Suchergebnisse

Jezik je bitna odrednica identiteta nekoga naroda. U jeziku, ponajprije u njegovu leksičkome sloju, zrcale se društveno-povijesne promjene jednoga naroda.To znači da se jezik razvija prateći povijesna i društvena zbivanja određenoga vremena. Drugu je polovicu 20. stoljeća u južnoslavenskoj filologiji obilježio proces serbokroatizma, tj. težnja za stvaranjem jednoga srpskohrvatskoga jezika. Politički je leksik počeo snažno prodirati u područje javne uporabe jezika, što se odrazilo i na njegovu pojavnost u udžbeničkim tekstovima, postajući njegov sastavni, nezaobilazni dio. Predmet je ovoga rada analiza ideološki uvjetovanog leksika u čitankama za mlađu školsku dob, koje su bile u uporabi u 80-im godinama 20. stoljeća. U radu su se kvantitativno i kvalitativno analizirali udžbenici/čitanke kako bi se dobili odgovori na pitanja: promiču li tekstovi u analiziranim čitankama vrijednosti političkoga sustava SFRJ, jesu li u njima zastupljeni leksemi političkoga diskursa, tzv. ideologemi te koje su mogućnosti ilustrativnoga prijenosa ideološkoga literarnog sadržaja u likovni izraz. Udžbenik/čitanka kao važan izvor znanja može pridonijeti promidžbi držvanopolitičkih vrijednosti vladajućega režima, u ovome slučaju promidžbi jugoslavenske komunističke vlasti. ; Language is an essential part of a nation's identity. Language, especially its lexis, reflects social and historical changes that a nation goes through. It means that lexis development takes place simultaneously with social changes that occur over time. The second half of the twentieth century in Yugoslav philology is characterised by Serbo-Croatism, i.e. the intention to merge two languages into one. The political parlance became a part of widely used public language and permeated school textbooks as well. The paper analyses ideologically determined lexis in the textbooks for young learners that were used in schools in the nineteen-eighties. Qualitative and quantitative analysis was applied in order to obtain the answers to the following questions: Do texts in the ...

Udžbenik Vojna topografija, koji se sastoji iz dva dijela: Vojna topografija I – Topografski objekti zem­ljišta i Vojna topografija II – Orijentacija i topografske karte, objavljen je 2012. go­dine. Izdavač je Ministarstvo obrane Republike Hrvatske – Oružane snage Republike Hrvatske – Hrvatsko vojno uči­lište "Petar Zrinski", autor je pukovnik doc. dr. sc. Mladen Paher­nik. Recenzenti su bili prof. dr. sc. Aleksandar Toskić i doc. dr. sc. Robert Župan, a lektorica i ko­rektorica Gabrijela Capjak, prof."Koncepcija sadržaja ovog udžbe­nika vezana je za postavljen koncept izobrazbe iz područja vojno-geografske grupe predmeta unutar vojnih škola Hrvatskog vojnog učilišta. Na temeljnoj razini školovanja časnika i dočasnika, potrebno je polaznicima dati temeljno znanje iz vojne topografije koje uklju­čuje prikaz topografskih elemenata ze­mljišta, orijentaciju u prostoru i čitanje topografskih karata. Upravo su te teme razrađene kroz udžbenike Vojna topografija I – Topografski objekti zemljišta i Vojna topografija II – Orijentacija i topografske karte. …" (iz Predgovora). ; The Military Topography text­book was published in 2012, consisting of two parts: Military Topography I – Topographic Land Objects and Military Topography II – Orientation and Topographic Maps. It was published by the Ministry of Defence of the Repu­blic of Croatia – Armed Forces of the Republic of Croatia – Croatian Military Academy "Petar Zrinski". The author is Colonel Assist. Prof. Dr. Mladen Pahernik. The textbook was reviewed by Prof. Dr. Ale­ksandar Toskić and Assist. Prof. Dr. Robert Župan and proofread by Gabrijela Capjak, Prof."The concept of this textbook's content is associated with the concept of education in the military-geographic group of subjects within military schools of the Croatian Military Academy. The fundamental level of educating officers and non-commissioned officers needs to provide attendants with basic military topography knowledge, including representation of topographic land objects, orientation in space and reading topographic maps. These topics are discussed in textbooks Military Topography I – Topographic Land Objects and Military Topography II – Orientation and Topographic Maps…" (Preface).

This analysis of textbooks and working material is based on documents determining the curriculum standards and plans and the programme for primary schools of the Ministry of science, education and sport, as well as the UN conventions regarding the abolishment of all forms of discrimination of women. Covered by the analysis are the textbooks approved by the Ministry of science, education and sport. As focal points of the paper's subject matter and the centres of analysis, six aspects have been singled out: 1) contextualisation of women (individually or as social groups) in the thematic (textbook) framework, integration into the contents or mere addition of separate parts to the textbook whole, 2) lack of specific material pertaining to the equality of the sexes, 3) so-called women contents or subjects (housekeeping, female beauty, fashion), 4) wives, widows, mothers, sisters... of illustrious husbands, sons, brothers, 5) important women -- inclusion or ignoring of eminent women -- rulers, scientists, artists, 6) successful examples -- entire textbooks or some individual solutions. The analysis shows that only a small part of the textbooks and working material successfully integrates contents relating to women in such a way as to portray them uninfluenced by stereotypes. Further, the textbook authors had major problems with incorporating material dealing with women into historical events as a whole. Women and their activities, even the ones perceived as "male", as still merely added to history. Neglect or complete absence of certain great historical subjects has also been noted, e.g. of matriarchate/matrilineality and the subsequent development of the patriarchate. All authors found it much easier to portray women separately, either individually or as social groups, though the latter has, in general, been less successful than the former (important women, rulers, scientists, artists). Their position in various times is almost without exception described by the phrase "women remain at home, they cook, they look after the children, they have no rights..." with some variations in detail, but not in the essentials. Adapted from the source document.

This analysis of textbooks and working material is based on documents determining the curriculum standards and plans and the programme for primary schools of the Ministry of science, education and sport, as well as the UN conventions regarding the abolishment of all forms of discrimination of women. Covered by the analysis are the textbooks approved by the Ministry of science, education and sport. As focal points of the paper's subject matter and the centres of analysis, six aspects have been singled out: 1) contextualisation of women (individually or as social groups) in the thematic (textbook) framework, integration into the contents or mere addition of separate parts to the textbook whole, 2) lack of specific material pertaining to the equality of the sexes, 3) so-called women contents or subjects (housekeeping, female beauty, fashion), 4) wives, widows, mothers, sisters... of illustrious husbands, sons, brothers, 5) important women -- inclusion or ignoring of eminent women -- rulers, scientists, artists, 6) successful examples -- entire textbooks or some individual solutions. The analysis shows that only a small part of the textbooks and working material successfully integrates contents relating to women in such a way as to portray them uninfluenced by stereotypes. Further, the textbook authors had major problems with incorporating material dealing with women into historical events as a whole. Women and their activities, even the ones perceived as "male", as still merely added to history. Neglect or complete absence of certain great historical subjects has also been noted, e.g. of matriarchate/matrilineality and the subsequent development of the patriarchate. All authors found it much easier to portray women separately, either individually or as social groups, though the latter has, in general, been less successful than the former (important women, rulers, scientists, artists). Their position in various times is almost without exception described by the phrase "women remain at home, they cook, they look after the children, they have no rights..." with some variations in detail, but not in the essentials. Adapted from the source document.

Neposredno nakon Drugoga svjetskoga rata tiskani su priručnici za škole koji se od prijašnjih razlikuju implementacijom političkih ideologema kojima je cilj kroz nastavni proces ideološki indoktrinirati učenike. Usporedba prvoga poslijeratnoga izdanja Boranićeva pravopisa iz FNRJ (1947.) s izdanjem iz 1940. i analiza novonapisanih gramatičkih priručnika iz 1947. i 1948. (Brabec–Hraste–Živkovićeva Gramatika hrvatskoga ili srpskoga jezika za III. razred gimnazije. Tvorba riječi, sintaksa i narječja iz 1947. i Frol–Brabecov Naš jezik. Gramatika i pravopis za V. razred sedmogodišnje škole i I. razred gimnazije iz 1948.) pokazuje da to vrijedi i za pravopise i gramatičke priručnike napisane za škole. ; Teacher's handbooks printed immediately after World War II, differed from the previous ones by introducing political ideologemes aimed at political in- doctrination of the students. The first post-war issue of Boranić's Gramatika (Grammar), published in Federal People's Republic of Yugoslavia in 1947, is compared to the 1940 issue and newly written 1947 and 1948 grammar handbooks are analyzed Croatian or Serbian Language Grammar Textbo- ok for Grammar School, Grades III (Gramatika hrvatskoga ili srpskoga jezika za III. razred gimnazije, Brabec, Hraste & Živković; Word forming, Syntax and Dialects Tvorba riječi, sintaksa i narječja, 1947; Our Langu- age: Grammar and Ortography Textbook for Elementary School, Grades VII and Grammar School, Grades I Naš jezik. Gramatika i pravopis za V. razred sedmogodišnje škole i I. razred gimnazije, Frol & Brabec, 1948) and it is evident that the statement is also valid for grammar and orthography textbooks written for schools.

The author outlines the ideological function of history, which stems from its task as society's self-reflection, by analyzing the past & enumerating the features of historiography. The text includes a short review of historiography (which is becoming aware of its limitations & the new demands for a distance in time & space from the facts it investigates) & historians' influence on the accuracy of its findings. The ideological function of history is illustrated by various thematizations of the same events in history textbooks, which were in use during different political systems on the territory of the present-day Croatian state. The author thinks that today's historiography is faced with a seemingly contradictory demand: it should reach the truth in its depiction of the past, but at the same time caution against the relativity of its findings. 17 References. Adapted from the source document.

The author outlines the ideological function of history, which stems from its task as society's self-reflection, by analyzing the past & enumerating the features of historiography. The text includes a short review of historiography (which is becoming aware of its limitations & the new demands for a distance in time & space from the facts it investigates) & historians' influence on the accuracy of its findings. The ideological function of history is illustrated by various thematizations of the same events in history textbooks, which were in use during different political systems on the territory of the present-day Croatian state. The author thinks that today's historiography is faced with a seemingly contradictory demand: it should reach the truth in its depiction of the past, but at the same time caution against the relativity of its findings. 17 References. Adapted from the source document.

Javne su politike, kao višedimenzionalan i izrazito kompleksan fenomen, nužno multidisciplinaran predmet istraživanja. Cilj je rada istražiti što je specifično politološko znanje o javnim politikama, odnosno koji je jedinstveni doprinos politologa izučavanju i upravljanju javnim politikama u svrhe profiliranja te mlade politološke discipline u Jugoistočnoj Europi. Rad je nastao kao rezultat pregleda temeljnih udžbenika javnih politika u svijetu i regiji, te literature o metodologiji i pristupima istraživanju u društvenim znanostima i politologiji. Kreće se od određivanja što su javne politike i što je politički aspekt javnih politika. Propituju se pristupi istraživanju javnih politika (policy studije). Zatim se identificiraju vrste profesionalne uporabe tih istraživanja (policy analize). Ključna je pretpostavka kako je politologija prvenstveno kompetentna za analizu aktera stvaranja politika. Osnovni je nalaz da temelj profesionalnog profiliranja politologa u javnim politikama, s obzirom da jedini rabe istraživačku perspektivu usmjerenu na aktere, reprezentativnost i legitimnost stvaranja politika, može biti jedan oblik participatorne policy analize. ; Public policies, as a multi-dimensional and highly complex phenomenon, necessarily make a multidisciplinary research subject. The aim of this paper is to examine what is specific political science knowledge about public policy, and what is the unique contribution of political scientists to policy research and governance to enhance consolidating this young discipline in Southeastern Europe. This paper is a result of a review of policy textbooks in Southeastern Europe and worldwide, and literature on approaches and methodologies in social sciences and political science. It starts with determining public polices and their political aspect. Then it explores approaches of policy studies. Finally, it identifies types of professional policy research or policy analysis. The key assumption is that political science is primarily competent to analyze policy actors. The main finding of the paper is that the basis of political scientist professionalization in policy research, given that they are best in actor-centered research, and issues of representativeness and legitimacy of policy-making, can be a form of participatory policy analysis.

Predstavljanje razvoja nastave Pjevanja u osnovnoj školi na području Hrvatske započinjemo razdobljem koje obilježava bujanje narodne svijesti i težnje manjih naroda za samostalnošću koja dovodi do uvođenja hrvatskog jezika u škole. Uporabom narodnog jezika u škole uvedena je i glazba kao obvezan predmet pod nazivom Pjevanje. U tom razdoblju nastaju prve pjesmarice, udžbenici i priručnici na hrvatskom jeziku. Glazbeni pedagozi, učitelji i drugi autori glazbeno-pedagoške literature pod utjecanjem su nacionalnih pokreta prepoznali važnost narodne pjesme za nastavu pjevanja, i ne samo kao instrument pri nacionalnom odgoju, već kao važan didaktičko sredstvo za ispunjenje glazbenih, odgojnih i estetskih ciljeva pjevanja. Ovo je razdoblje institucionalne reforme školstva u kojemu su doneseni važni školski zakoni koji postavljaju temelje nacionalnog školstva. Značajni doprinos razvoju glazbene pedagogije dali su Franjo Kuhač i Vjenceslav Novak koji su među prvima promišljali o metodici rada u nastavi Pjevanja i time postavljaju temelje razvoja glazbeno-pedagoške misli u Hrvatskoj. ; Presentation of the development of teaching of Singing in elementary school at the Croatian territory we are going to begin with the period that is marked by flourishing of national consciousness and aspirations of smaller nations for independence, that leads to the involvement of the Croatian language in schools. By using the national language was also introduced music as a compulsory subject in school under the name Singing. During this period arose first songbooks, textbooks and manuals in the Croatian language. Music pedagogues, teachers and other authors of the musical pedagogical literature, under the impact from the national movement, recognized the importance of folk songs for singing lessons, and not only as an instrument for national education, but also as an important instrument for the didactic fulfillment of musical, educational and aesthetic goals of singing. This was a period of institutional reform in education in which have been adopted important school laws that set the foundations of national education. Significant contribution to the development of music pedagogy gave Franjo Kuhač and Vjenceslav Novak who are among the first to reflect on teaching methods in teaching of Singing, which lay the foundations of the development of musical pedagogical thought in Croatia.

Rezultati teorijsko — komparativne analize i empirijskog dijela istraživanja u sklopu znanstvenoistraživačkih projekata "Genealogija i transfer modela interkulturalizma" (1991.— 1996.) i "Školski kurikulum i obilježja hrvatske nacionalne kulture" 1997. — 2002.) upućuju na zaključak kako ispitanici sebe vide primarno u okruženju nekih nacija: Hrvati, pa Amerikanci, Talijani, Nijemci i prema njima iskazujuj socijalnu blizinu. Kod nacija i etniciteta kod kojih je više iskazano neprihvaćanje: Srbi, Crnogorci, Romi., ne može se govoriti o crno-bijelim odnosima, jer istovremeno nije zanemariv postotak odgovora koji upućuju na prihvaćanje. Sličan je trend prisutan u odnosu na socijalne udaljenosti prema vjerskim skupinama. Dobiveni rezultati mogu pomoći definirati obrazovnu politiku te mogu pridonijeti neposrednoj školskoj praksi u procesu osuvremenjivanja odgojnog rada, i s gledišta rasterećenja od nepotrebnih sadržaja, prema uvođenju inoviranih programa, poboljšanju kvalitete udžbenika i drugih izvora znanja, u kontekstu interkulturalne pedagoške komunikacije. ; The results of theoretical-comparative analysis and of the empirical part of the study conducted as part of projects "Genealogy and transfer of models of interculturalism" 1991-1996 and "School curriculum and characteristics of Croatian national culture" 1997-2002 point to the conclusion that subjects perceive themselves as primarily surrounded by certain nations: Croats, then Americans, Italians, Germans, expressing greater social closeness towards them. In the case of less accepted nations and ethnic groups, such as Serbs, Montenegrins, Roma, etc. it is not possible to speak about "black and white" relations, since at the same time there is a certain percent of answers pointing to acceptance. There is a similar trend in the relation of social distance towards religious groups. The obtained results can help in the definition of educational politics and immediate school practice in the process of modernization of educational work from the viewpoint of clearing away the superfluous teaching matter as well as introduction of innovated programs and improvement of quality of textbooks and other sources of knowledge in the context of intercultural educational communication. ; Ergebnisse der theoretisch-vergleichenden Analyse und der empirischen Untersuchung im Rahmen der wissenschaftlichen Forschungsprojekte "Genealogie und Transfer des Interkulturalismusmodells" 1991-1996 und "Schulkurrikulum und Merkmale der kroatischen Nationalkultur" 1997-2002 lassen die Schlussfolgerung zu, dass die Befragten sich selbst und die anderen primar im Umfeld einer Nation betrachten: als Kroaten, Amerikaner, Italiener, Deutsche und dass sie zu diesen Gruppen eine ausgeprägte soziale Nähe aufweisen. Bei den Nationalitäten und ethnischen Gruppen, bei denen die Nichtannahme ausgeprägter ist, wie z.B. bei den Serben, Montenegrinern, Roma kann jedoch nicht von "schwarzweissen" Beziehungen gesprochen werden, da gleichzeitig der Prozentsatz der Akzeptanz zeigenden Antworten nicht zu vernachlässigen ist. Ein ähnlicher Trend zeigt sich auch im Verhältnis der sozialen Ferne zu den einzelnen Religionsgemeinschaften. Die erhobenen Resultate können bei der Definierung der Bildungspolitk und in der unmittelbaren Schulpraxis als Orientierung herangezogen werden, um den Ausbildungsprozess zu modernisieren, sowohl im Hinblick auf die Entlastung von unnötigen Lehrinhalten als auch im Hinblick auf die Einführung neuer Lehrprogramme und Verbesserung von Lehrbüchern und anderen Wissensquellen, im Kontext der interkulturellen pädagogischen Kommunikation.

U ovome radu analiziramo primjere računalnoga nazivlja prikupljene iz hrvatskih sveučilišnih nastavnih materijala izdanih od 2001. do 2015. godine preporučenih studentima na preddiplomskom i diplomskom studiju računarstva na jednome hrvatskom sveučilištu. Prikupljeni korpus uključuje hrvatske prevedenice, samostalne neologizme, ali i one praćene engleskom istovrijednicom, zatim prevedenice engleskih metaforičkih izraza, hibridne izraze bez prijevoda, ortografski, fonološki/fonetski i morfološki prilagođene anglizme i one koji se uklapaju u hrvatski sustav bez prilagodbe, višerječne hrvatske nazive s jednorječnim engleskim i one sa složenom engleskom istovrijednicom. Neki od engleskih izraza u tekstu grafički su istaknuti kurzivom ili masnim slovima, a neki nisu. Cilj analize bio je opisati jezične prakse u nastavnim materijalima, utvrditi kakav je odnos autorâ prema stručnim nazivima iz engleskoga i hrvatskoga jezika u znanstveno-pedagoškome stilu te postoji li nekakav obrazac koji autori slijede pri pisanju nastavnih materijala. Nakon provedene analize primjećujemo nedostatak dosljednosti i sustavnog pristupa u pisanju materijala, odmak od normi hrvatskoga standardnog jezika te pribjegavanje neprilagođenim ili neznatno prilagođenim engleskim nazivima koji često imaju prednost pred hrvatskima. Smatramo da bi planiranje korpusa te bolje upravljanje terminologijom, procesima prilagodbe i integracije u okviru suvremenije jezične politike mogli unijeti stabilnost u znanstveni funkcionalni stil hrvatskoga jezika nužnu njegovim korisnicima. ; This paper analyzes examples of ICT terminology sampled from Croatian university textbooks and educational materials published from the year 2001 to 2015 and recommended for undergraduate and graduate students at Croatian universities. The collection includes: Croatian calques; standalone neologisms and those followed by an English equivalent; translated English metaphorical expressions; hybrids without translations; orthographically, phonologically/phonetically and morphologically adapted Anglicisms and those which can be integrated into the Croatian standard without any adaptation; and multi-word Croatian equivalents with single-word English and with multi-word English equivalents. Some of the English expressions were italicized or bolded and some not. The aim of our analysis was to describe current practices in writing educational materials, to establish the nature of the university materials authors' relation towards English and Croatian expressions, and to find out if there was some pattern in the use of Croatian and English ICT terms which the authors had followed. During the analysis, we observed a lack of consistent and systematic approach to the creation of materials, a shift from the norms of the standard Croatian language and resorting to non-adapted or slightly adapted English terms which seem to be often favored over the Croatian ones. We are of the opinion that corpus planning and better management of terminology, adaptation and integration processes within a more modern language policy framework could bring much needed stability to the Croatian scientific and pedagogical register.

Hibridno ratovanje ne predstavlja nov i revolucionaran pristup u ostvarivanju političkih ciljeva. Navedeno je temeljna pretpostavka ove doktorske disertacije koja je potvrĎena kroz znanstveno istraţivanje i komparativnu analizu tri studije slučaja. Pokušaj stvaranja Velike Srbije, zbog činjenice da se relativno nedavno odvijao na teritoriju Republike Hrvatske, najrelevantniji je slučaj kada govorimo o aktualnim vanjskopolitičkim i obrambenim izazovima Republike Hrvatske. Izraelsko-libanonski rat iz 2006. godine smatra se oglednim primjerkom hibridnog rata izmeĎu drţavnog i nedrţavnog aktera. Rat Rusije i Ukrajine i aneksija Krima najrecentniji je primjer hibridnog rata izmeĎu dva drţavna aktera, i katalizator koji je aktualizirao pojam hibridnog rata, pokrenuo meĎunarodnu zajednicu i NATO savez da preispitaju svoj pristup suvremenom ratovanju. Ova disertacija temelji na se razmatranju ratova s vojnopolitičkog stajališta, a kombiniranjem tri teorijska okvira odabrano je 16 čimbenika koji karakteriziraju hibridnog aktera. Teorijskom analizom sve tri studije slučaja potvrĎeno je da hibridnom ratu prethodi period političkih, ideoloških ili sličnih neslaganja izmeĎu suprotstavljenih strana, tijekom kojeg hibridni akter nastoji širiti vlastiti narativ i otvoreno ili prikriveno provodi aktivnosti koje će mu dati prednost u ratu. Provedbom istraţivanja u tri rata testirana je prisutnost svakog pojedinog čimbenika hibridnog modela, a komparacijom rezultata utvrĎeno je da su odreĎeni čimbenici bili, u većoj ili manjoj mjeri, prisutni u sva tri rata. Unatoč činjenici da slučajevi pripadaju različitom geopolitičkom kontekstu, da su se odvijali u različitom vremenskom razdoblju i na različitoj zemljopisnoj lokaciji, prisutnost čimbenika u sva tri rata potvrĎuju pretpostavku da hibridni rat nije ništa novo. ; Hybrid warfare does not represent a new and revolutionary approach to the realization of political goals. This is the central hypothesis of this doctoral dissertation which has been tested by scientific research and comparative analysis of three post Cold War, geographically and chronically dispersed case studies. The first case study encompasses the initial attempt to create a Greater Serbia at the territorial expense of the Republic of Croatia which occurred in the early 1990's within the context of Yugoslavia's dissolution. The second case study details the Israeli - Hezbollah war of 2006 which is considered by many to be a textbook example of a state versus non-state actor conflict. Finally, the third case study analyzes the ongoing war between Russia and Ukraine (including the Russian annexation of Crimea) which has popularized the term "hybrid warfare" and acted as a catalyst in initiating NATO re-examination of its approach to contemporary security threats. This dissertation analyzes the manifestation of hybrid war from a military and political perspective, and to characterize hybrid actors, it makes use of sixteen individual factors derived from three established theoretical frameworks. Theoretical analysis of the three case studies suggests that in all three cases open warfare was preceded by a period of political, ideological or other conflict between the opposing parties. In all instances, the hybrid actor made use of this period to promulgate its narrative, while at the same time covertly or overtly undertaking activities designed to ensure an advantage upon the onset of violence. The presence of each individual factor of the combined theoretical framework was determined through research, and a comparison of the results proves that certain characteristics are present, in varying degree, in all three conflicts. Despite occurring in different geopolitical circumstances, in different chronological periods, and in different geographical locations, the presence of hybrid factors in all three conflicts confirms the initial hypothesis that hybrid warfare is not a new phenomenon.

Pavao Ritter Vitezović was born in Senj on January 12, 1652 and died in Vienna on January 21, 1713. He attended elementary school in Senj and continued his education at a Jesuit high school in Zagreb, where his professor was Juraj Habdelić. After finishing the sixth grade in rhetoric, he quit school and went to Rome, where he met Johannes Lucius (Ivan Lučić). He was taught by cartographer Georg Matheus Vischer in Vienna. Vitezović spent the following two years in Bogenšperk (Wagensberg, Vagensperg), where Johann Weikhard Valvasor taught him surveying and copper-engraving. He prepared most templates for Croatian city views for Valvasor and engraved them in copper plates. He returned to Senj in 1679. As a city emissary, he travelled to the Viennese Parliament, where he advocated for Senj getting a royal charter and rights it had had for a long time. He participated in wars against Turks and became an officer for Nikola Erdödy. While he was staying as an emissary of Senj in Linz in 1684, he produced Odiljenje sigetsko and changed his German last name Ritter to Croatian Vitezović. He used to go outdoors and sketch cities and towers which he subsequently engraved in copper plates. This is how his copper-engravings were made which were incorporated in the album of Valvasor's Topographia Ducatus Carnioliae modernae (Topography of Duchy of Carniola), as well as in Die Ehre des Herzogthums Crain (Glory of Duchy of Carniola) in 1689. He participated in wars for liberation of Lika and Krbava and became the vice-prefect of Lika in 1691. He took over the Land Printing Office (Zemaljska tiskara) at the session of the Croatian Parliament in Varaždin in 1694. Several important books, textbooks, calendars, prayer books and proclamations, and especially important, his historiographic work in Croatian Kronika aliti spomen vsega svijeta vikov from 1696 and a booklet in Latin titled Croatia rediviva regnante Leopoldo Magno Caesare (Croatia Revived under the Great Emperor Leopold's Reign) from 1700. He was the director of the Land Printing Office from 1694 to 1709, while he signed as Paulo Ritter de Segna, nobili Croata (Pavao Ritter of Senj, Noble Croatian). ; Rodio se u Senju, 12. siječnja 1652, a umro u Beču, 21. siječnja 1713. Osnovnu školu pohađao je u Senju. Školovanje je nastavio u Zagrebu na isusovačkoj gimnaziji, gdje mu je profesor bio Juraj Habdelić. Nakon završenoga šestog razreda retorike prekinuo je školovanje i otišao u Rim gdje je susreo Ivana Lučića. U Beču se obrazovao kod kartografa Georga Matheusa Vischera. Zatim je dvije godine proveo u Vagenspergu kod Johanna Weikharda Valvasora gdje je izučio mjerništvo i bakrorezbarstvo. Za Valvasora je priredio većinu predložaka za vedute hrvatskih gradova, a zatim ih urezivao u bakrene ploče. Godine 1679. vratio se u Senj. Kao delegat grada bio je na Saboru u Beču gdje se zalagao da Senj dobije kraljevsku povelju i prava koja je imao od starina. Sudjelovao je u ratovima protiv Turaka i postao časnik u taboru bana Nikole Erdödya. Dok je kao izaslanik Senja boravio u Linzu 1684. tiskao je svoje djelo Odiljenje sigetsko, kada je promijenio njemačko prezime Ritter u hrvatsko Vitezović. U prirodu je odlazio s blokom za skiciranje i crtao gradove i kule što je poslije prenosio na bakrene ploče. Tako su nastali njegovi bakrorezi koji su ušli u album Valvasorove Topographia Ducatus Carnioliae modernae (Topografija Vojvodine Kranjske), a zatim 1689. i u knjigu Die Ehre des Herzogthums Crain (Slava Vojvodine Kranjske). Istaknuo se u ratu za oslobađanje Like i Krbave te je 1691. imenovan ličkim podžupanom. Na zasjedanju Hrvatskog sabora u Varaždinu 1694. zaključeno je da preuzme upravljanje Zemaljskom tiskarom. U tiskari je otisnuto nekoliko važnih knjiga, udžbenika, kalendara, molitvenika i proglasa, a posebno treba izdvojiti njegovo historiografsko djelo na hrvatskom jeziku Kronika aliti spomen vsega svijeta vikov iz 1696. i knjižicu na latinskom jeziku Croatia rediviva regnante Leopoldo Magno Caesare (Hrvatska oživljena pod vlašću velikog cara Leopolda) iz 1700. Ravnatelj Zemaljske tiskare bio je 1694–1709. kada se potpisivao kao Paulo Ritter de Segna, nobili Croata (Pavao Ritter Senjanin, plemeniti Hrvat).