The Potamophylax nigricornis group (Trichoptera, Limnephilidae): resolution of phylogenetic species by fine structure analysis

Applying the phylogenetic species concept and the sexual selection theory we have reviewed some natal aspects of incipient species and their accelerated evolution. How can we recognise early stages of divergence? Which selection pressures are at work during speciation? Which pathways accelerate the speed of speciation? Which kinds of trait variabilities makes difficult to find initial split criteria? Elaborating the principles of Fine Structure Analysis (FSA) and the morphological Initial Split Criteria (ISP) it was discovered that the European spring dwelling caddisfly Potamophylax nigricornis doesn’tbelong to a single species. It represents an entire species group with seventeen peripatric species evolving on the southernperipheries of the distributional area. Four new species subgroups have been erected: Potamophylax nigricornis new species subgroup, P. elegantulus new species subgroup, P. horgos new species subgroup, P. simas new species subgroup. Eleven new species have been described: Potamophylax apados sp. nov., P. fules sp. nov., P. fureses sp. nov., P. hasas sp. novov., P. horgos sp. nov., P. kethas sp. nov., P. lemezes sp. nov., P. peremes sp. nov., P. simas sp. nov., P. tuskes sp. nov., P. ureges sp. nov. One Potamophylax sp. nov. has been differentiated and three new species status have been documented:Potamophylax elegantulus (Klapálek) stat. n., P. mista (Navás) stat. nov., P. testaceus (Zetterstedt) stat. nov

Novi nalazi tulara (Insecta, Trichoptera) za Hrvatsku: vrste Oecetis furva (Rambur, 1842) and Orthotrichia tragetti (Mosely, 1930)

Two species, Oecetis furva and Orthotrichia tragetti, are recorded for the first time in Croatia. Moreover, O. tragetti is recorded for the first time in the limno-ecoregion Hungarian Lowlands (ER11). Adult caddisflies were collected from 2010 to 2012 in Kopački rit Nature Park. Sampling was conducted using light traps (15 W UV lamp) that were operated monthly, with the exception of May when two light trap samples were taken. Both species were collected at various habitats, from both perennial and ephemeral bodies of water (river course, lake, channels). O. furva was collected on the lower reach of the Drava River, in the eutrophic Lake Sakadaš and in two different channels; Vemeljski dunavac (intermittent channel) and Čarna (perennial reclamation channel). O. tragetti was collected in the eutrophic Lake Sakadaš and the Čarna channel. These data represent a significant contribution to the general knowledge of caddisflies in Croatia, and particularly of insufficiently investigated wetlands and lakes in the continental region.Vrste Oecetis furva i Orthotrichia tragetti po prvi puta su zabilježene za faunu Hrvatske. Osim toga, vrsta O. tragetti prvi puta je zabilježena u Panonskoj ekoregiji (ER11 Mađarska nizina). Odrasle jedinke tulara prikupljane su u periodu od 2010. – 2012. godine na području Parka prirode Kopački rit. Uzorkovali smo jednom mjesečno, uz izuzetak svibnja kada smo uzorkovanja obavili dva puta. Kao atraktant koristili smo UV lampu jačine 15 W. Obje su vrste zabilježene na različitim tipovima stalnih i povremenih staništa (riječni tok, jezero, različiti kanali). Vrsta O. furva zabilježena je na donjem toku rijeke Drave, zatim na eutrofnom jezeru Sakadaš, te na dva različita tipa kanala; Vemeljski dunavac (povremeni kanal) i Čarna (stalni melioracijski kanal). Vrsta O. tragetti zabilježena je na eutrofnom jezeru Sakadaš i kanalu Čarna. Ovi podatci predstavljaju značajan doprinos poznavanju faune tulara Hrvatske općenito, a posebice nedovoljno istraženih močvarnih i jezerskih staništa kontinentalnog dijela Hrvatske

Cominform in the District of Križevci in period 1948-1958.

Na temelju dosad neobjavljene arhivske građe Službe državne sigurnosti (UDB-e), rad tematizira pojavu i djelatnost pristalica Rezolucije Infrombiroa na području kotara Križevci u razdoblju od 1948. do 1953. godine. Uz to, u radu je izvršena i analiza dokumenata iz 1955. te 1958. godine koji sadrže podatke o praćenju Informbiroovaca nakon povrataka s izdržavanja kazne na područje kotara Križevci, kao i podatke o kriterijima prema kojima je Služba državne sigurnosti kategorizirala stupanj revidiranja njihovih političkih stavova te ocjenjivala njihovu potencijalnu opasnost po društveni poredak. Statistički podaci donose kategoriju nacionalnosti, socijalnu pripadnost, vrstu kazni i slično, a sve zbog boljeg uvida u cjelokupni problem kominformizma na području kotara Križevci.Based upon still unpublished archivalia from the Yugoslav State Security Service (UDB), the paper deals with the activities of Cominform Resolution followers in the area of Križevci District between 1948/1953. A detailed analysis is given of documents from 1955 and 1958 containing data on IB members from Križevci District who were under surveillance after returning from prison as well as of the criteria according to which the State Security Service grouped and revised their political views and graded their potential danger to the system. Statistical data cover nationality, social status, kind of penalty and the like

Erziehungswissenschaft: zur lebenslangen Bildung und Wissensgesellschaft

Rad polazi od svoje temeljne, i prigodne, zadaće da kao uvodni referat dotakne aktualne probleme pedagogijske znanosti u nas i svijetu, te njezinu refleksiju na odgojno obrazovnu praksu. Pritom se nužno polazi od novijeg povijesnog konteksta, zatim sadašnjeg stanja i pogleda u sutrašnjicu obzirom na glavni naslov: kako cjeloživotnim obrazovanjem zakoračiti u društvo znanja koje nam je već na pragu. Stoga se u radu kreće od postmodernih i multikulturalnih društvenih promjena; globalizacije i sveopće tehnološke internetizacije do otvorene i pluralne društvene scene, kao konteksta bez kojega se ne može promišljati suvremena pedagogijska znanost. Tek na temelju toga moguće je propitati što i kako pedagoški činiti u svjetlu tih promjena i radu s nekom novom, on-line generacijom. U tim novim obzorjima pedagogija mora ponuditi kreativne odgovore na obrazovnu svakodnevnicu od institucionalnih, preko obiteljskih, medijskih do različitih neformalnih odgojnih, socijalizacijskih i obrazovnih utjecaja. Može li, i na koji način, današnja pedagogija, učitelji i pedagozi odgovoriti na ove izazove.The basic aim of the paper, so appropriately chosen, is to reflect upon current problems of pedagogy as a science in Croatia and abroad and its implications for educational practice, thus serving as an introduction to the topic. The starting point is, naturally, a recent historical context and the current state of affairs. The paper then proceeds to view the future in the light of the main title and tries to show how lifelong learning helps us enter a knowledge society, already on our doorstep. The paper opens with an overview of post-modern and multicultural social changes (from globalisation and the overwhelming technological conquest by the Internet to the creation of an open social scene and pluralist social situation), which provides the context in which modern pedagogical science should be viewed. Only when such a scene is set can we ask ourselves what to do or how to proceed with our pedagogical work with a new, on-line generation and how to face the changes mentioned. Now, when those new horizons have opened, pedagogy must be able to offer creative reactions to the new situation in education, taking into account institutional, family, media, and other informal influences at work in the sphere of socialisation and education. Can modern pedagogy, teachers and pedagogues face those challenges and respond to then adequately?Die vorliegende Arbeit setzt sich hauptsächlich und zweckgebunden zum Ziel, als Einführungsreferat aktuelle Pobleme in der Erziehungswissenschaft bei uns und in der Welt sowie deren Einfluss auf die Erziehungs – und Bildungspraxis zu erörtern. Dabei geht sie notwendigerweise von dem neueren historischen Kontext aus, um anschließend die gegenwärtige Lage zu schildern und einen Blick in die Zukunft zu werfen hinsichtlich der Frage. Wie kann man durch die lebenslange Bildung einen Schritt zur Wissensgesellschaft machen, die schon an unserer Schwelle steht? Infolgedessen reicht die in der Arbeit behandelte Problematik von postmodernen und multikulturellen gesellschaftlichen Veränderungen, der Globalisierung und allumfassenden technologischen Internetisierung bis zur offenen und pluralen Gesellschaftsszene als unumgänglichem Kontext, in dem jede Überdenkung der heutigen Erziehungswissenschaft zu erfolgen hat. Erst auf Grund solcher Überlegungen kann überhaupt hinterfragt werden, was die Erziehungswissenschaft im Lichte dieser Veränderungen leisten kann und wie sie diese Ziele in der Arbeit mit einer neuen Online-Generation erreichen soll. Angesichts dieser neuen Problemstellungen soll die Erziehungswissenschaft kreative Antworten auf den Bildungsalltag bieten, der von den institutionellen Bemühungen über Familie und Medien bis zu verschiedenen informellen Erziehungs-, Sozialisierungs- und Bildungseinflüssen reicht. Ob und wie können die heutige Erziehungswissenschaft, Lehrer und Pädagogen diesen Herausforderungen gerecht werden

Prvi podaci o fauni tulara (Insecta: Trichoptera) cretova u Hrvatskoj

Peatlands in Croatia are rare, small in size and isolated habitats. Due to the abandonment of traditional and management practices, and particularly to the progressive vegetation succession, they are critically endangered. Caddisfly faunistics and ecology of peatlands in Croatia have never been studied. A total of seven caddisfly taxa were collected in this study at three different peatlands; Dubravica bog, Đon močvar bog and Jarak fen. The collection of Adicella reducta (McLachlan, 1865) represents a new record for the Croatian caddisfly fauna. Additionally, two tyrphophilous species, Hagenella clathrata (Kolenati, 1848) and Rhadicoleptus alpestris (Kolenati, 1848), were recorded for the first time in Croatia since an imprecise literature record from 1935 and two previous findings (from 1929 and 1997), respectively. Caddisfly larvae were also collected in two peatlands, belonging to the genera Beraea Stephens, 1836 and Ernodes Wallengren, 1891, which are oft en collected at peatbogs in larval stages.Cretovi su u Hrvatskoj rijetka i izolirana staništa male površine. Kritično su ugroženi zbog napuštanja tradicionalnih poljoprivrednih djelatnosti, a posebno vegetacijske sukcesije. U Hrvatskoj nisu provedena istraživanja faune i ekologije tulara na cretovima. Tijekom istraživanja prikupljeno je sedam različitih svojti tulara na tri različita creta; Dubravica, Đon močvar i Jarak. Vrsta Adicella reducta (McLachlan, 1865) predstavlja prvi nalaz za faunu Hrvatske. Nadalje, zabilježene su i dvije tirfofilne vrste, Hagenella clathrata (Kolenati, 1848) i Rhadicoleptus alpestris (Kolenati, 1848). Vrsta R. alpestris zabilježena je do sada u Hrvatskoj samo s dva primjerka (1929. i 1997. godine), dok za vrstu H. clathrata postoji samo neprecizan literaturni navod iz 1935. godine. Na dva creta prikupljene su i ličinke tulara iz rodova Beraea Stephens, 1836 i Ernodes Wallengren, 1891 koje često obitavaju na cretovima

Marketing of Professional and Financial Services in Croatia

Based on sample survey of professional and financial service companies in Croatia, in this article, the authors try to analyse their marketing orientation in business practices. With the help of the data they assess the extent of companies’ understanding of usefulness of marketing — concepts, methods and techniques — in their daily operations

Soziales und kulturelles Wesen der Schule: Curriculumsperspektive

Svako promišljanje o školi najčešće se zaustavlja samo na njezinu prosvjetnom i pedagoškom obzoru. Pritom joj se i javna uloga obično sužava i svodi samo na ono što se doslovno događa pod njezinim krovom, ne mareći za širu kulturnu ulogu koja joj prirodno pripada. Budući da se društvena zadaća škole rado politizira, a prosvjetna odveć pedagogizira, razvidno je zapravo da ju i jedni i drugi shvaćaju kao mjesto učenja, drila i pragmatičkog formiranja „upotrebljiva građanina”. Zato se trebamo zapitati: kakva je današnja škola; priprema li ona uopće djecu i mlade za izazove svakodnevice i život u 21. stoljeću? Školu se, naime, oduvijek lako zatvara(lo) u njezine obzide odvojene od vanjskog – socijalnog i kulturnog – svijeta. Vrijeme postmoderne je vratilo i usmjerilo sliku škole na neke iskone njezina značenja u smislu grčke riječi „shole” i(li) latinskoj „schola”, što bi značilo spoj slobodnog vremena i obrazovanja; igre i rada; duhovnog i tjelesnog razvoja; prirodnog i institucionalnog učenja; spontanog i kreativnog izražavanja; individualnog i socijalnog ponašanja; građanske i javne odgovornosti; tehnološke pismenosti i medijske komunikacije što je sve zajedno „vraćanje prirodi” i (samo)dokidanju njezine tradicionalne uloge. Ali u nas vrijeme posttranzicijske „dopuštenosti i oproštenosti”, svega i svačega, nužno ipak traži demokratsku uređenost i višestruku odgovornost škole. Sve to, međutim, ne ide ni lako, niti tako brzo. Kao što su odgoj i obrazovanje složen i težak proces čovjekova formiranja i odrastanja, tako i školske promjene trebaju biti postupne (ne i prespore); apsolutno uravnotežene da ne bi bespotrebno izazvale „reformne šokove”. Kolikogod školu svakako treba mijenjati i osuvremenjivati u skladu sa svijetom sutrašnjice, ove promjene trebaju biti promišljene; koliko nužne i radikalne, toliko prirodne i evolutivne. Treba ići manjim, stalnim i postupnim koracima nadogradnje umjesto pedagoških revolucija; rješavajući se pritom tradicionalnih školskih mitova i strahova njezine ozbiljnosti, ali jednako tako ne bi valjalo upasti u zamku efemernih i prolaznih vrijednosti. Pedagoško-socijalno i humanističko-kulturno biće škole, što čini njezinu unutarnju kurikulumsku strukturu i funkcionalnu staturu, svakako trebaju u središte svoje svrhe staviti filozofski pojam čovjeka. Učenik i učitelj, kao partneri i prijatelji odgojnog i nastavnog procesa, trebaju raditi na trajnim i djelatnim znanjima, sposobnostima i potrebama stvarnoga svijeta. Metodologijom teorijske analize, primijenjene u ovome članku, želi se ukazati na mijene koje školu očekuju u pedagoškom, socijalnom i kulturnom biću njezina djelovanja u vremenu kada bi ona trebala pripremiti učenike „za bliske godine” demokratskog građanstva i otvorenog svijeta punog izazova, polazeći od temeljnih i razlikovnih kurikulumskih perspektiva.Every reflection on ‘school’ usually does not go further than considering its educational and pedagogical function. The school’s public role is also commonly narrowed and brought down to what literally happens within its walls, disregarding its wider cultural significance. As the social role of school is readily politicised and its educational role exceedingly seen through the lens of pedagogy, it is evident that school is commonly seen as a place of instruction, training and pragmatical formation of the ‘functional citizen’. For this reason we need to ask ourselves: what is the quality of school today? Does it prepare the children and youth for the challenges of everyday life and existence in the 21 st century? School has always been easily closed off within its walls, separated from the outside social and cultural world. The postmodernist thought has brought back and directed the image of school towards some of the original meanings of the Greek word shole and/or Latin schola, implying a unity of free time and education, of play and work, spiritual and physical development, natural and institutional learning, spontaneous and creative expression, individual and social behaviour, civic and public responsibility, technological skill and media communication – all of which implies a ‘return to nature’ and a (self)revocation of its traditional role. However, our post-transitional age of ‘anything goes’ still necessarily requires that school be based on a democratic order and that it bears multiple responsibilities. This may not be easily or promptly achieved. Just as education represents a complex and difficult process of human development, the educational changes need to be gradual (although not too slow), as well as balanced so as not to unnecessarily upset the system. As much as school needs to be changed and modernised so that it may keep pace with the world of tomorrow, the changes must be planned; they should be as radical and imposed as they are natural and evolutional. We should take small, continual and gradual steps in developing the existing system rather than building anew after some pedagogical revolution. In doing so we should free the school from the traditional images and fears of its supposed solemnity; however, we should not fall into the trap of embracing ephemeral and transient values. The pedagogical-social and humanist-cultural spirit of school, which represents its inner curriculum structure and functional status, need to focus on the philosophical idea of man. The teacher and the pupil, as partners and constituents of the teaching and educational process, need to work on permanent and functional knowledge, skills and requirements of the real world. The theoretical analysis applied in this article aims to point to the changes awaiting the schooling system in terms of the pedagogical, social and cultural identity the school represents, at the time when it is expected to prepare the pupils for the nearby future of democratic citizenship and for the global world full of challenges, and to do so starting from the fundamental and differential curriculum perspectives.Die meisten Überlegungen über das Wesen der Schule beschränken sich auf ihren pädagogischen bzw. Bildungsaspekt. Gewöhnlich wird dabei die öffentliche Rolle der Schule eingeengt und auf die unter ihrem Dach ablaufenden Prozesse reduziert, ohne Rücksicht auf die weitreichende kulturelle Rolle zu nehmen, die der Schule naturgemäß zusteht. Da die gesellschaftliche Rolle der Schule gern politisiert und deren Bildungsfunktion zu pädagogisiert wird, leuchtet ein, dass beide Ansätze eigentlich die Schule als einen Lern-und Drillort auffassen, wo „brauchbare Bürger“ herangebildet werden. Deswegen sollen wir uns die Frage stellen: Wie ist die heutige Schule, bereitet sie überhaupt Kinder und Jugendliche auf Herausforderungen des Alltags und Lebens im 21. Jahrhundert vor? Die Schule wurde nämlich schon immer gern hinter ihrer Schutzmauern von ihrem sozialen und kulturellen Umfeld abgetrennt. Die Zeit der Postmoderne rückte erneut ein anderes, ursprüngliches Bild der Schule in den Vordergrund, indem sie ihr Augenmerk auf die Bedeutung des griechischen Wortes „shole“ bzw. lateinischen „schola“ richtete. Demnach kann die Schule als eine Verbindung von Freizeit und Bildung, Arbeit und Spiel, geistiger und körperlicher Entwicklung, von natürlichem und institutionellem Lernen, spontanem und kreativem Ausdruck bzw. von individuellen und sozialen Verhaltensweisen, bürgerlicher und öffentlicher Verantwortung, technologischer Schriftkundigkeit und kommunikativer Medienkompetenz aufgefasst werden, was alles zusammen eine „Rückker zur Natur“ und (Selbst-)aufhebung ihrer traditionellen Rolle darstellt. Aber bei uns in Kroatien wird in einer Nachtransitionszeit mit ihren Postulaten von allgemeiner Zulässigkeit und Verzeihbarkeit aller Verhaltensarten von der Schule doch eine demokratische Ordnung und vielfache Verantwortung verlangt. Dies alles geht jedoch weder schnell noch leicht vor sich hin. Da die Erziehung und Bildung einen komplexen und schwierigen Prozess des menschlichen Heranbildens und Erwachsenwerdens darstellen, so müssen auch die Schuländerungen schrittweise (aber nicht zu langsam) und ausgewogen vorangetrieben werden, damit sie keine unnötigen „Reformschocks“ hervorrufen. Auch wenn die Schule unbedingt verändert und modernisiert werden muss, um den Schritt mit der heutigen Welt halten zu können, sollen diese Veränderungen doch wohlüberlegt, sowohl notwendig und radikal als auch natürlich und evolutiv sein. Man sollte ununterbrochen kleine, allmähliche Schritte vornehmen, die keine pädagogische Revolutionen darstellen, sondern das bestehende System ausbauen, indem man tradionelle Schulmythen und Ängste vor ernsthafen Neuerungen abschafft. Gleichermaßen dürfte man sich nicht durch vergängliche und oberflächliche Werte in eine Falle verlocken lassen. Das pädagogisch-soziale und humanistisch-kulturelle Wesen der Schule, welches ihre innere Curriculumsstrukturur und funktionelle Statur ausmacht, sollte auf jeden Fall als ihre Zweckbestimmung den philosophischen Menschbegriff in den Mittelpunkt stellen. Der Schüler und der Lehrer, als gleichberechtigte Partner und Teilnehmer am Lern-und Unterrichtsprozess, sollen sich um den Erwerb von dauerhaften und aktiven Kenntnissen und Fähigkeiten bemühen, die den Bedürfnissen der realen Welt entsprechen. Durch die in diesem Artikel angewandte Methode der theoretischen Analyse soll auf Veränderungen hingeweisen werden, die sich in der heutigen Zeit vor die Schule in ihren sozialen, pädagogischen und kulturellen Tätigkeitfeldern stellen. Es handelt sich dabei um ihre Aufgabe, die Schüler – ausgehend von den grundlegen den und unterscheidenden Curriculumsperspektiven – auf die ihnen „bevorstehenden Jahre“ des demokratischen Bürgertums in einer offenen, herausfordernden Welt vorzubereiten