Suchergebnisse

Učeničko društvo Svačić počelo je djelovati 1906. godine kao tamburaški zbor unutar varaždinske Gimnazije, a ubrzo je kao organizirano tamburaško društvo nastupalo i izvan škole. Pod vodstvom prof. Milana Stahuljaka oblikovani su kvalitetan tamburaški i pjevački zbor te salonski orkestar koji su do ljeta 1913. godine, priređivali glazbeno-deklamatorne produkcije povremeno dopunjavane amaterskim predstavama i organiziranim plesom. Bez Svačićevog sudjelovanja ubrzo je postala nezamisliva svaka ozbiljnija priredba u Gimnaziji, a njegovi programi znatno su obogatili kulturnu i zabavnu ponudu u gradu. Pred Prvi svj. rat ulogu Svačićevog zborovođe preuzeo je prof. Tomislav Miškulin pod čijim je vodstvom ova djelatnost nadopunjena izuzetno kvalitetnim koncertnim aktivnostima. Čim su to političke okolnosti dopustile, Svačićevi su nastupi, tijekom i nakon rata, pomogli prikupljanju novca za pomoć siromašnim gimnazijalcima i ratnim stradalnicima. Zalaganjem Milana Kamana, novog ravnatelja varaždinske Gimnazije, diktatorski režim kralja Aleksandra je 1930. ipak dozvolio osnivanje Varaždinskog gimnazijskog udruženja "Svačić" s ciljem da lakše kontrolira izvannastavne aktivnosti u školi. Rad udruženja propisan je Pravilima potvrđenim od Ministarstva prosvjete i organiziran je kroz sekcije. U početku su utemeljene glazbena, znanstvena i literarna, a sljedećih godina oformljene su sportska, likovna šahovska i filatelistička sekcija. Nastavni savjet imenovao je profesore voditelje sekcija koje su održavale radne sastanke pripremajući programe za tzv. sijela, priredbe putem kojih su svoj rad predstavljale unutar škole ili na nivou grada, a povremeno su Gimnaziju predstavljale i na višim razinama. Pritom se posebno isticala sportska sekcija pod vodstvom prof. Zvonimira Suligoja koja se, uz lokalne manifestacije predstavljala na državnim sletovima. Glazbena sekcija pod vodstvom prof. Tomislava Miškulina je svoje koncertne programe predstavljala u Hrvatskom glazbenom zavodu i zagrebačkoj katedrali. Literarna sekcija je učeničke radove povremeno objavljivala u zagrebačkim književnim revijama, a samostalno je izdavala učenički list Svačić. Zahvaljujući njihovoj aktivnosti kulturni, zabavni i društveni život u Gimnaziji i Varaždinu 30-ih godina 20. stoljeća bio je znatno bogatiji i kvalitetniji. No promjenom političkih odnosa neposredno pred Drugi svjetski rat, rad ove udruge bio je ugašen. ; Student association Svačić was founded in 1906 as a tamburitza orchestra operating within Varaždin Gymnasium and later it was converted into a tamburitza music association that held concerts outside school as well. Led by teacher Milan Stahuljak it consisted of a high-quality tamburitza orchestra and choir as well as a chamber orchestra. By summer 1913 they used to organize music and declamatory productions which were sometimes complemented with amateur shows and organized ballroom dances. Soon thereafter Svačić became one of the must-have participants of all the important events in Gymnasium, and their programs added new qualities to the cultural and entertainment offer in Varaždin. Before World War I teacher Tomislav Miškulin became their choirmaster and he put special emphasis on concert activities of the association. As soon as the political circumstances became more favorable (during and after the war) Svačić performances aided significantly in raising resources for the poor Gymnasium students and casualties of war. As a consequence of the persistent work by Milan Kaman, the new head of Varaždin Gymansium, the dictatorial regime of the king Aleksandar eventually allowed the foundation of Varaždin Gymnasium association "Svačić" in 1930 so that they may supervise extracurricular activities of the school. The activity of the association was defined by a rulebook ("Pravilnik") which was approved by the Ministry of Education and it was set up through various sections. The first sections to be founded were the music, science, and literary sections, and in the upcoming years sports, visual arts, chess and philatelic sections were set up as well. The board of teachers appointed teachers who were leaders of particular sections which in turn held meetings where they elaborated programs for the so-called soirees. Those were events where sections presented their activities within the school or for the general population. Sometimes they even represented the school on a more formal level as well. A section that was especially prominent was the sports section which was led by teacher Zvonimir Suligoj. They were active both at local and state events. Music section, which was led by teacher Tomislav Miškulin, held concerts in the Croatian Music Association and Zagreb Cathedral. The literary section sometimes published students' works in Zagreb literary journals, and they published their own student journal called Svačić. With the help of their activities, social, culture and entertainment segment of Varaždin life in the 1930s was extremely rich and colorful. However, because of new political developments in the period leading up to World War II, this association ceased to exist.

Student misbehaviour entails all student behaviour which impedes the conduction of classes and interrupts the teaching-learning process. Previous research on the topic indicates such student behaviour has negative consequences for student achievement and the work and job satisfaction of teachers. This research aimed at examining which misbehaviours are perceived and to which measure by primary and secondary school teachers in Croatia, and the differences in these perceptions with regard to teachers' self-efficacy and the type of school they work at. Moreover, teacher satisfaction with support, education, legislation, and their intention of leaving the profession were also explored. The results showed that the most frequent misbehaviour entails not following instructions and not paying attention during lessons. Self-efficient teachers perceive student misbehaviour less, wherein class teachers perceive it the least. In solving problems related to student misbehaviour, teachers mostly rely on themselves and somewhat less on the help from expert associates, while they feel the most satisfied with the help provided by their colleagues. Teachers are generally dissatisfied with the existing legislation and most of them have not been educated in the field of classroom management in the course of their studies or in the form of additional professional training. Almost all the teachers consider teaching a demanding profession and more than one third of the participants would change their job if the opportunity arose. ; Neprimjerena su ponašanja učenika sva ona koja ometaju rad u učionici i prekidaju proces učenja i poučavanja. Dosadašnja istraživanja ukazuju kako takva ponašanja učenika imaju negativne posljedice na postignuća učenika te na rad i zadovoljstvo poslom učitelja. Ovim se istraživanjem nastojalo ispitati koja neprimjerena ponašanja i u kojoj mjeri doživljavaju učitelji u osnovnim i srednjim školama u Hrvatskoj te razlike u tim percepcijama s obzirom na njihovu samoučinkovitost i vrstu škole u kojoj rade. ...

Postojeća literatura posebnu pažnju pridaje istraživanju motiva i poduzetničke namjere potencijalnih poduzetnika, a posebice istraživanje namjere studenata da započnu biznis nakon završetka studija. Svrha ovog rada je istraživanje utjecaja petnaest motiva i prethodno poduzetničko iskustvo obitelji studenta na namjeru da pokrene biznis. S obzirom na važnost poduzetništva na razvoj države, pogled iz post-konfliktne, tranzicijske zemlje kao što je Bosna i Hercegovina, pruža korisne povratne informacije za stvaratelje politike i produbljuje naše shvaćanje motiva i namjere za pokretanje biznisa. Naše istraživanje podržava postojeće spoznaje u literaturi da odrastanje u obitelji u kojoj su roditelji poduzetnici predstavlja važan prediktor namjere za pokretanje biznisa. Ova životna iskustva iz ranih obiteljskih dana igraju važnu ulogu u oblikovanju vjerovanja, stavova, osobnosti i namjera pojedinaca. Pored toga, naša istraživanja sugeriraju da sljedeći motivi imaju statistički značajan utjecaj na namjeru za pokretanje biznisa: dva motiva koja opisuju neovisnost (prilika da se bude vlastiti gazda i dokazivanje da on/ona to može učiniti), sklonost prihvaćanju rizika, prilika za boljom organizacijom vremena i osiguranje odgovarajuće brige za buduće naraštaje. Neodgovarajući radni uvjeti u privatnim kompanijama kombinirani s visokom stopom nezaposlenosti čine identificirane motive značajnim prediktorima namjere za pokretanje biznisa. Njihova namjera da započnu biznis primarno potječe iz uočene prilike, ali briga o budućim naraštajima i želja za neovisnošću mogu doprinijeti objašnjenju namjere za započinjanje biznisa. Bosna i Hercegovina spada u kolektivistička društva što može objasniti razlog zbog kojega statistički značajan utjecaj ima i mogućnost da se biznis prenese na buduće naraštaje. ; The existing literature pays particular attention to the investigation of motives and start-up intentions of potential entrepreneurs, especially investigating students' intention to start a firm after the completion of studies. The purpose of this paper is to investigate the influence of fifteen motives and entrepreneurship experience of student's family on the intention to start a business. Given the importance of entrepreneurship for the growth of developing countries, this insight from a post-conflict, transitional country such as Bosnia and Herzegovina will provide valuable feedback for policymakers and will deepen our understanding of motives and intention to start a business. Our research supports existing findings that growing up in a family where parents are entrepreneurs represents an important predictor of intention to start a business. These family-related early life experiences play a major role in molding an individual's beliefs, attitudes, personality, and intentions. In addition, our findings suggest that the following motives have statistically significant effects on the intention to start a business: two independence motives (opportunity to be your own boss and proving that you can do it), propensity for risk acceptance, opportunity for better organization of work and private time, and ensuring appropriate care for future generations. In the context of Bosnia- Herzegovina, a possible explanation of our results might be that less attractive working conditions in the private companies combined with high unemployment rates influence the motives of potential entrepreneurs. Their intention to start a business comes from a perceived opportunity, but taking care of future generations and being independent can contribute to the explanation of the intention to start a business. Bosnia-Herzegovina is considered a collectivistic society, which explains why one of the statistically significant motives is an opportunity to pass a business to future generations.

Ovaj rad bavi se međuodnosom političkih preferencija i političkih orijentacija studenata i njihovih roditelja. Rad je teorijski organiziran u okvirima sociologije znanja s posebnim osvrtom na određene dimenzije političke socijalizacije kao dinamičnog procesa – konstantne dijalektike primarnih i sekundarnih socijalizacijskih aktera. U radu se istraživala važnost određenih aktera u životima studenata u formiranju njihovih političkih identiteta. Provedeno je istraživanje nad populacijom studenata Sveučilišta u Zagrebu. Uzorak je obuhvaćao 500 studenata s fokusom na ispunjenje kvota po spolu i području studijskog programa. Samo istraživanje polazilo je od tri osnovna istraživačka pitanja; (1) U kojoj mjeri i na koji su način povezane političke preferencije studenata i roditelja? (2) U kojoj mjeri su povezani političko ideološki stavovi (političke orijentacije) roditelja i studenata (u smislu lijevo/centar/desno)? (3) U kojoj mjeri su povezani politički stavovi (preferencije i orijentacija) studenata sa stavovima očeva te stavovima majka? Istraživanje je pokazalo kako su, u ponuđenim akterima, najveće značenje za formiranje političkog identiteta za studente i dalje imali njihovi roditelji. Potvrđena je i statistički značajna povezanost političke orijentacije studenata i one njihovih roditelja. U deskriptivnom smislu, veća usklađenost i političkih orijentacija i političkih preferencija vidljiva je na desnom političkom spektru nego li je to slučaj s lijevim političkim spektrom (iako i tamo postoji povezanost). ; This paper deals with the interrelation of political preferences and political orientations of students and their parents. The paper is theoretically organized within the sociology of knowledge with special reference to certain dimensions of political socialization as a dynamic process - the constant dialectic of primary and secondary socialization actors. The paper investigates the importance of certain stakeholders in the lives of students in the formation of their political identities. A survey was conducted on the student population of the University of Zagreb. The sample included 500 students with a focus on meeting quotas by gender and program of study. The research itself was based on three basic research questions; (1) To what extent and in what way are the political preferences of students and parents related? (2) To what extent are the political ideological attitudes (political orientations) of parents and students related (in terms of left-wing / center / right-wing)? (3) To what extent are the political attitudes (preferences and orientation) of students related to the attitudes of their fathers and mothers? The research showed that, among the offered stakeholders, the most influential in the formation of political identity for students were their parents. A statistically significant connection between the political orientation of students and that of their parents was also confirmed. In the descriptive analysis, greater alignment of both political orientations and political preferences is visible on the right political spectrum than is the case with the left political spectrum (although there is a connection there as well).

Students enter the labour market through a Student Service to have the opportunity to pay for tuition fees or to earn additional income that would allow for the parents or guardian's budget to be disbursed. Although almost 70% of full-time students were working through a student contract in 2016, the Regulation on intermediaries for employment of full-time students from 1996 was the only legal document that was regulating student employment. Due to improperness of this document and the fact that student employment is not under the Labour Law, in November 2017 the Croatian Government published a proposal for the new Student Employment Act, which was passed in November 2018. Subsequently, the reform of regulatory framework of student employment is important to student work force. According to the Regulation in force, there is no constraint on the maximum weekly working hours or maximum annual earnings. Nevertheless, student income can become taxable under the rules of Personal Income Tax Law if it exceeds the annual limit of 60,600.00 HRK. Consequently, the reform of personal income tax is also significant for students if they do not want to become a taxpayer of personal income tax. Based on this, the main goal of this paper is to analyse attitudes of students towards the regulatory framework of student employment, reform of personal income tax and their work under the mediation of the Student Centre. In order to question student attitudes, the questionnaire was used and the results of the analysis carried out before changes in legislation, in February and March 2018, indicate that students were not satisfied with the existing regulatory framework and the personal income tax reform, and that they expect the improvement of working conditions with the implementation of the new Student Employment Act. ; Studenti se uključuju na tržište rada preko studentskog servisa kako bi imali priliku platiti školarinu ili zaraditi dodatne prihode s ciljem financijskog rasterećenja roditelja ili staratelja. Iako je gotovo 70% redovnih studenata radilo preko studentskog ugovora u 2016. godini, jedini pravni dokument koji je regulirao zapošljavanje studenata je bio Pravilnik o posredovanju pri zapošljavanju redovitih studenata iz 1996. godine. Zbog neprimjerenosti ovog dokumenta i činjenice da zapošljavanje studenata nije regulirano Zakonom o radu, u studenome 2017. godine Vlada Republike Hrvatske objavila je prijedlog novog Zakona o obavljanju studentskih poslova, koji je izglasan u studenom 2018. godine. Zbog toga, reforma regulatornog okvira zapošljavanja studenata važna je za studentsku radnu snagu. Prema važećem Pravilniku, ne postoji ograničenje maksimalnog tjednog radnog vremena ili maksimalne godišnje zarade. Unatoč tome, dohodak studenata može postati oporeziv prema pravilima Zakona o porezu na dohodak, ako premašuje godišnju granicu od 60.600,00 kuna. Slijedom toga, reforma poreza na dohodak je također značajna za studente ako ne žele postati poreznim obveznikom poreza na dohodak. Na temelju toga, glavni je cilj ovoga rada analizirati stavove studenata prema regulatornom okviru zapošljavanja studenata, reformi poreza na dohodak i njihov rad pod posredovanjem Studentskog centra. Kako bi se ispitali stavovi učenika, korišten je upitnik, a rezultati analize provedeni prije izmjene zakonodavnog okvira, u veljači i ožujku 2018. godine, pokazuju da studenti nisu zadovoljni postojećim regulatornim okvirom i reformom poreza na dohodak, te da očekuju poboljšanje radnih uvjeta stupanjem na snagu novog Zakona o obavljanju studentskih poslova.

It is well known that all educational policies promote inclusion as the major idea in a contemporary system of education. Inclusive education allows children with and without disabilities to attend the same age-appropriate classes at their local school, with additional, individually tailored support if needed. However, large equity gaps in education access and outcomes still exist between groups of children, because some marginalized groups of children experience shockingly low rates of access and learning. Children with disabilities are still faced with a lot of challenges in realizing their right to education and they are one of the most marginalized and excluded groups in education. The Croatian laws clearly indicate that disabled children have the right to an inclusive education and that schools have to provide conditions which lead to successful education of all children. A question arises, however, regarding the level at which the Law is implemented in educational practice, due to the fact that it is unknown whether the conditions for its proper implementation exist in Croatian schools. Some results of the research which was conducted in the frame of the project "Evidence-based early educational interventions" are presented in this paper. The main goals of the research are (1) to determine areas in which students with disabilities need additional support and (2) to analyse differences in the perceived inclusive dimension of the quality of educational processes, from the perspective of teachers as well as from the perspective of students, in five mainstream Croatian primary schools. The research was conducted on a sample of 97 students with disabilities and 97 of their peers without disabilities. Students and their teachers filled in two Questionnaires about students' behaviours that were developed for the purpose of the Project (the Questionnaire for students and the Questionnaire for teachers). The results suggested that students with disabilities have a need for additional support in the educational process, as well as support in developing appropriate relationships with peers. However, they do not reach the expected level of socialization and academic success, which indicates that the policy of inclusion is still not well implemented into educational practice. Different reasons for such results and suggestions for overcoming this situation are discussed. ; Dobro je poznato da sve obrazovne politike promoviraju inkluziju kao glavnu ideju svakog suvremenog obrazovnog sustava. Inkluzivno obrazovanje omogućuje djeci s teškoćama i bez njih da zajedno uče u istim razredima, u skladu sa svojom dobi, uz dodatnu, individualno prilagođenu podršku djeci koja je trebaju. Međutim, u obrazovanju još uvijek postoje velike nejednakosti u pristupačnosti obrazovanja i ishodima učenja nekih skupina djece, budući da postoje marginalizirane skupine koja doživljavaju izuzetno nisku razinu pristupačnosti obrazovanja i kvalitete učenja. Djeca s teškoćama još su uvijek suočena s mnogim izazovima u ostvarivanju svog prava na obrazovanje i ona u tom smislu predstavljaju jednu od najmarginaliziranijih i isključenih skupina. U hrvatskom je zakonodavstvu jasno naglašeno da djeca s teškoćama imaju pravo na inkluzivno obrazovanje i da su škole dužne osigurati uvjete koji vode uspješnom obrazovanju sve djece. Pitanje se, međutim, postavlja u odnosu na razinu u kojoj se zakon provodi u odgojno-obrazovnoj praksi, budući da je nepoznato postoje li uvjeti za njegovu primjerenu primjenu u hrvatskim školama. U ovom je radu prikazan dio rezultata istraživanja koje je provedeno u sklopu projekta "Rane odgojno-obrazovne intervencije temeljene na pokazateljima uspješnosti". Osnovni ciljevi istraživanja su (1) utvrditi područja u kojima učenici s teškoćama trebaju dodatnu podršku i (2) analizirati razlike u doživljenoj inkluzivnoj dimenziji kvalitete obrazovnog procesa iz perspektive učitelja i iz perspektive učenika, u pet hrvatskih redovnih osnovnih škola. Istraživanje je provedeno na uzorku od 97 učenika s teškoćama i njihovih 97 standardno razvijenih vršnjaka. Učenici i njihovi učitelji ispunili su dva upitnika o ponašanju učenika koji su razvijeni za potrebe projekta (Upitnik za učenike i Upitnik za učitelje). Rezultati pokazuju da učenici s teškoćama imaju potrebu za dodatnom podrškom u obrazovnom procesu, ali i za podrškom u razvoju primjerenih odnosa s vršnjacima. Međutim, oni ne postižu očekivanu razinu socijalizacije i akademskog uspjeha, što pokazuje da se inkluzivna politika još uvijek nedovoljno dobro implementira u obrazovnu praksu. Autori raspravljaju o različitim razlozima dobivenih rezultata i mogućim načinima prevladavanja uočenog nesuglasja.

U ovom radu razmatraju se osnovne značajke vezane uz problematiku zlouporabe alkohola kod adolescenata koji pohađaju srednju strukovnu školu. Istraživanje je provedeno među učenicima tijekom veljače - travnja 2008. godine u Školskom centru za strukovna zanimanja grada Viteza (Bosna i Hercegovina), u kojem prema najnovijim podatcima (lipanj 2009.) živi preko 60% hrvatskog stanovništva. Uzorak dobiven slučajnim izborom sastojao se od 200 učenika različitog spola, dobnih skupina, školskog uspjeha i obiteljske situacije. Cilj rada bio je dobiti što cjelovitiju sliku o konzumaciji alkohola među učenicima strukovne škole koja uključuje odgovore na niz pitanja, od količine alkohola koju učenici povremeno ili redovito piju, učestalosti opijanja, do razlika između muškog i ženskog spola, vrste alkohola koji se najčešće konzumira, povezanosti pijenja s školskim uspjehom, obiteljskom situacijom, provođenjem slobodnog vremena i drugo. Korišten je standardizirani anketni upitnik izrađen u svrhu ovog istraživanja. Rezultati su potvrdili postavljenu glavnu hipotezu da učenici srednje strukovne škola značajno konzumiraju alkohol i da se relativno često opijaju. Također, dobiveni su mnogobrojni podatci koji jasno ukazujuna zabrinjavajuće slabu provedbu preventivnih zahvata u suzbijanju zlouporabe alkohola kod mladih jer kod ispitanika nije formiran stav protiv pijenja alkoholnih pića.Dobiveni rezultati pokazuju izrazito zabrinjavajuću sliku konzumacije alkohola od strane učenika i učenica nama susjedne države. Moglo bi se reći da se zlouporaba proširila na gotovo sve učenike i učenice ovog uzrasta. Očito je da se pijenje alkohola, čak i povremeno opijanje, tolerira i drži društveno prihvatljivim ponašanjem mladeži, jer se sankcionira isključivo kad mladi pod utjecajem alkohola učine druga društveno kažnjiva djela. Dobiveni podatci su uspoređeni snekim rezultatima ESPAD istraživanja provedenog u Europskoj uniji i Hrvatskoj 2007. godine koji su pokazali da hrvatska mladež konzumira alkohol iznad europskog prosjeka (od visokog sedmog mjesta 2003. tijekom zadnjih pet godina "popela" se u neslavnu skupinu prvih triju mjesta). Istraživanje provedeno u susjednoj državi pretežno među Hrvatima, ali i učenicima drugih nacionalnosti (Bošnjaci, Srbi) pokazuje da je i među učenicima hrvatske manjine situacija jednako dramatična kao i u Hrvatskoj. Teško je oduprijeti se dojmu da su tranzicijske teškoće na ovim prostorima u svom najgrubljem obliku najviše pogodile mlade. ; In this study we examine the basic characteristics of the problem of alcohol abuse among adolescents attending vocational high school. The study was conducted from February to April 2008, among students of the Vocational High School in the city of Vitez (Bosnia and Herzegovina) in which, according to the newest statistics (June, 2009), more than 60% of the population isCroatian. The random sample consisted of 200 students of both genders and of various age groups, school grades and family situations. The aim of the study was to obtain as complete a picture of alcohol consumption among students of vocational high school as possible, which would include answers to a range of questions, from the amount of alcohol students occasionally or regularly drank, the frequency of drunkenness, to the differences between males and females,the type of alcohol most often consumed, the relationship between drinking and school grades, family situation, leisure time activities and others. A standardized questionnaire made for the purpose of this study was used. The results confirmed the main hypothesis that was made, that students of vocational high school consume a considerable amount of alcohol and get drunk relatively often. Also, a large amount of data was obtained which clearly indicates an alarminglylow success rate for preventive measures to stop the abuse of alcohol among youngsters because the subjects had not formed an opinion against drinking alcoholic beverages.The results obtained paint an extremely worrying picture of alcohol consumption among male and female students in our neighboring country. It could be said that alcohol abuse has spread among almost all students of this age group. It is obvious that drinking alcohol, and even occasional inebriation, is tolerated and viewed as socially acceptable behavior for youngsters, because it is sanctioned exclusively when youngsters under the influence of alcohol perpetrate other socially punishable acts. The data obtained were compared to some results from the ESPAD study conducted in the European Union and Croatia in 2007 which showed that Croatian youngsters were above the European average in alcohol consumption (from a high seventh place in 2003 during the last five years they "climbed" to the infamous group of top three places). The study conducted in our neighboring country mainly among Croatians but also among students of other nationalities (Bosnians, Serbs) shows that the situation among students of the Croatian minority is as dramatic as it is in Croatia. It is hard to resist the impression that the hardships of transition in the region has fallen upon youngsters in its worst form.

U ovom su radu analizirani stavovi srednjoškolaca prema selektiranim demokratskim vrijednostima, odnos između shvaćanja i sociodemografskih obilježja učenika srednjih škola te su uspoređena gledišta učenika, njihovih roditelja i profesora. Korišteni su podaci prikupljeni 1993. i 1998. godine u sklopu projekata "Genealogija i transfer modela interkulturalizma" i "Školski kurikulum i obilježja hrvatske nacionalne kulture". Analiza rezultata pokazala je da je 1998. godine došlo do znatnih promjena u stavovima srednjoškolaca prema demokratskim vrijednostima u odnosu prema prijašnjem istraživanju. Promjene se očituju u statistički značajno manjem stupnju prihvaćanja vrijednosti, i to prema sedamnaest, od ponuđenih devetnaest vrijednosti. Nadalje, u oba je istraživanja utvrđeno da varijable socioobrazovnog statusa znatno distingviraju ispitanike s obzirom na njihove stavove. Učenici s boljim uspjehom u školi, polaznici gimnazija i oni s višim obrazovnim aspiracijama i podrijetlom imaju pozitivniji odnos prema demokratskim vrijednostima. Velike su razlike utvrđene s obzirom na stupanj prihvaćanja vrijednosti između učenika, roditelja i profesora. Općenito, najveće slaganje sa svim ponuđenim vrijednostima iskazuju profesori, a najmanje učenici. ; This article analyses the attitudes of high school students towards selected democratic values and the relation between attitudes and socio-demographic characteristics, and compares the attitudes of students, their parents and teachers. The data were obtained during 1993 and 1998 within projects "Genealogy and transfer of models of interculturalism" and "School curriculum and characteristics of Croatian national culture". The analysis of the results showed the significant changes in students' attitudes towards democratic values in 1998 in comparison with the previous study. The changes are revealed through statistically significant lower degree of acceptance of 17 out of 19 suggested values. Furthermore, both studies showed that the variables of socio-educational status distinguish the subjects significantly in regard to their attitudes. Students with higher educational achievement, those attending the academic high schools and those with higher educational aspirations have more positive attitude towards democratic values. The significant differences were also found in the degree of acceptance of those values among students, parents and teachers. Generally, teachers showed the highest acceptance of all suggested values, while students showed the lowest. ; In dieser Arbeit werden Einstellungen der Mittelschüler zu den ausgewählten demokratischen Werten sowie das Verhältnis zwischen den Einstellungen und sozio-demographischen Merkmalen der befragten Mittelschüler analysiert und mit den Einstellungen ihrer Eltern und Lehrer verglichen. Die benutzten Daten wurden 1993 und 1998 im Rahmen von Projekten "Genealogie und Transfer des Interkulturalismusmodells" bzw. "Schulkurrikulum und Merkmale der kroatischen Nationalkultur" erhoben. Die Analyse der Ergebnisse zeigte, dass 1998 im Vergleich zu den früheren Untersuchungen zu bedeutenden Änderungen in den Einstellungen der Mittelschüler zu den demokratischen Werten gekommen ist. Diese Änderungen äußern sich in dem statistisch bedeutend geringeren Akzeptieren der vorgeschlagenen Werte, und zwar bei den siebzehn von neunzehn angeführten Werten. Weiterhin wurde in den beiden Untersuchungen festgestellt, dass sich die Befragten durch Variabeln ihrer sozialen Merkmale und ihrer Schulausbildung im Hinblick auf ihre Einstellungen gravierend unterscheiden. Schüler mit besseren Schulleistungen, Gymnasiasten sowie jene mit höheren Bildungsaspirationen und Herkunft haben eine positivere Stellung zu den demokratischen Werten. Bedeutende Abweichungen ergeben sich auch hinsichtlich der Akzeptanz der genannten Werte unter den Schülern, deren Eltern und Lehrern. Insgesamt finden die angebotenen Werte die höchste Zustimmung unter den befragten Lehrern, und die kleinste unter den Schülern.

Visoko obrazovanje važan je segment pripreme za tržište rada svih studenata koji upisujući pojedini fakultet žele steći potrebnu edukaciju za rad u odabranom području. Zemlje Europske Unije, pa tako i Hrvatska, ulažu u razvoj visokog obrazovanja kroz različite operativne programe koji pridonose dostupnosti obrazovanja za sve kategorije građana. Otvorenost visokog obrazovanja svakom članu društva temelj je inkluzivne obrazovne politike Europske Unije. Obrazovne politike postaju područje interesa cijele europske zajednice jer se društvo znanja vidi kao temelj gospodarske konkurentnosti Europe na globalnom tržištu. Cilj je rada ispitati kako stručnjaci koji rade u službama podrške za studente s invaliditetom doživljavaju poštovanje prava na visoko obrazovanje studenata s invaliditetom na Sveučilištu u Zagrebu. Riječ je o kvalitativnom istraživanju provedenom u 2019. godini putem polustrukturiranih intervjua, dok su podaci obrađeni primjenom tematske analize. U istraživanju je sudjelovalo 10 stručnjaka koji rade u službama podrške za studente s invaliditetom na Sveučilištu u Zagrebu. Rezultati ukazuju na pozitivne primjere poštovanja prava na visoko obrazovanje, ali identificiraju i postojeće slabe točke koje je potrebno unaprijediti u skladu sa suvremenim postavkama inkluzivnog europskog društva. Promjene u budućnosti potrebne su u područjima standardizacije asistencije i prijevoza, prilagodbe infrastrukture, redovite edukacije nastavnog osoblja, senzibilizacije studenata te u razvoju ljudskih resursa u uredima za studente s invaliditetom. ; Higher education plays a pivotal role in preparing students for the labour market by providing education at the university level required for work in the chosen field. The EU member states, including Croatia, invest in higher education through different operational programmes to increase access to education for all citizens. Equal access to higher education for all is at the core of EU education policies for inclusion. Moreover, the education policy importance rises on the European agenda as the concept of knowledge society becomes central to European competitiveness on the global market. This paper aimed to examine how professionals employed by support services for students with disabilities perceive the respect of the right to higher education for students with disabilities at the University of Zagreb. The paper is based on qualitative research from 2019, which involved semi-structured interviews and thematic analysis of data. The research included 10 professionals employed by the support services for students with disabilities at the University of Zagreb. Although the results indicated certain good practice examples of respecting the right to higher education, they also pointed out the challenges that ought to be addressed in line with contemporary inclusive practices in Europe. In the future, improvements are recommended in the following areas: standardising assistance and transportation, adapting infrastructure, continuing training of the teaching staff, raising student awareness and human resource development at the Office for Students with Disabilities.

Tema ovoga rada je politički interes kod studenata, odnosno kako i u kojoj mjeri studenti iskazuju interes za politiku i za političko djelovanje u bosanskohercegovačkom društvu. U tu svrhu provedeno je anketno istraživanje "Studenti i politika" u siječnju i veljači 2019. godine na uzorku od 371 studenta Sveučilišta u Mostaru i Univerziteta Džemal Bijedić u Mostaru. Dobiveni kvantitativni podaci prikazani su frekvencijama i postocima u domeni deskriptivnih statističkih postupaka i primjenom hi-kvadrat testa. Istraživanje je provedeno u okviru teorijskog pristupa Almonda i Verbe, pomoću tri dimenzije: odnos prema politici i to kao interes ljudi za politiku i informacije o političkim aktivnostima; zatim stavovi kojima izražavaju podršku različitim modelima demokratskoga političkog poretka; i, na kraju, vrednovanje političkih postignuća kao povjerenje ispitanika u institucije. Kvantitativnom analizom dobivenih rezultata navedenog istraživanja utvrđeno je kako studenti prate trend niskog interesa za politiku mladih u BiH, ali imaju i poseban demokratski potencijal.‎ ; The topic of this article is the political interest of students, ie how and to what‎ extent students express interest in politics, in political activity in Bosnian and‎ Herzegovinian society. For this purpose, a survey "Students and Politics" was‎ conducted in January and February 2019 on a sample of 371 students from the‎ University of Mostar and University of Džemal Bijedić in Mostar. The obtained‎ quantitative data are presented by frequencies and percentages in the domain‎ of descriptive statistical procedures and the application of the chi-square test.‎ Research was conducted within the theoretical approach of Almond and Verba expressed through three dimensions of attitudes towards politics, specifically‎ as people's interest in politics and information about political activities;‎ then as attitudes expressing support for different models of democratic political‎ order; and finally as valuing political achievements as respondents' trust in‎ institutions. The results achived from this research showed that students follow‎ low intrest in the politics of young people in BiH, but also have a special‎ democratic potential

Occupational and sports medicine (OSM) education is poorly represented in Croatian university undergraduate medical curricula. Zagreb University medical students are required to take OSM classes for a week on their final year of studies. The classes are organised around team-based learning (TBL). Given that students who attend TBL classes have significantly higher exam scores than students who take lectures ex cathedra, the aim of this study was to assess students' knowledge and attitudes immediately after TBL OSM classes. This cross-sectional study included 162 final-year Zagreb University School of Medicine students taking TBL classes in OSM in the academic year of 2019/2020. They were recruited from 30 September 2019 to 4 March 2020. Participants filled in a 20-item questionnaire compiled by the authors and adapted to the Croatian legislation. Their answers demonstrated positive attitude toward OSM classes and negative attitude toward occupational medicine practice and OSM specialty. They showed moderate interest only for the job of sports physician. Even though they showed sufficient knowledge of OSM immediately after the course was completed, they were moderately satisfied with their knowledge. Our findings call for rethinking the practical aspects of teaching OSM classes in order to promote OSM practice among medical students or at least raise awareness about the importance of prevention of numerous work or sport-related disorders. ; Edukacija iz medicine rada i sporta (MRIS) slabo je zastupljena u kurikulima dodiplomskih studija medicine. Studenti medicine na Medicinskom fakultetu Sveučilišta u Zagrebu obvezni su pohađati nastavu iz MRIS-a tjedan dana na posljednjoj godini studija. Nastava je organizirana prema načinu poučavanja u grupi (PUG). Kako studenti koji iskuse PUG imaju bolje rezultate ispita i ocjene u odnosu na studente koji samo pohađaju predavanja, cilj ovog istraživanja bio je procijeniti znanje i stavove studenata odmah nakon nastave iz MRIS-a koja je zasnovana na PUG-u. U ovom presječnom istraživanju sudjelovala su 162 studenta završne godine studija medicine na Medicinskom fakultetu Sveučilišta u Zagrebu koji su iskusili PUG tijekom nastave iz MRIS-a u akademskoj godini 2019./2020. Bili su uključeni u istraživanje od 30. rujna 2019. do 4. ožujka 2020. Sudionici su ispunili upitnik s 20 čestica koji se odnosi na znanje i stavove studenata o MRIS-u. Autori su ga sastavili i prilagodili hrvatskom zakonodavstvu. Rezultati našega istraživanja pokazali su pozitivne stavove studenata prema nastavi iz MRIS-a i negativne stavove prema poslu u medicini rada i specijalizaciji iz MRIS-a. Studenti su pokazali osrednje zanimanje za posao u sportskoj medicini. Iako su pokazali dostatno znanje odmah nakon završetka kolegija, bili su umjereno zadovoljni svojim znanjem iz MRIS-a. Praktični aspekti strategije poučavanja na nastavi iz MRIS-a trebali bi se razmotriti u budućnosti kako bi se promicao rad u MRIS-u među studentima medicine rada i sporta ili barem podigla svijest o važnosti prevencije brojnih poremećaja koji su vezani uz rad ili sport.

Uvod: Željelo se istražiti i usporediti čimbenike koji su potaknuli studente na studij stomatologije uzemljama sličnog okružja (Albanija, Hrvatska i Republika Sjeverna Makedonija) i procijeniti je li se njihova motivacija tijekom godina promijenila ili ne.Materijal i metode: U 2014./2015. Godini provedenasu poprečno-presječna istraživanja (cross-sectional) na državnim stomatološkim fakultetima u Tirani(Albanija), Zagrebu (Hrvatska) i Skoplju (Makedonija) kako bi se procijenilo stajalište studenata o njihovoj motivaciji za karijeru. Dobrovoljno i anonimno sudjelovali su studenti stomatologije s prve, trećei završne godine. Upitnik s pet stavki preveden je na jezike zemalja sudionica. Etičko odobrenje daloje Etičko povjerenstvo Sveučilišta sveti Ćiril i Metod iz Skoplja. Chi kvadrat testom ispitano je postojeli statistički značajne razlike u odgovorima između studenata u trima državama i između godina studija.Rezultati: Ukupno je bilo uključeno 739 ispitanika (319 u Tirani, 211 u Zagrebu i 208 u Skoplju).Razlike u odgovorima studenata prve godine u svim trima zemljama bile su statistički značajne (χ2 = 82,65; p < 0,01). Najintrigantnije je bilo pitanje o pritisku roditelja da studiraju stomatologiju nakoje je najviše pozitivnih odgovora bilo u Tirani (čak 27,7 %). Pozitivna slika bio je najčešći odgovorzagrebačkih studenata (do 79,7 %), ali se smanjuje od prve do posljednje godine u Skoplju. Takođersu postojale značajne razlike između fakulteta unutar trećih i posljednjih godina studija.Zaključci: Pozitivna slika stomatološke profesije bila je glavni razlog za upis na svim trima fakultetima – tako jeodgovorilo čak 97 % studenata na završnoj godini u Hrvatskoj, članici Europske unije (EU). U dvjemadržavama koje nisu članice EU-a (Albanija, Sjeverna Makedonija) činilo se da stomatološka profesi-ja nema tako dobar status, a očekivanja studenata se ne ispunjavaju, posebno u Skoplju (čak 33,9 %spremno je promijeniti zvanje i njih do 64,5 % izgubilo je motivaciju za studij). Jedna od strategija zapoboljšanje stanja mogla bi biti uključivanje više kliničke prakse i bolja organizacija pojedinih studija ; Objective: To investigate and compare the factors that motivated students to study dentistry in countries with similar background (Albania, Croatia and the Republic of Northern Macedonia) and to as-sess whether or not their motivation changed during time. Material and methods: In 2014/2015,cross-sectional studies were conducted in state funded dental schools in Tirana (Albania), Zagreb(Croatia) and Skopje (North Macedonia) to assess student views on their career motivation. All den-tal students from the first, third and final years of study were invited to participate. The participationwas voluntary and anonymous. A five-item questionnaire was translated into languages of the par-ticipating countries. Ethics approval was granted by the Ethics Committee of the University of SaintsCyril and Methodius, Skopje. The Chi square test was used to test if there were statistically significantdifferences in answers between students in 3 countries, furthermore between years of the study.Re-sults: The total number of respondents was 739 (319 in Tirana, 211 in Zagreb and 208 in Skopje) Thedifferences in the answers between the first-year students from all three countries were statistical-ly significant (χ2=82.65; p<.01). The most striking answer was to the question on parents' pressureto study dentistry, which was far more frequent in Tirana (up to 27.7%). A "positive image" was themost frequent response from students from Zagreb (up to 79.7%), but it declined from the first to thefinal year in Skopje. There were also significant differences the schools within the 3rdand final years of study. Conclusions: A positive image of dental profession was the main reason for students studying dentistry at all three schools; as many as 97% of the students of the final year in Croa-tia, a member of the European Union (EU). In the two non-EU countries (Albania, North Macedonia) itseemed that dental profession does not have such good status and student expectations are not be-ing fulfilled, especially in Skopje (up to 33.9% willing to change their vocation and up to 64.5% losttheir motivation to study) One of the strategies to improve the situation could be to include more clinical practice and to better organize the study.

This paper aims to present the development of the social dimension of higher education and the importance of developing social support through competent and professional counselling for students. The establishment of the European Higher Education Area (EHEA) and the social dimension of higher education dedicated to student support ensued from the acknowledged need to advance higher education in the European Union. Along with different measures of student support (such as financial aid, streamlined administrative requirements for admission, institutional support in housing, transportation, food, and health care), social support services, such as guidance and counselling, equally represent a significant aspect of the social dimension. Dedicated institutional structures provide formal social support such as student counselling centres, which offer individual or group counselling and support students in overcoming the challenges of the academic experience. Finally, the activities concerning the social dimension of higher education focus on vulnerable groups, as well as the role and the importance of further developing counselling support at higher education institutions in Croatia. ; Cilj je rada prikazati razvoj socijalne dimenzije visokoga obrazovanja te važnost razvoja socijalne podrške kroz stručno i profesionalno savjetovanje namijenjeno studentima. Svijest o potrebi unaprjeđenja visokoga obrazovanja u Europskoj uniji vodila je utemeljenju jedinstvenoga područja europskoga obrazovanja tzv. EHEA (European High Educatian Area) i unutar njega, posebnoga područja koje se bavi podrškom studiranju kroz tzv. socijalnu dimenziju visokoga obrazovanja. Uz različite mjere pomoći studentima u vidu financijskih potpora, jednostavnijih i olakšanih administrativnih pravila upisa, institucijske podrške u vidu stanovanja, prijevoza, hrane i zdravstvene pomoći. Važan dio te socijalne dimenzije odnosi se na usluge pružanja socijalne podrške u smislu usmjeravanja i savjetovanja. Formalna socijalna podrška ostvaruje se preko specijaliziranih institucionalnih usluga kao što su studentska savjetovališta koja nude usluge individualnoga ili grupnoga savjetovanja i pomaganja studentima u prevladavanju izazova na koje nailaze u akademskom životu. Zaključno rad kroz socijalnu dimenziju visokoga obrazovanja stavlja fokus na ranjive skupine te ulogu i važnost daljnjega razvoja savjetovališne podrške na visokim učilištima u Hrvatskoj.

Ovaj se rad bavi analizom glazbenih preferencija i političkog ponašanja kod studenata na Sveučilištu u Zagrebu. U skladu s navedenim provedeno je istraživanje na studentima Sveučilišta u Zagrebu (N=140). Prvi dio rada obuhvaća teorijski pregled pri čemu se dotiče dosadašnjih istraživanja u sferi glazbenih preferencija te različitih aspekata političkog ponašanja. U drugom dijelu rada provedeno je istraživanje u kojem su se mjerile glazbene preferencije i političko ponašanje mladih. U kontekstu glazbenih preferencija obuhvaćene su sljedeće komponente: učestalost slušanja glazbe, utjecaj slušanja glazbe na život studenata i preferencije prema pojedinom žanru glazbe. Kako bi izmjerili političko ponašanje studenata mjerena je: politička orijentacija studenata, izlaznost na izbore, participacija u strankama, na prosvjedima, potpisivanjima peticija i štrajkovima, učestalost političkog informiranja, podrška demokraciji te je provjeravano znanje o osnovnim političkim pojmovima. Istraživanjem se pokušalo provjeriti postoji li povezanost između tih dvaju faktora. Rezultati istraživanja su pokazali kako su lijevo orijentirani ispitanici manje skloni popularno tradicionalnom glazbenom ukusu te pokazuju veću razinu političke participacije. Također, pokazalo se kako ispitanici u čijim životima glazba ima velik utjecaj, pokazuju manju razinu znanja o politici. ; This paper deals with the analysis of musical preferences and political behaviour among students at the University of Zagreb. In accordance following the aforementioned, a study was conducted on students of the University of Zagreb (N=140). The first part of the paper includes a theoretical overview, touching on previous research in the field of musical preferences and various aspects of political behaviour. In the second part, the research was conducted in which the musical preferences and political behaviour were measured. In the context of the musical components, the following components were included: frequency of the listening to the music, the impact on their ...