieved, which are usually plans, strategies, good organization, quality leadership and successful control. Therefore, it follows that the educational management can be viewed as management of the system network and hierarchy (kindergarten, group — school, class). The specificity of leadership and management in case of kindergarten teachers, form-masters and teachers can be discussed as the pedagogical role of the kindergarten teacher in the leadership and management, the pedagogical role of the form-master in the leadership and management, administrative work, the team leader's (form-master's) work planning and programming, preparation and chairing of teaching-staff conferences, cooperation with other teaching-staff members, cooperation with parents, etc. ; Die Idee des Menagements hat im gewissen Sinne eine universelle Bedeutung, weshalb die Anwendung dieser Idee weit verbreitet ist und ihren Platz auch in den Bildungs-und Erziehungsanstalten fand. Dabei handelt es sich meistens um Organisationsmanagement, Management von menschlichen Potenzialen, Management von Ebenen (1. höchste — Ziele, langfristige Planung und Organisation, 2. mittlere — Kontrolle der Operatiomalisierungsverfahren und Programme zur Unterstützung der Zielsetzungen, 3. niedrigste — Interpretation von Zielsetzungen, Programmpolitk), strategisches Management (langfristig) und funktionales Menagement (für jede Funktion ein Managementprogramm). Die Funktionen des Managements beziehen sich auf das zu Erreichende, und das sind am häufigsten Pläne, Strategien, gute Organisation, gute Leitung und erfolgreiche Kontrolle. Daraus folgert, dass das pädagogische Management als eine Art der Verwaltung von Netzen und hierarchisch aufgebauten Systemen (Kindergarten, Gruppe — Schule, Klasse) betrachtet werden kann. Die Besonderheit der Führungs-und Leitungsrolle von Erziehern, Klassenlehrern und Lehrern kann unter verschiedenen Gesichtspunkten besprochen werden: pädagogische Erzieherrolle in der Leitung und Verwaltung, pädagogische Klassenlehrerrolle in der Leitung und Verwaltung, administrative Aufgaben, Planung und Programmierung der Arbeit von Teamleitern (Klassenlerern), Planung und Leitung von Sitzungen der Lehrerkonferrenz, Mitarbeit mit anderen Mitgliedern der Lehrerkonferrenz, Mitarbeit mit den Eltern usw.

Prvi hrvatski predsjednik Franjo Tuđman vodio je vrlo zanimljivu i kompleksnu vanjsku politiku. Njegovu vanjsku politiku obilježio je Domovinski rat te rat u Bosni i Hercegovini. Franjo Tuđman je vodio hrvatsku narod kroz jedan od najtežih perioda u njegovoj povijesti te je iza njega ostalo mnoštvo upitnika. U ovom radu će se, kroz prizmu realizma, analizirati određena dijela Franje Tuđmana i odnosi koje je vodio sa Srbijom te Bosnom i Hercegovinom, te će se, na temelju te analize, pokušati ponuditi odgovor na pitanje kakva je njegova vanjska politika uistinu bila, odnosno je li ona stvarno bila realistička. ; The first Croatian President Franjo Tuđman has lead a very interesting and complex foreign policy. His foreign policy was marked by the Homeland War and the war in Bosnia and Herzegovina. Franjo Tuđman led the Croatian people through one of the most difficult times in Croatias history and behind him remained a multitude of questions. In this paper, through the prism of realism, we will analyze certain academic works of Franjo Tuđman and the relations he has strived to build with Serbia and Bosnia and Herzegovina, and on that analysis will try to offer an answer to the question of what his foreign policy really was and was it really realistic.

The influence of Roman culture on today's civilization, including education, is immeasurable. The modern education system is inconceivable without Roman foundations, which range from Latin as the root of modern scientific terminology to the content of contemporary curricula having many similarities with Roman education. Daily life and practical tasks played an important role in ancient Rome, and the importance of acquiring competences that can be described as expertise, professionalism, and the ability to apply knowledge is emphasised nowadays. The contemporary curriculum is focused on the practical and this is where we find a link to Roman education, which puts practicality and usefulness to the forefront. In this paper, we provide an overview of the history of Roman education by linking it to the modern education system, with an emphasis on formal, non-formal, and informal education and learning. We consider the need to develop programmes which emphasise the practical in primary, secondary, and higher education, the need to strengthen the entrepreneurial competences of students, develop trainings and education for entrepreneurship through formal, non-formal, and informal education and learning, encourage entrepreneurial education in the national context, and transform traditional schools and universities to entrepreneurial ones. ; Utjecaj je rimske kulture na današnju civilizaciju, pa tako i obrazovanje, nemjerljiv. Suvremeni sustav odgoja i obrazovanja nezamisliv je bez rimskih temelja, počevši od suvremene znanstvene terminologije utemeljene velikim dijelom u latinskom jeziku, do samog sadržaja suvremenog kurikula u kojem pronalazimo brojne sličnosti s rimskim odgojem i obrazovanjem. U starorimskom su odgoju svakodnevni život i praktični zadaci imali važnu ulogu, kao što je danas naglašena važnost stjecanja kompetencija koje se mogu opisati upravo kao stručnost, profesionalnost i sposobnost primjene stečenoga znanja. Iz suvremenog kurikula iščitava se usmjerenost prema praktičnom i tu pronalazimo poveznicu s rimskim odgojem, koji je prije svega ono praktično i korisno stavljao u prvi plan. U ovom ćemo radu pružiti pregled povijesti rimskog odgoja i obrazovanja povezujući ga sa suvremenim sustavom obrazovanja, uz naglasak na formalno, neformalno i informalno obrazovanje i učenje. Razmatra se potreba razvoja programa s naglaskom na praktično u osnovnom, srednjem i visokom školstvu, potreba jačanja poduzetničkih kompetencija učenika i studenata, osposobljavanje i obrazovanje za poduzetništvo putem formalnog, neformalnog i informalnog obrazovanja i učenja, poticanje poduzetničkog obrazovanja u nacionalnom kontekstu, transformacije škola i sveučilišta iz tradicionalnih u poduzetničke.