Juraj Dobrila University of Pula

This study examines the determinants and alignment of executive and employee compensation in Croatia’s largest listed companies, focusing on differences between the hotel and non-hotel sectors. The analysis uses a balanced panel of ten major firms listed on the Zagreb Stock Exchange. Fixed- and random-effects regressions are applied, with robustness checks for time effects and sectoral differences. The results indicate a dual pay structure: employee compensation is driven mainly by firm size and structural characteristics, while executive pay is more closely linked to profitability. Internal pay alignment is statistically significant across sectors, and pay dispersion increases as firms grow. Executive remuneration also shows sensitivity to performance. The study provides early sector-specific evidence on compensation patterns among Croatian listed firms and suggests a gradual move towards performance-based pay within the country’s evolving governance framework.

L’Intelligenza artificiale (IA) è una delle tecnologie più dirompenti, capace di aprire a nuove e rivoluzionarie possibilità, ma che d’altra parte lascia anche intravvedere esiti rischiosi e persino devastanti per il futuro dell’uomo. Pertanto, anche nell’ambito dell’educazione sarà necessario un accurato discernimento delle ipotesi applicative dell’IA, distinguendo quelle umanizzanti da quelle, al contraio, dis-umanizzanti. A questo riguardo, la Logoterapia e Analisi esistenziale di Viktor Frankl sembra capace di offrire un funzionale punto di vista circa la persona umana e la stessa azione educativa, formativa e didattica, permettendo di valutare gli strumenti forniti dall’IA e di offrire alcuni suggerimenti psicoeducativi. Questo articolo intende indagare le visioni antropologiche attualmente sottostanti l’IA applicata in educazione, evidenziandone il rischio di antropomorfizzazione dei relativi strumenti, proponendo inoltre un adeguato ruolo per la libertà e responsabilità umano. Infine, il contributo offre alcuni suggerimenti in linea con una visione umanizzante dell’IA generativa in educazione, con giochi di ruolo e un accompagnamento degli studenti verso una adeguata pianificazione della loro vita.

Physical literacy (PL) is a multidimensional construct that supports lifelong engagement in physical activity, while physical fitness (PF) represents a key health-related outcome and an important component of PL in early childhood. Evidence on the relationship between PL and PF in preschool-aged children is still limited, particularly in Croatia. Therefore, this study aimed to examine the association between PL and PF in preschool children and to explore age- and gender-related differences. A total of 103 preschool children (58 girls and 45 boys aged 4-6) participated in this cross-sectional study. PL was assessed using Physical Literacy in Children Questionnaire (PL-C Quest), covering physical, psychological, social, and cognitive domains, while PF and anthropometric variables were measured using the PREFIT test battery. Age and gender effects were analyzed using aligned rank transform ANOVA, while associations between PL domains and PF variables were examined using Spearman's rank correlations. No significant gender differences were observed in PL or PF variables, except for cardiorespiratory endurance among 6-year-olds. Age had a significant effect on most PF indicators, with moderate-to-large effect sizes, but not on PL scores. Significant associations between PL and PF were age-dependent, with the strongest and most consistent correlations observed in 5-year-old children, particularly between total PL and shuttle run performance (ρ = 0.46, p < 0.01). PF improves markedly with age during the preschool period, whereas PL appears relatively stable. Modest, but meaningful associations between PL and PF highlight the importance of early, holistic movement experiences that support not only physical development but also motivation, confidence, and understanding of physical activity. Future studies should investigate the parental influence on children's PL and PF.

Dok je posvojenje poseban oblik obiteljsko-pravnoga zbrinjavanja i zaštite djeteta, udomiteljstvo se smatra prvim i najboljim privremenim oblikom skrbi. Normativna osnova važna je za uspješnu provedbu zahtjeva za udomljavanjem i posvojenjem. Odgojitelji i učitelji trebaju k tomu biti educirani o načinima uključivanja u udomljavanje i posvojenje te o svojim pravima vezanima uz promociju tih procesa. Cilj kvalitativnoga istraživanja u ovom radu jest ispitati stanje u izvedbenim planovima nastave (syllabusima) kolegija odgojiteljskih i učiteljskih studija koji su povezani s udomljavanjem i posvojenjem djece i učenika (N = 887) te ispitati postoji li normativni okvir / normativna osnova (N = 7 dokumenata) koji/a bi upućivao/la na potrebne profesionalne kompetencije odgojitelja i učitelja u odgojno-obrazovnom procesu s djecom izuzetom iz obitelji u kojoj su rođeni. U radu se analiziraju procesi udomljavanja i posvojenja djece uz uvid u prava i obveze korisnika, udomitelja i posvojitelja, ali i prava i obveze odgojitelja i učitelja u tim procesima. Problem ovoga rada jesu nedostatno determinirane profesionalne kompetencije odgojitelja i učitelja u normativnom okviru iz odgoja i obrazovanja. Na temelju istraživanja u ovom radu preporuke su da treba buduće odgojitelje i učitelje pripremiti za rad s posvojenom i udomljenom djecom i njihovim obiteljima, zatim da treba donijeti konkretne smjernice za odgojitelje u ranom i predškolskom odgoju i obrazovanju te za učitelje u osnovnim školama u kojima bi se opisale njihove zadaće i uloga, ali i pripremiti program stjecanja kompetencija i suradnje odgojitelja i učitelja u slučajevima udomljavanja i posvojenja radi dobrobiti udomiteljskih i posvojiteljskih obitelji i dobrobiti djece i učenika.

The fan mussel Pinna nobilis is one of the most endangered marine species in the Mediterranean Sea, having suffered mass mortality events driven primarily by the haplosporidian parasite Haplosporidium pinnae. To support the conservation of this critically endangered bivalve, the development of reliable, non-invasive detection methods is essential. Here, we tested the persistence of H. pinnae DNA in seawater under semi-controlled aquarium conditions through two filtration experiments. In the first experiment, seawater was enriched with parasite DNA from a live infected individual prior to its removal, whereas in the second experiment, enrichment included post-mortem release. Water samples were collected over several weeks and tested using end-point PCR and real time PCR assays targeting H. pinnae. Parasite DNA was detectable for up to 18 days in the live-infected experiment and 15 days in the post-mortem experiment. Detection success depended strongly on amplicon size, with shorter fragments persisting longer than larger ones. Real-time PCR also revealed different degradation dynamics between the two experiments, suggesting variation in the initial DNA load and release mechanisms. These results provide an empirical baseline for understanding the persistence of H. pinnae DNA in seawater. Although environmental variability in open waters may shorten detection windows, our findings demonstrate that eDNA remains detectable long enough to inform monitoring efforts. From a conservation perspective, eDNA assays could help identify H. pinnae-free refugia and support proactive strategies for safeguarding surviving populations of P. nobilis across the Mediterranean.

Early childhood education and care (ECEC) policies in the European Union increasingly emphasise inclusiveness and quality, recognising ECEC as a crucial foundation for children’s development and lifelong learning. Although comparative research in this field has expanded, existing studies often provide only partial insights, focusing on a limited number of countries or isolated thematic aspects. As a result, a comprehensive, empirically grounded comparative analysis encompassing all EU Member States remains lacking. Addressing this gap, the present study conducts a systematic qualitative-comparative analysis of national ECEC documents and curricula across all 27 Member States of the European Union. The study aims to identify similarities and differences in key systemic dimensions of ECEC, including starting points, educational goals, guiding principles, and legal foundations. Methodologically, the research employs a qualitative-comparative approach, using deductive content coding of 27 national curricula. Thematic and conceptual analyses complement structural and content analyses to explore dominant educational orientations and their interrelationships with legal frameworks. The findings indicate that national ECEC documents can be grouped into three main categories: integrated curricula covering ages 0-6, separate curricula for ages 0-3 and 3-6, and curricula designed exclusively for children over three years of age. Across Member States, the most frequently identified foundational principles include a holistic approach to child development, the promotion of key competences, inclusiveness, sustainability, equality, democratic values, partnership with families, and respect for diversity. Despite differences in legal status and national governance structures, EU recommendations consistently serve as a common normative reference for ECEC curricula. The study’s conceptual contribution lies in its integrated analytical framework, demonstrating how curricular models, educational orientations, and legal foundations mutually shape one another rather than functioning as isolated dimensions. Empirically, the findings provide new insights into the Europeanisation of ECEC policies. Practically, the results offer valuable guidance for policymakers and curriculum developers seeking to strengthen the coherence, quality, and sustainability of early childhood education and care systems across Europe.

Domaća zadaća često je korišteno didaktičko sredstvo, ali ne i u glazbenoj nastavi u općim školama poput gimnazija. U ovom istraživanju ispitano je koliko su domaće zadaće u predmetu Glazbena umjetnost uz primjenu spoznajno-emocionalnog slušanja glazbe uspješne u postizanju ishoda učenja. Obuhvaćeno je 30 zadaća iz četiri gimnazije. Rezultati pokazuju da su učenice i učenici postigli planirane ishode više razine spoznajnih i emocionalnih procesa prema Bloomovoj taksonomiji. Analizirali su glazbene sastavnice prema obrascu spoznajno-emocionalne analize glazbe, opisali su svoj glazbeni identitet i preferencije, poslušali su i odabrali glazbene primjere te su opisali interpretaciju jedne skladbe. Zaključno, povremene domaće zadaće u predmetu Glazbene umjetnosti mogu mladima proširiti znanje, slušateljski repertoar i spoznaje o sebi kao slušateljima/slušateljicama glazbe.

This study examines differences in user perceptions of neuromorphic and flat user interface (UI) styles within an e-commerce context. A within-subjects experiment involving 103 participants compared two prototypes across seven constructs: aesthetic appeal, intuitiveness, clarity, innovativeness, enjoyment, ease of use, and behavioural intention, using a structured questionnaire. Non-parametric Wilcoxon signed-rank tests showed that the neuromorphic variant was consistently perceived as more innovative, whereas the difference in clarity did not remain significant after correction for multiple comparisons. The flat prototype, however, elicited stronger behavioural intention, although this effect was robust only under false discovery rate correction. This outcome may reflect participants’ greater familiarity with established flat conventions, as most reported limited prior exposure to the neuromorphic style. No significant differences were observed for aesthetic appeal, intuitiveness, enjoyment, or ease of use. The findings indicate that neuromorphic elements can enhance perceptions of innovativeness, but their influence on behavioural intention remains limited, underscoring the need for context-sensitive integration. Such insights provide a basis for guiding the application of neuromorphic design in practice.

Od prvoga opisa kao vrednote govornoga jezika do prikaza kaoprozodijskoga sredstva intonacija je svoje mjesto našla u hrvatskoj literaturi teje opisana i u nekoliko suvremenih normativnih priručnika. Komparativnomanalizom gramatika hrvatskoga jezika sistematiziran je opis intonacije te jeprema pregledu intonacije u literaturi provedena analiza osnovnoškolskihi srednjoškolskih udžbenika, u kojima su uočene i omaške u opisu. Radiusporedbe intonacije u teoriji i praksi odabran je govorni korpus iz hrvatskogaškolskog sustava. Preslušan je govor i analizirana intonacija u govoru profesoraŠkole za život i Škole na Trećem. Korpus čini 135 minuta videopredavanjanasumce odabranih školskih predmeta i govornika u nižim razredima osnovneškole i četvrtome razredu srednje škole. Tako je u odnos doveden opis intonacijeu teoriji i konkretni primjeri iz prakse – pripremljen i spontan govor – natemelju kojih učenici svjesno ili nesvjesno usvajaju intonacijske obrasce.