Entrepreneurship – cross-curricular and interdisciplinary topic in Elementary School

National Curriculum specifies entrepreneurship as a cross-curricular and interdisciplinary topic aimed on interconnection of educational areas and subjects in a harmonious whole with the aim of linking the different competencies of students. Entrepreneurial learning specifics are clear links between the acquisition of knowledge, skills and attitudes, and their practical application. University College of Economics, Entrepreneurship and Management „Nikola Šubić Zrinski“ conducted project named Introduction of Entrepreneurship as a Cross curricular Them in Primary Schools in order to develop the curriculum for entrepreneurial learning. Project was held in the school year 2013./2014. in Elementary School Precko, Zagreb. The project was attended by the school principal, pedagogue, professional staff, all the teachers, students and their parents. Project was implemented in every classroom and integrated across all subjects with special attention to psycho physical development of students. The professors were grouped in educational areas like language and communication area, mathematics, science, technology and informatics area, social sciences area, humanities area, art area, and physical and health area. By interactive teaching methods pupils adopted basic economic concepts: entrepreneurship, procurement of material resources, production, creation of new value, selling, price, distribution of income, consumption, advertisement etc., and produced a final product presented by School to the general public, parents and the local community

WHICH TECHNIQUE TO USE WHEN ELICITING KNOWLEDGE FROM AN EXPERT

A knowledge elicitation technique selection for a knowledge elicitation from an expert still represents a problem in a KBS development. In this paper is presented an original computer program for technique selection and a changed program that was aimed at improving the selection. Both programs use certain factor values as a starting point, but the first program is based on a technique grading and the second on decision trees. Comparison and testing results for both programs are presented

Diagnostic challenges of diabetic kidney disease

Diabetic kidney disease (DKD) is one of the most common microvascular complications of both type 1 and type 2 diabetes and the most common cause of the end-stage renal disease (ESRD). It has been evidenced that targeted interventions at an early stage of DKD can efficiently prevent or delay the progression of kidney failure and improve patient outcomes. Therefore, regular screening for DKD has become one of the fundamental principles of diabetes care. Long-established biomarkers such as serum-creatinine-based estimates of glomerular filtration rate and albuminuria are currently the cornerstone of diagnosis and risk stratification in routine clinical practice. However, their immanent biological limitations and analytical variations may influence the clinical interpretation of the results. Recently proposed new predictive equations without the variable of race, together with the evidence on better accuracy of combined serum creatinine and cystatin C equations, and both race- and sex-free cystatin C-based equation, have enabled an improvement in the detection of DKD, but also require the harmonization of the recommended laboratory tests, wider availability of cystatin C testing and specific approach in various populations. Considering the complex pathophysiology of DKD, particularly in type 2 diabetes, a panel of biomarkers is needed to classify patients in terms of the rate of disease progression and/or response to specific interventions. With a personalized approach to diagnosis and treatment, in the future, it will be possible to respond to DKD better and enable improved outcomes for numerous patients worldwide

Entrepreneurship – cross-curricular and interdisciplinary topic in Elementary School

National Curriculum specifies entrepreneurship as a cross-curricular and interdisciplinary topic aimed on interconnection of educational areas and subjects in a harmonious whole with the aim of linking the different competencies of students. Entrepreneurial learning specifics are clear links between the acquisition of knowledge, skills and attitudes, and their practical application. University College of Economics, Entrepreneurship and Management „Nikola Šubić Zrinski“ conducted project named Introduction of Entrepreneurship as a Cross curricular Them in Primary Schools in order to develop the curriculum for entrepreneurial learning. Project was held in the school year 2013./2014. in Elementary School Precko, Zagreb. The project was attended by the school principal, pedagogue, professional staff, all the teachers, students and their parents. Project was implemented in every classroom and integrated across all subjects with special attention to psycho physical development of students. The professors were grouped in educational areas like language and communication area, mathematics, science, technology and informatics area, social sciences area, humanities area, art area, and physical and health area. By interactive teaching methods pupils adopted basic economic concepts: entrepreneurship, procurement of material resources, production, creation of new value, selling, price, distribution of income, consumption, advertisement etc., and produced a final product presented by School to the general public, parents and the local community

Poduzetničke vještine u osnovnoj školi Razredna nastava - primjer dobre prakse

U okviru projekta Senzibilizacija učenika, učitelja i roditelja za uvođenje poduzetništva u osnovne škole pod nazivom Dječji tjedan poduzetništva, Visoka škola za ekonomiju poduzetništvo i menadžment „Nikola Šubić Zrinski“ iz Zagreba u suradnji s Osnovnom školom Prečko iz Zagreba provela je 2011. godine u osnovnim školama radionice s temom učenja za poduzetništvo u razrednoj i predmetnoj nastavi. U razrednoj nastavi provedene su dvije radionice. Na svakoj je radionici proizveden jedan proizvod, a učenici su se pri tom upoznali s osnovnim ekonomskim pojmovima, kao što su: nabava repromaterijala, proizvodnja, stvaranje nove vrijednosti, prodaja, cijena, raspodjela prihoda, potrošnja, reklama. Radionice su izvedene u obliku timskog rada koji prati tijek proizvodnog procesa. Korištene su tehnike interaktivnog učenja koje djeluju poticajno i olakšavaju usvajanje kako materijalnih, tako i funkcionalnih znanja i vještina. Tijekom izrade proizvoda učenici su, pored ekonomskih pojmova, usvajali i različite poduzetničke vještine primjerene njihovoj dobi: inovativnost, kreativnost, samouvjerenost, upornost i druge. U članku su navedene vještine potkrijepljene konkretnim primjerima aktivnosti u radionicama.Within the framework of the project Raising Awareness Of Pupils and Teachers On Introduction Of Education For Entrepreneurship In Elementary School, the event called „Children entrepreneur week“ was organized in 2011. It was composed of four workshops oriented on entrepreneurial learning which were conducted by University College of Economics, Entrepreneurship and Management “Nikola Šubić Zrinski” in cooperation with Elementary School Prečko Zagreb. During the each workshop one product was produced and the pupils have learnt the basic economic terms: entrepreneurship, enterprise, production, product, team work, procurement of material resources, creation of added value, selling, price, spending, market, advertisement etc. The methodology of workshops was the teamwork which simulated production process. The techniques of interactive learning which have stimulative effect and facilitate adoption of material as well as functional knowledge and skills were used. During creation of products the pupils adopted, besides the economic terms, different entrepreneurial skills appropriate to their age: innovativeness, creativity, selfconfidence, perseverance, etc. In this article, above mentioned skills are described by concrete examples of workshops activities

Inovacije u radu učeničkih zadruga : Primjer dobre prakse

Nacionalni okvirni kurikulum za predškolski odgoj i opće obvezno obrazovanje u osnovnoj i srednjoj školi predvidio je uvođenje poduzetničke kompetencije kao međupredmetne teme u odgojno obrazovni sustav. U ovom članku autorice opisuju rad učeničke zadruge s naglašenim ciljem učenja za poduzetništvo. Zadruga je osnovana na dugogodišnjoj tradiciji zadrugarstva u našim osnovnim školama, ali sa suvremenim pristupom i inovacijama koje odgovaraju potrebama današnjih učenika. Polazeći od ideje „Učenje, rad i život zajedno“ voditelji zadruge organizirali su suradnički rad u međusobno ovisnim timovima od kojih svaki obavlja po jednu fazu proizvodnje čime se na kraju zaokružuje proces proizvodnje i prodaje. Tako su osigurani uvjeti za aktivno učenje, slični onima u pravom poduzeću. Iskorak iz tradicijskih okvira načinjen je i u izboru osnovne djelatnosti koja potječe iz područja IKT za razliku od dugogodišnje orijentacije na područje etnologije, tradicijske proizvodnje i ekologije. Glavni proizvod zadruge je e-slikovnica s dodatnim obrazovnim sadržajima za osnovne škole. Proizvodi zadruge, osim na sajmovima, prodaju se i u veleprodaji za poznatog kupca što je, također, novost u radu osnovnoškolskih zadrugaNational Pre-School, Elementary School and High School Curriculum Framework includes the introduction of entrepreneurial competency to the educational system as an intersubject theme. The authors describe the work of a children’s cooperative association with education for entrepreneurship in its focus. Under the maxim „Learning, doing, and living together“, the cooperative leaders have organized work in mutually dependent teams, each of which is tasked with a single production stage, which eventually come together to complete the production and sales cycle. This makes the conditions for learning by doing similar to those of a real company. Another aspect in which this cooperative steps out of the traditional framework is the choice of its core business, which is in the ICT field, unlike the traditional cooperatives that have long focused on ethnology, traditional manufacturing and environment protection. The cooperative’s main product is an e-picture book with additional educational content for elementary schools. The products are mostly sold in fairs, but the cooperative has also made a wholesale deal with a known buyer, which is another novelty for elementary school cooperatives

Concentration Of Construction Industry In Croatia For The Period 2004-2013

A constant decline of the construction industry in the Croatian GDP is very concerning. The Croatian construction industry is facing with a significant decline of the whole sector. The share of the construction industry within the Croatian GDP was 7.8 percent in 2008. In 2013, that number declined to a devastating 4.4 percent. The concentration ratio shows significant fragmentation. The number of employees shows a negative trend, the number of companies is growing. A study has shown that Croatian construction industry is strongly fragmented, and has been such even more so after the economic crisis of 2008. Until 2008, the construction industry in Croatia showed constant growth. However, soon after we could notice a decline in employment, concentration ratio of the biggest companies and total revenue decline. Nevertheless, since 2008 there have been strong changes in the sector. Within the context the construction sector within Croatia, this paper mainly focuses on the level in the industry within the past ten years. From 2004 to 2008, shares of construction in the GDP increased from 4.2 to 7.3 percent. Results from this increase have also spread on the employment, which shows an increase of 61.1 percent. In 2004, there were 6471 registered construction companies with 84642 employees working in the sector. In 2013 there were 11989 companies employing 77129 people. The 2014 construction industry has fallen on its knees and is continuing to fall. Data from 2013 shows the share of construction in the GDP to be 4.2 percent. Industrial concentration is measured by the 4; 8; 20 and 30 construction company concentration ratio. The industry is characterized as strongly fragmented: in 2008, 4 biggest companies had a share of 2.95 percent, and in 2012, the share of 4 biggest construction companies held 1.51 percent of total revenue. The construction industry has a meaningful impact on the Croatian economy, since it is traditionally an important and strong sector. We found that strategic alliances and government incentives can have significant impact on forming the steady ground for a better future in the Croatian construction companies

FORMAL MODELLING OF BUSINESS RULES: WHAT KIND OF TOOL TO USE?

Business rules are today essential parts of a business system model. But presently, there are still various approaches to, definitions and classifications of this concept. Similarly, there are also different approaches in business rules formalization and implementation. This paper investigates formalization using formal language in association with easy domain modelling. Two of the tools that enable such approach are described and compared according to several factors. They represent ontology modelling and UML, nowadays widely used standard for object-oriented modelling. A simple example is also presented

Raising Awareness Of Pupils And Teachers On Introducing Education For Entrepreneurship In Elementary School

According to the decision of Ministry of Science, Education and Sports on introduction of the entrepreneurial competencies into the National Curriculum for Preschool Education, general compulsory and secondary school education, the Educational Group Zrinski in cooperation with Ministry of Economy, Labour and Entrepreneurship conducts the project called „Childrens entrepreneur week“. This project for general compulsory education was conducted by team composed of Educational Group Zrinski and teachers of Elementary School Prečko Zagreb, Sandra Lovrenčić, Davorin Novosel and Marijana Vrančić. The goal of the project is to raise public awareness, especially of pupils, teachers and parents, of the need for introduction of education for entrepreneurship into the general compulsory education, and achievement of basic entrepreneurial competencies from the earliest age of children. The project is created as a set of workshops designated for pupils and teachers. Pupil’s workshops were organized according to stages of children’s development. The goal of every workshop was to invent and produce the product which would be presented and afterwards sold in local community. Therefore, children have been adopted basic entrepreneurial skills and terms (entrepreneurship, enterprise, production, product, team work, procurement of material resources, creation of added value…) During the teacher’s workshops participants exposed their stances and experiences about entrepreneurship. Most of teachers were consented that entrepreneurial competencies could be introduced in educational system as inter-subject thematic units. This project has proved that teachers and wider public recognize entrepreneurship as an important competency which should be acquired during the children’s education, influencing in that way economic and overall prosperity of our country