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The research, conducted after the experience with emergency distance learning, directed our research towards the value of digital competencies and ICT skills. The results we obtained about digital teacher competencies prompted us to present the results to the university managers. The first challenge of the management was through a questionnaire and self-evaluation, to see what the required competencies of our teachers are. The second challenge was to determine, based on self- evaluation of knowledge and skills, specific forms of education. The third challenge was focused on organizational culture. The university as a strong educational institution, with strong structural and intellectual capital (people) should maintain a culture of support that allows the individual to progress in all segments of scientific and teaching work. The paper presents the results of our research, defines the starting points of education, and especially argues the need to establish an organizational culture, which encourages individuals to grow and invest in themselves and thus increase the capital of the institution. The purpose of the paper is to present the results, stimulate discussion and, based on everything presented, offer solutions for the evaluation of teacher competencies that can and should increase the intellectual (human) capital of the university. In addition to being an expert in his field, as shown by his bibliography and citations, the teacher should follow and know the technologies and have a good pedagogical background to be able to incorporate them into the educational process and thus ensure better teaching. Methodology: The online survey was conducted between October 20 and November 3, 2021 and included teachers from the University of the North. The data obtained from the research were processed using the statistical environment R and are presented using tables, graphs and figures. The second part of the methodology concerns the qualitative analysis of the data, and the Delphi study on expert consensus was used as an additional aid. Results: The aim of this research and analysis is to report on the current state and define the starting points of teacher education, and to confirm that by investing in intellectual capital through teaching competencies we increase the total capital of the university and thus ensure better teaching and learning. Application of the results: The work will be useful in a number of ways: to managers in education, but it can also promote dialogue between advocates of traditional and progressive trends in science and education.

One of the key prerequisites in the process of preparing society and the state for future challenges is the development of the capabilities of the intelligence community. The ability to collect necessary data and information about the intentions of the opponent, while simultaneously protecting one' s own information resources, is essential for making quality and timely decisions. Examples from modern conflicts and wars confirm the extreme importance of using intelligence during various forms of action (either offensive or defensive) because it helps to perceive actual situation on the battlefield more objectively and reliably, thus enabling decision making that should have a positive effect on the development of the situation. Ukraine, with the help of its allies and friends from the international community, learned many lessons from the defeat it experienced on the battlefield during the Russian invasion in 2014. It used the time between the two aggressions to develop its own defense capabilities, including the development of its intelligence community in all necessary segments: human potential, technical capabilities, organizational forms. This is reflected, among other things, in the successful stopping of the Russian blitzkrieg against Kyiv and the sinking of the Russian missile cruiser Moskva. At the same time, they also showed deficiencies in the coordination of the intelligence community' s actions at the beginning of the Russian aggression, which, after wrong actions, were soon corrected.

The goal of the paper is to present the structure, form, content and research aspects of the Postgraduate Doctoral Study Program in Media and Communication at the University North. The Program is primarily focused on the field of information and communication sciences, but unlike other comparable studies in Croatia, it puts great emphasis on interdisciplinary component. Regarding the structural and formal characteristics of the Program, paper clearly demonstrates its compliance with current documents and regulations at the national level and the level of the European Union. Next, we present the advantages of modular concept of the Program and elaborate on the importance of ensuring parallel development of teaching and research phase, which enables doctoral students to perform scientific research work from the beginning of their studies. In the part of the paper related to the content and research specifics of the Program, we elaborate the understanding of media and communication studies in the context of contemporary theoretical and methodological tendencies that explicitly display the need for redefinition and explore the possible paradigm shift. Consequently, the aim is to show that both Program curriculum and research developed in collaboration between professors/mentors and doctoral students are moving in the direction of understanding the "new" media as digital or computer media which are rooted in information and communication technology and which demonstrate their direct repercussions in the breadth and diversity of contemporary sociocultural forms. By way of qualitative analysis of scientific literature, primarily one focused on discussing and understanding “new” media as computer media, as well as the analysis and examination of doctoral education guidelines in the European research domain and the European higher education domain, the paper presents the specifics of the doctoral education process and suggests the frame for understanding and successful performance of doctoral study in the field of media and communication. Motivated by the lack of systematic and comprehensive discussions that approach the study of new media as computer media from the perspective of postgraduate education, this paper will contribute to the theoretical consideration of the concept of media from a contemporary perspective. On the other hand, it will also contribute to understanding of the importance of doctoral training in the European research domain.

The COVID-19 pandemic challenges all segments of society and calls for rapid and effective interventions in health-care system, business, the economy and the education system. In the context of higher education, the doctoral level is specific due primarily to its organizational and program characteristics. The goal of this paper is to assess the success of the implementation of consultation segment and teaching process at University North Postgraduate Doctoral Study in Media and Communication, which continued with the Program despite the situation in which the entire education system in Croatia migrated to distance learning practically in a day. The goal is also to show that digital competencies and skills of professors and students are key to the successful implementation of distance learning. Investing in mastering these skills and raising them to a higher level is the key to a successful education of the future. Such conclusion is confirmed by two key documents crucial for our research – UNESCO ICT Competency Framework for Teachers (2018) and especially Bologna Digital 2020 White Paper on Digitalisation in the European Higher Education Area (2019). The later emphasizes that Europe needs new directions and visions for a contemporary higher education in digital age. Digitalisation is therefore not just an extra challenge, but also an efficient tool capable of detecting the key challenges of 21st century higher education. The research utilizes an interview technique conducted by way of synchronous communication, via videoconference and telephone. Through videoconferencing, a semi-structured group interview method was implemented on a sample of 43 doctoral students divided into two groups. In the first group, which represents the first year of study, 23 doctoral students have participated in the interview. In the second group, which represents the second year of study, 20 doctoral students have participated. The semistructured individual interview method was conducted by telephone on a sample of five professors teaching at doctoral Program. Research results show that the situation caused by COVID-19 pandemic sped up certain processes in the areas of higher education that anyway desperately call for a change and are especially highlighted in the above mentioned documents. Research also points to the need for reorganization of doctoral study programmes, particularly in the context of methods and approaches to the research segment. Additional interventions are needed in transfer skills workshops planning, all aiming at the increase of scientific and technical information literacy of doctoral candidates. Furthermore, results show that certain ECTS generating obligations included in doctoral study programme (such as working visit to some foreign University) are made much easier precisely by to modern ICT technologies. Although the doctoral level of studying substantially differs from other two education cycles, it cannot be the justification for the fact that doctoral- level specific research of necessary digital adaptations is scarce. This work aims at filling the research void and offers guidelines for adjusting the doctoral level of studying to challenges and demands of digital age. We will also show that digital transformation changes not only the educational system, but also economic, cultural and social surrounding, which makes new/digital skills 'conditio sine qua non' for an active and fulfilling participation in this new reality.

Aim: The aim of this paper is to investigate the use of ICT by teachers working with students during teaching process and to determine what teachers' digital competencies are. We all recognize that digital technologies are important for education, but we have assumed that only a small number of teachers use them in teaching. The UNESCO ICT competency framework for teachers (2011) and Bologna Digital 2020 highlight that the use of ICT in education also includes an innovative approach to the use of technology in education. This document indicates that while knowledge of technology is a basic prerequisite, we are increasingly turning to a broader range of competencies that include the integration of technologies into the educational process with a pedagogical perspective. Thus, one of the fundamental questions comes up: when and how to use ICT in teaching. New technologies bring new teaching and learning opportunities by asking teachers to constantly keep up with time and technology and to try new methods and apply them in a proper and quality way in the educational process. Purpose of the research: After analyzing the data and research results, the idea is to plan and offer a supplementary education program for teachers so that they can competently prepare students for the jobs they expect in the digital time and digital job market, and show how the University is defined by education strategies and policies. Teacher training is fundamental to the success of digital transformation in education. Approach / methodology: “Responding” to European documents and relevant sources in the field of ICT in education, the paper presents the results of a quantitative and qualitative analysis that provides guidance for enhancing teachers' digital competencies and provides guidelines for using ICT in work with students. Results: The paper provides a systematic overview of teachers' digital competences and the use of ICT in teaching at the University North in Croatia and presents arguments for a strategic commitment to digital education concepts focused on the digital labor market. The paper also emphasizes the need to (re)structure education in the context of the changes brought about by the digital age and to respond to theoretical and intellectual dispersion, with the organization of digital modules based on the recommendations of Bologna Digital 2020. Originality / Value: The paper provides a valuable answer to the questions of (re)modeling ICT use in education, which also includes an innovative approach that turns us more towards a broader range of competencies that integrate technology into the educational process with a pedagogical perspective.

This paper discusses communication processes in the context of performative arts and focuses on staged events as communicative events which disperse messages across different levels and in different directions in order to construct meanings in a multi-layered way, to include artistic, ideological, political and other dimensions. The core issue is the role of the director as the motivating and organizing stance of all the processes that evolve on stage. The modalities of organizing theatrical acts intertwine as the process of directing unfolds, stage after stage, and the ultimate goal to reach the audience needs to be kept in focus the entire time. It is possible to distinguish four such stages mediated specifically by directing itself. Organization of events to be set on the stage and sustained by strategies of communication starts with the abandonment of the literary template, with the articulation of the theatrical concept. The next stage is described in terms of a confrontation between the text and the performance (mise-en-scène), to be followed by the semiotic elaboration of signs which are structured and manipulated with in accordance with a specific directorial concept. Finally, the fourth stage is about creating a meta-text, and at this level, the directed communication connects with current social, political and cultural issues that provide the context to the theatrical expression. This paper provides an overview of most relevant views on this subject excerpted from the field of semiotics and from the theory of theatre communication, and it provides arguments for drawing this area of research into the broader context of the media theory, also announcing future research to pursue this direction of thought.

The paper deals with specific qualities of communication forms on selected websites (24 sata. hr , Index. hr , The Guardian and The New York Times ) in accordance with the theoretical instruments of social semiotics. We find that fundamental principles of this discipline are of paramount importance in trying to explain the significance and influence of media messages on shaping awareness of the world. We have followed poststructuralist semiotic tendencies, and we have tried to emphasize the need for signs to be observed primarily as dynamic formations, as semiotic resources which are used in the process of creating meaning and which represent the cornerstone of multimodal content as the third level of virtual communication on which we basically founded this paper. Furthermore, given the context, the way, the character and the occurrence frequency of the term terrorism on the aforementioned websites in a two-month period, we tried to show how certain topics cross narrower, in this case political issues and become a global interest that simultaneously communicates in several segments and creates a specific sign system that spreads to very different areas of interest by corresponding and managing different areas of knowledge while simultaneously influencing the design of our political, ideological, social and cultural attitudes.

Lehmannova studija objavljena u izvrsnom prijevodu Kirila Miladinova, opsežan je, obuhvatan i informativan pristup teoriji tzv. novoga kazališta. Polazeći od spoznaje struktura i osebujnosti postdramskih estetika, nastoji naznačiti putove "teorija" kojima se potrebno kretati u promišljanju suvremenoga pozorničkoga fenomena. Stoga će knjiga obiljem informacija koje nudi zasigurno biti od koristi brojnim studentima, kritičarima, praktičarima i istraživačima suvremenoga kazališta.

Border Gateway Protocol (BGP) is the actual routing inter-domain protocol in the Internet. The size, heterogenity and changebility that characterize todays Internet put always increasing requirements on BGP performance. The research community has already reported the unwanted characteristics of BGP like low integrity and slow convergence through theoretichal analyzes andd empirical measurements. Simulations allow for more realistic and flexible experiments than the theoretichal approach and also lower costs than the measurements in real life environments. The first part of this work describe theoretically characteristics and problems related to BGP nd also expectations of the today Internet users to real time applications (like VoIP). The second part concentrates in identifying and implementing of the elements for creating an integrated simulation environment for evaluating dhe effects of slowconvergence of BGP in these applications. At last it is evaluated the created environement through some small scale simmulations that try to model the now days Internet Structure.

The biggest change in film reception occurred in the moment when the film audience began to watch films over the Internet, or with devices that can connect to it, i.e. computers, laptops and smartphones. The paper redefined notions of contemporary audience and different horizons of expectations, and a new horizon of expectations has been established, and that is the horizon of device expectations. Also, we have redefined the conative function i.e. the empty spaces function, individual and social reception of the film, while the theory of production relations in the case of the production of art has been applied to the film industry. The paper applies to the film received through social networks requirements of all characteristics of new media, which is also a novelty in scientific thinking.

The directorial engagement and acting in Anđelko Štimac’s performances in Glembay family cycle reveals not only his knowledge, but also his following of basic theoretical and practical knowledge specific to Branko Gavella. His presentational solutions typical for realizations of this cycle indicate Štimac’s preference for critical penetration into the core of dramaturgical tissue, i.e. his endeavours in distinguishing the unique social structure to which The Glembays belong, with reference to isolated »spoken live action« as the foundation of the entire scene in »quality« laden dramaturgical facture. The specificity of these Rijeka performances lies solely in their directorial approach – a tendency toward sociological interpretation, i.e. emphasized psychological shading. In the same way, directorial-dramaturgical searches are directed towards questioning the actor’s speech on one side, and towards the relationship between actor and audience on the other, which in our opinion, explicitly leads to the basic principles of the theory of acting which Gavella anticipated. Based on the reconstruction of the plays – Leda, U agoniji and Gospoda Glembajevi (Leda, In Agony and The Glembays) – performed on the stage of the Croatian National Theater Ivan pl. Zajc in Rijeka, we shall try to expound the above said as precisely as possible.

Prihvaćanje teorije i tehnike glume što ih je svojim Sistemom inaugurirao K. S. Stanislavski u poslijeratnoj se hrvatskoj kazališnoj umjetnosti poistovjećivalo s priklanjanjem i odobravanjem onih ideja koje je zastupala tada dominantna politička misao. Slučaj je to i riječkoga teatra pa je o isključivo estetskom utjecaju Stanislavskoga u razdoblju prevladavajuće socrealističke književne koncepcije (tijekom kojega je i sovjetski teatar predstavljao u nas jedinu ispravnu orijentaciju u promišljanju kazališnoga čina) gotovo nemoguće govoriti. Nasljedovanje je, doduše, tek ponekih segmenata što ih je u kontekstu psihološkoga realizma zagovarao ovaj ruski redatelj i glumac u povijesti riječkih kazališnih izvedbi ipak razvidno, i to nerijetko zapravo nakon 1952. godine. Iz toga ćemo se razloga, u drugom dijelu ovoga rada, nešto više osvrnuti upravo na izvedbu dramatiziranoga Krležina romana Na rubu pameti premijerno prikazanoga u Rijeci 1965. godine., Accepting the theory and techniques of acting inaugurated by Stanislavsky's System in postwar Croatian art of theatre, were identified with those ideas that were represented by dominant political thought. That is also the case of Rijeka's theatre therefore we can't speak (no matter that Soviet theatre during the prevailing socialist realist literary concept was represented to us the only correct orientation in the consideration of the theatrical art) about a purely aesthetic impact of Stanislavsky. Only a few segments of his work were accepted in the history of Rijeka's theatre performances, actually very often after 1952nd year. For this reason, in the second part of this paper, we will more precisely address the performance dramatization of Krleža's novel The Edge of Mind, premiered in Rijeka 1965th year.