Suchergebnisse

Two analyses have been carried out for the purpose of this study. The first refers to the analysis of the gender differences in the development of civil sense (understanding citizenship) & the practice of citizenship (practicing citizenship). The second refers primarily to the analysis of the variables of the "school experience" (the school climate or the perceived opportunity for an open classroom discussion, & the variables of the perceived tasks of classroom learning or education) & how they influence the expected voting behaviour of adults. The findings were compared to similar international comparative studies (the 2001 TEA study, C. Hahn's study of 1998). Our study has shown that the gender differences regarding the civil political sense & the culture among young people have been diminishing but have not fully disappeared, & that there are significant differences among individual countries in that respect. Our research has shown that there are significant gender differences in their understanding of citizenship; these differences are somewhat smaller for the variable of the practice of citizenship among high-school students. However, those differences are not particularly pronounced. It seems that it is no longer justified to talk about civil political culture as "male culture," though gender still creates marked differences but no longer solely in favour of men. We have not come to the end of the road leading to a balanced civil political culture yet, at least regarding gender. & secondly, our study has shown that the political education of students & the perceived tasks of political education in schools influence the expected adult voting behaviour. This confirms the thesis that the classroom political education is relevant, at least to a limited degree, for the key variables of civil sense & practice. 4 Tables, 6 References. Adapted from the source document.

The author deals with the problem of adjustment to the Bologna process, using the philosophical-political distinctions between open & guided intertraditional exchange, & between utopian & piecemeal social engineering. In his opinion, the process might be perceived as a sort of cultural imperialism that need not be disastrous for its victims. The reform should create the conditions for the organization of serious multidisciplinary studies at the university level (European studies, American studies, gender studies, peace studies, etc). Should changes at the U of Zagreb be implemented systematically, though prudently, the results could be positive. However, the author warns that the role of tradition should not be underestimated nor the possibility of serious quandaries in the implementation of the reform of higher education excluded, even if the changes are introduced gradually. 4 References. Adapted from the source document.

The regimes created after the collapse of communism are based on the belief that the liberal-democratic political system & the market economy are a sufficient guarantee for the personal prosperity & the proclaimed political equality of all individuals. Practice, however, shows that this is not so & that, when women are concerned, only an "intervention" via a variety of support mechanisms enables the realization of equal opportunities. This is true both for the field of politics & employment. European policies offer a number of solutions, tested in Croatia & within the project "Attitudes of employers in the employment of women." The findings show that the attitudes concerning women at the workplace are more modern than those regarding their role in the family. Also, the support mechanisms in the employment of women & the performance of women at their workplace are selectively accepted. Women are still perceived as employees optimally linked to the traditional female professions & the mid-level executive posts in companies. The gender differences are the sole criterion on which employers base their attitudes, which leads to the conclusion that the problems of women in society are still not recognized as communal. 6 Tables, 12 Graphs, 12 References. Adapted from the source document.

The regimes created after the collapse of communism are based on the belief that the liberal-democratic political system & the market economy are a sufficient guarantee for the personal prosperity & the proclaimed political equality of all individuals. Practice, however, shows that this is not so & that, when women are concerned, only an "intervention" via a variety of support mechanisms enables the realization of equal opportunities. This is true both for the field of politics & employment. European policies offer a number of solutions, tested in Croatia & within the project "Attitudes of employers in the employment of women." The findings show that the attitudes concerning women at the workplace are more modern than those regarding their role in the family. Also, the support mechanisms in the employment of women & the performance of women at their workplace are selectively accepted. Women are still perceived as employees optimally linked to the traditional female professions & the mid-level executive posts in companies. The gender differences are the sole criterion on which employers base their attitudes, which leads to the conclusion that the problems of women in society are still not recognized as communal. 6 Tables, 12 Graphs, 12 References. Adapted from the source document.

Cilj istraživanja bio je ispitati stavove srednjoškolskih učenika, njihovih roditelja i profesora o nekim europskim vrijednostima. Prihvaćenost pojedinih europskih vrijednosti ispitana je s obzirom na spol, dob, vrstu srednje škole koju pohađaju učenici, školsku spremu roditelja, regionalnu i nacionalnu pripadnost ispitanika. Uzorak čini 2143 učenika srednjih škola, 1027 roditelja srednjoškolaca te 181 profesor. Na temelju dobivenih rezultata može se zaključiti da postoji statistički značajna razlika među učenicima s obzirom na regionalnu pripadnost u stupnju prihvaćanja europskih vrijednosti. Najviši stupanj prihvaćanja iskazuju učenici Primorsko-goranske županije, koji se značajno razlikuju u stupnju prihvaćanja europskih vrijednosti od svojih vršnjaka iz Istarske županije. Učenici starije dobi pokazuju viši stupanj prihvaćanja europskih vrijednosti za razliku od mlađih učenika. Isto tako, srednjoškolke pokazuju viši stupanj prihvaćanja europskih vrijednosti u odnosu na svoje muške kolege. Postoji statistički značajna razlika između roditelja muškog i ženskog spola u stupnju prihvaćanja europskih vrednota u korist muških ispitanika, koji pokazuju viši stupanj prihvaćanja europskih vrednota od ženskih ispitanika. Na kraju, dobiveni rezultati pokazuju da ne postoji statistički značajna razlika u stupnju prihvaćanja europskih vrijednosti s obzirom na spol, dob i nacionalnu pripadnost profesora srednjih škola. ; The aim of this study was to examine the attitudes of high school students, their parents and teachers towards some European values. The acceptance of certain European values was examined in relation to subjects' gender, age, type of high school, parents' education, regional and national affiliation. The sample comprised 2143 high school students, 1027 high school students' parents and 181 teachers. The results show the statistically significant difference in the degree of acceptance of European values between students of different regional affinity. Students from the Primorsko-goranska county show the highest level of acceptance, which is statistically different from the one obtained in their peer group from Istarska county. The degree of acceptance is higher in the group of older female students in comparison with younger male students. Furthermore, female high school students show higher degree of acceptance then their male peers. There is a statistically significant difference in the acceptance of European values between male and female parents: male parents show higher acceptance of those values in comparison with female parents. Finally, the results showed no statistically significant difference in the degree of acceptance of European values in regard to gender, age and national affiliation of high school teachers. ; Die Untersuchung hatte zum Ziel, die Einstellungen von Mittelschülern, deren Eltern und Lehrern zu einigen europäischen Werten zu überprüfen. Die Akzeptanz einzelner europäischer Werte wurde im Hinblick auf Geschlecht und Alter der Mittelschüler, Art der von ihnen besuchten Mitelschule, Schulausbildung der Eltern, regionale und ethnische Zugehörigkeit der Befragten untersucht. Befragt wurden 2143 Mittelschüler, 1027 Eltern von Mittelschülern und 181 Lehrer. Auf Grund der gewonnenen Ergebnisse kann gefolgert werden, dass der Grad der Akzeptanz europäischer Werte unter den Schülern eine statistisch bedeutende Abweichung im Hinblick auf deren regionale Zugehörigkeit aufweist. Die größte Akzeptanz äußerten die Schüler aus dem Kroatischen Küstenland (Hrvatsko primorje), deren positive Einstellungen sich bedeutend von den Einstellungen ihrer Altersgenossen aus Istrien unterscheiden. Die Schülerinnen höherer Altersstufen äußerten eine höhere Akzeptanz europäischer Werte als die jüngeren Schüler. Gleichermaßen zeigen die Mittelschülerinnen einen höheren Zustimmungsgrad als deren männliche Kollegen. Es gibt einen statistisch bedeutsamen Unterschied zwischen den Eltern männlichen und weiblichen Geschlechts im Hinblick auf deren Akzeptieren von europäischen Werten zugunsten der männlichen Befragten, die einen höheren Grad der Akzeptanz europäischer Werte aufweisen als die weiblichen Befragten. Darüber hinaus lassen die gewonnenen Ergebnisse den Schluss zu, dass es keinen statistisch bedeutenden Unterschied im Grad der Annehmbarkeit europäischer Werte gibt im Hinblick auf Geschlecht, Alter und ethnische Zugehörigkeit der Mittelschullehrer.