1. From the Habsburg to the Karađorđević Dynasty : The Position of Croatian and Slovenian Nobility in the Yugoslav StateIskra Iveljić, Miha Preinfalk, 2022, izvirni znanstveni članek Povzetek: The article compares the position of nobility in Slovenia, Croatia and Slavonia before and after the Great War. The focus is on the transition to the Yugoslav state. The new regime treated the nobility as adversaries in political, social and national respect; noble titles were abolished and landed estates diminished by the land reform. Even though it cherished personal and family ties, the aforementioned nobility did not organise itself in associations, like their counterparts in Austria.
Ključne besede: nobility, noble families, Slovenia, Croatia, social status, land tenure, 1918/1945, 19th and 20th century
Objavljeno v DiRROS: 10.07.2026; Ogledov: 266; Prenosov: 176
 Celotno besedilo (1,46 MB)
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2. Supporting teachers’ social and emotional competencies and diversity awareness in the future : implications for educational policies and practicesUrška Štremfel, Ana Kozina, Tina Vršnik Perše, Iva Odak, Ivana Jugović, Lisa Paleczek, Valerie Fredericks, Nina Rozcen, Mojca Rožman, Nina Eliasson, Helene Dahlström, Gina Tome, Margarida Gaspar de Matos, Hrvoje Bakić, Aleš Ojsteršek, Iva Perković, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: The chapter is based on summarised findings of both the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges policy experiment (presented in volume 1) and analyses of current European Union and national policy frameworks (presented in this volume), and elaborates on the conditions needed to ensure the scalability, transferability and thus sustainability of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project outcomes and the systematic policy and political support needed on the European Union and national levels. It sets out 39 guidelines organised in 5 areas: 1) Including social and emotional and diversity awareness content in teachers’ professional development; 2) Supporting the development and implementation of teachers’ social and emotional competencies and diversity awareness programmes; 3) Considering the role of working conditions in teachers’ well-being; 4) Enhancing teachers’ professional status in society; and 5) Improving policy frameworks for supporting teachers’ social and emotional competencies and diversity awareness on all levels of the European Union’s multi-level governance. While considering the differences in current national policy arrangements and challenges to teachers’ well-being and the development of their social and emotional competencies and diversity awareness in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project field-trial countries (Austria, Croatia, Portugal, Slovenia, Sweden), the chapter also introduces specific guidelines concerning ways to foster teachers’ SEDA development in their respective national contexts.
Ključne besede: education, European Union, field trial countries, HAND:ET, social and emotional competencies, diversity awareness, initial and continuous professional development, professional development, working conditions, teachers' professional status in society
Objavljeno v DiRROS: 27.01.2025; Ogledov: 1310; Prenosov: 741
Celotno besedilo (4,42 MB)
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