Search

Odabir učinkovitog algoritma za podudaranje znakovnih nizova u tekstu izazovan je proces. Na izvršavanje algoritma mogu utjecati razni čimbenici poput jačine procesora, veličine radne memorije računala ili mogućnosti programskog jezika. U ovome radu predstavljena je metodologija izgradnje domenskih modela vrednovanja algoritama za podudaranje znakovnih nizova u tekstu temeljena na entropiji uzorka, izražavajući učinkovitost algoritma korištenjem metrika neovisnih o hardverskoj i softverskoj platformi. Razvijena metodologija je usmjerena prema algoritmima za egzaktnu usporedbu znakova prilikom podudaranja uzorka u tekstu bez prethodne spoznaje strukture teksta. Metodologija rangira algoritme prema njihovoj učinkovitosti koristeći svojstva uzorka koji se pretražuje, a ne ovisi o implementaciji algoritma ni o računalnoj arhitekturi te stoga pruža neovisan način odabira algoritma za određenu domenu primjene. Metodologija izgradnje domenskih modela vrednovanja algoritama eksperimentalno je potvrđena na dvije domene, DNA domeni i domeni prirodnog jezika. U radu je prezentiran i novi algoritam za egzaktno podudaranje znakovnih nizova. Heuristička tehnika prolaska kroz uzorak pomoću neparnih i parnih pozicija znakova u kombinaciji s podacima dobivenim predobradom uzorka oblikovana je pravilima algoritma. Definirana heuristička pravila koriste se za preskakanje nepotrebnih usporedbi znakova uzorka. Točnost i pouzdanost algoritma je eksperimentalno vrednovana. Choosing an efficient algorithm for strings matching in a text is a challenging process. The algorithm execution can be affected by various factors such as the processor power, the size of the computer memory, or the programming language capabilities. This doctoral thesis presents the methodology for building domain models for strings matching algorithms evaluation based on pattern entropy, expressing the algorithm's efficiencyusing hardware and software platform independent metrics. The developed methodology is focused on algorithms for exact string comparison to match the pattern in the text without a prior knowledge of the text structure. The methodology ranks algorithms according to their efficiency using the properties of the pattern being searched, and does not depend on the implementation of the algorithm or the computer architecture and therefore provides an independent way of selecting an algorithm for a particular application domain. The methodology for building domain models for evaluating algorithms has been experimentally confirmed on two domains, the DNA domain, and the natural language domain. The doctoral thesis also presents a new algorithm for exact string matching. The heuristic technique of passing through a pattern using odd and evenpositions of characters, in combination with the data obtained by preprocessing the pattern, is shaped in the algorithm rules. Defined heuristic rules are used to skip unnecessary comparisons of pattern characters. The accuracy and reliability of the algorithm were experimentally evaluated.

Cilj ovog diplomskog rada jest istražiti važnost zadovoljstva učenika srednje škole nastavom ruskog jezika. Mnogo se autora bavilo temom zadovoljstva učenika raznim aspektima nastave te je proveden velik broj istraživanja na istu temu. Istraživanje se temelji na grupnom intervjuu koji je proveden s učenicima srednje škole. Dobiveni je materijal potom obrađen i kategoriziran. Namjera ovog istraživanja jest pružiti uvid u potrebe učenika. Najveća je pažnja pridana sljedećim aspektima nastave: nastavnim metodama (to jest, njihova raznolikost primjene), razrednom ozračju (kroz odnos među učenicima) te odnosu nastavnika prema učenicima (s naglaskom na nastavnikovu fleksibilnost, razumijevanje i podršku). This paper aims to research the importance of high school student satisfaction with Russian language lessons. Many authors have researched student satisfaction regarding various aspects of teaching, and several studies have been conducted on the same topic. This study is based on a group interview conducted with high school students. The obtained material was then processed and categorized. The purpose of this study is to provide insight into the needs of students. The greatest attention was paid to the following aspects of teaching: teaching methods (their variety of applications), class atmosphere (through the relationship with students) and the teacher's relationship with students (with an emphasis on the teacher's flexibility, understanding and support).

Svijet je 2019. godine pogodila pandemija respiratorne bolesti COVID-19 koju uzrokuje koronavirus SARS-CoV-2. Budući da se bolest vrlo brzo širila, poduzimane su različite mjere socijalne distance kako bi se to spriječilo. To se odrazilo i na aspekt obrazovanja gdje je ubrzo nakon proglašenja pandemije klasična kontaktna nastava zamijenjena nastavom na daljinu. Tada su se učitelji i učenici vrlo brzo morali snaći u nastavnom obliku odgojno-obrazovnog procesa koji nisu do tad prakticirali. Takav je oblik nastave, između ostalog, od nastavnika zahtijevao posjedovanje različitih informacijsko-komunikacijskih kompetencija. U tom se periodu počelo malo više razmišljati i opterećenosti samih nastavnika. Ovaj se rad bavi opterećenošću učitelja i nastavnika Hrvatskog jezika koji su i prije pandemije imali širok opseg posla, a koji je dolaskom pandemije bolesti COVID-19 postao još složeniji. Cilj ovog istraživanja bio je ispitati koliko su učitelji i nastavnici Hrvatskog jezika za vrijeme nastave na daljinu zaista bili opterećeni. Opterećenost se učitelja i nastavnika Hrvatskog jezika ispitivala kroz kategorije samoprocjene vlastitih kompetencija te opterećenosti nastavnim (pripreme za nastavu, izvedbu nastave, vrednovanje učenika) i nenastavnim radnim zadacima. Dobiveni rezultati uspoređivani su s obzirom na spol, mjesto rada (osnovna ili srednja škola) i radni staž. Rezultati ovog istraživanja pokazali su da su učitelji i nastavnici Hrvatskog jezika u vrijeme pandemije COVID-19 bolesti, tj. nastave na daljinu bili veoma opterećeni – i nastavnim i nenastavnim radnim zadacima, bez obzira na to što vlastite kompetencije procjenjuju visokima. Uspostavilo se kako su žene opterećenije od muškaraca te osobe s manje radnog staža opterećenije od onih s više godina radnog staža. Razlike u opterećenosti učitelja Hrvatskog u osnovnim školama od nastavnika Hrvatskog u srednjim školama nisu zamijećene. In 2019, the world was hit by the pandemic of the respiratory disease COVID-19, which is caused by the SARS-CoV-2 coronavirus. Since the disease spread very quickly, various social distancing measures were taken to prevent it. This was also reflected in the aspect of education, where shortly after the declaration of the pandemic, classic contact classes were replaced by distance classes. At that time, teachers and students had to find their way very quickly in the teaching form of the educational process, which they had not practiced before. Such a form of teaching, among other things, required the teacher to possess various information and communication competencies. In that period, we started to think a little more about the workload of the teachers themselves. This paper deals with the workload of teachers of the Croatian language, who even before the pandemic had a wide scope of work, which became even more complex with the arrival of the COVID-19 pandemic. The aim of this research was to examine how much the teachers of the Croatian language were really burdened during distance learning. The workload of teachers of the Croatian language was examined through the categories of self-assessment of their own competences and workload with teaching (preparation for teaching, performance of teaching, evaluation of students) and non-teaching work tasks. The obtained results were compared considering to gender, place of work (primary or secondary school) and length of service. The results of this research showed that teachers of the Croatian language during the COVID-19 pandemic, i.e. distance learning, were very burdened - both with teaching and non-teaching work tasks, regardless of the fact that they rate their own competencies as high. It turned out that women are more burdened than men, and people with less work experience are more burdened than those with more years of work experience. Differences in the workload of Croatian teachers in primary schools compared to Croatian teachers in secondary schools were not noticed.

Pandemija COVID-19 promijenila je funkcioniranje društva u cjelini i svih njegovih aspekata. Virus se brzo prenosio bliskim kontaktom te su uvedene restrikcije u cijelom svijetu zbog potrebe obuzdavanja širenja virusa. To je značilo restrikcije u susretima s drugim ljudima, zatvaranje dućana, odgojno-obrazovnih ustanova, te zabrana napuštanja mjesta prebivališta ili boravišta bez valjanog razloga. Niti Republiku Hrvatsku nisu zaobišle restrikcije i nov način funkcioniranja društva. Najveća promjena za sve bio je prelazak nastave na daljinu 2020. godine. Prelazak na nastavu na daljinu povećao je radno opterećenje svih sudionika odgojno-obrazovnog sustava, pa tako i stručnih suradnika pedagoga, a ovaj rad bavi se upravo time. Cilj istraživanja ovog rada bio je ispitati i utvrditi stavove stručnih suradnika pedagoga u osnovnim školama o nastavi na daljinu i njihovom opterećenju tijekom tog perioda. Istraživao se stupanj potpore, opterećenja stručnih suradnika pedagoga i uspješnosti komunikacije s ostalim sudionicima odgojno-obrazovnog procesa te pripremljenost uvjeta za rad od kuće. Rezultati istraživanja pokazali su da su stručni suradnici pedagozi bili značajno opterećeni nastavom na daljinu te da je rad od kuće zahtijevao cjelodnevnu dostupnost svih sudionika odgojno-obrazovnog procesa bez obzira na radno vrijeme. Ispitanici su svjesni kako je nastava na daljinu bila nužna, ali zbog brojnih nedostataka i nemogućnosti ispunjavanja obrazovnih i odgojnih mogućnosti nastave ne vide je kao dobru opciju za učenike. COVID-19 pandemic has changed the functioning the society as a whole and the functioning of all its aspects. The virus is quickly transmitted through close contact and restrictons were introduced all over the world due to the need to contain the spread of the virus. That meant restrictions on meeting other people, closing shops, educational institutuions, and teh ban on leaving the place of residence without a valid reason. Restrictions and the new way of functioning of society did not bypass the Republic of Croatia. The biggest change for everyone was the transition to distance learning in 2020. The transition to distance learning has increased the workload of all participant sin the educational system, including pedagogues, and this paper deals with exactly that. The aim of the research of this paper was to examine and determine the views of pedagogues in primary schools about distance learnig and their workload during that period. The reserch examined the level of support, the workload of pedagogues and the success of communication with other participant sin the educational process, as well as the preparation of conditions for working from home. The results showed that pedagogues were significantly burdened by remote teaching and that working from home required all-day availability for all participant sin the educational process, regardless of working hours. Most believe that distance learning was necessary, but due to numerous shortcomings and the impossibility of meeting the educational possibilities, they do not see it as a good option for students.

U današnjem društvenom kontekstu stremi se što većoj kompetentnosti i konkurentnosti u svijetu rada što se odražava i na obrazovni kontekst u kojem se velik naglasak stavlja na školske ocjene. Mnogi roditelji stvaraju pritisak svojoj djeci jer žele da budu izvrsna u svim područjima, žele da upišu fakultet, i u skladu s time, žele da imaju što bolje ocjene. Funkcija ocjena je da svojom brojčanom vrijednošću reprezentiraju određeno znanje. Međutim, one ne mogu u potpunosti biti pouzdane, a jedan od razloga je taj što su njihovi mjerni instrumenti ljudi, odnosno nastavnici koje karakterizira nemogućnost potpune i isključive objektivnosti. Navedeni fenomen polazište je ovoga rada koji ima za cilj utvrditi učeničke stavove o subjektivnom ocjenjivanju nastavnika u negativnom smislu, i to pri usmenim provjerama znanja. Subjektivno ocjenjivanje u negativnom smislu podrazumijeva učenički doživljaj nepravde, odnosno interpretaciju učenika da su dobili nižu ocjenu od smatrano zaslužene i da je njihovo znanje podcijenjeno. Uzorak empirijskog istraživanja čine maturanti iz raznih dijelova Hrvatske, njih 291 te se ispituje njihovo iskustvo sa subjektivnim ocjenjivanjem tijekom perioda srednjoškolskog obrazovanja. Analizom podataka prikupljenih pomoću online ankete, utvrđeno je da se gotovo svaki učenik u nekom trenutku susretao sa subjektivnim ocjenjivanjem te da su djevojke češće subjektivno ocijenjene u odnosu na mladiće. Dominantnim faktorima subjektivnosti, učenici smatraju faktore koji ovise o nastavniku, od kojih je najučestaliji faktor osobna jednadžba, potom halo efekt, zatim pogreška kontrasta pa tehnika provjeravanja i ocjenjivanja. Pokazalo se da iz takvih subjektivno-podcjenjujućih ocjena proizlazi nezadovoljstvo, smanjuje se motivacija za nastavnim predmetom te učenici negativnije doživljavaju predmetnog nastavnika. In today's social context we strive for great competence and competitiveness in the business world which is also reflected in the educational context in which great emphasis is placed on school grades. Many parents put pressure on their children wanting them to excel in all areas, to enter college and, accordingly, wanting them to have the best possible grades. The function of grades is to represent certain knowledge with their numerical value. However, they cannot be completely reliable and of the reasons is that their measuring instruments are people, i.e. teachers who cannot be completely and exclusively objective. The aforementioned phenomenon is the starting point of this paper, which aims to determine students' attitudes towards teachers subjective grading in a negative way, when it comes to oral exams. Subjective grading in a negative way implies the student's experience of injustice, i.e. student interpretation of receiving a lower grade than the one he/she thinks he/she deserves and underestimation of their knowledge. The sample of the empirical research consists of 291 high school graduates from various parts of Croatia and examination is about their experience with the subjective grading during the period of secondary school education. By analyzing the data collected using an online survey, it was determined that almost every student encountered subjective grading at some point and that girls were more often subjectively graded compared to boys. The students consider the dominant factors of subjectivity to be factors that depend on the teacher, of which the most frequent factor is the personal equation, the second one is the halo effect, then the contrast error and the last one is the examination and grading technique. It has been shown that such subjectively-underestimating grades result in dissatisfaction, the decreasing in motivation for the subject and the changing in students perception of the subject teacher in a negative way.

Gledajući kroz povijest napredak tehnologije i znanosti promijenio je način ljudskih života. Iako je njime unaprijeđena kvaliteta čovjekova života, isti je rezultirao mnogim problemima u prirodi. Uvidom u već nastale posljedice uzrokovane uništavanjem prirode, dolazi do porasta interesa za zaštitu okoliša i održivi razvoj. Kako bi se obje stavke ostvarile, potrebno je razvijati ekološku svijest koja se smatra preduvjetom za rješavanje prisutnih ekoloških problema. Nezanemarivu ulogu u razvoju ekološki osviještenosti imaju ekološki odgoj i obrazovanje koji se u RH provode tijekom predškolskog, osnovnoškolskog i srednjoškolskog obrazovanja. Uz spomenuto, postoje programi koji se mogu implementirati u školstvo, a stavljaju poseban naglasak na važnost provedbe odgoja i obrazovanja za okoliš. Primjer takvog programa međunarodni program Ekoškola koji za cilj ima implementaciju odgoja i obrazovanja za okoliš u sve dijelove odgojno-obrazovnog sustava te u svakodnevni život svih sudionika. Kako je razvoj ekološke svijesti nužna komponenta u ekološkom djelovanju, ovaj rad za cilj ima ispitati ekološku osviještenost učenika 8.razreda ekoškola. Istraživanjem u ovom radu pokušavamo dobiti uvid u znanja, stavove i navike o okolišu koje učenici ekoškola imaju i prakticiraju. Istraživanje se provelo postupkom online anketiranja, a uzorak je sastojao 124 učenika i učenica 8. razreda škola na području Grada Zagreba, pri čemu je nužno bilo da škola ima aktivan status ekoškole. Analiza rezultata istraživanja je pokazala da učenici ekoškola većinom pokazuju visku razinu znanja, pozitivnih stavova i proekološkog ponašanja, no i na to da ima mjesta za napredak u svim područjima. Looking throughout history, the improvement of technology and science has changed the way people live. Although it improved the quality of human life, it resulted in many problems in nature. With an insight into the already created consequences caused by the destruction of nature, there is an increase in interest in environmental protection and sustainable development. In order to achieve both, it is necessary to develop environmental awareness, which is considered a prerequisite for solving the present environmental problems. Ecological upbringing and education, which are in the Republic of Croatia, implemented during preschool, elementary and high school education, play a significant role in the development of environmental awareness. In addition to the above, there are programs that can be implemented in schools, which place special emphasis on the importance of environmental education. An example of such a program is the international Eco-school program, which aims to implement environmental education in all parts of the educational system and in the daily life of all participants. As the development of ecological awareness is a neccesity in ecological action, the aim of this paper is to examine the ecological awareness of 8th-grade eco-school students. Through this research in this paper, we try to get an insight into the knowledge, attitudes and habits about the environment that students of eco-schools have and practice. The research was conducted using an online survey, and the sample consisted of 124 male and female students of the 8th grade of schools in the area of the City of Zagreb, where it was necessary that the school had an active eco-school status. The analysis of the research results showed that the students of eco-schools mostly show a high level of knowledge, positive attitudes and pro-environmental behavior, but also that there is room for improvement in all areas.