Problemsko područje rada je informiranje i manipulacije informacijama. Fokus se stavlja na informacijske poremećaje i prepoznavanje lažnih vijesti jer to postaje sve veći problem, posebno u digitalnim medijima koji omogućuju njihovo viralno širenje. U radu su opisane vrste informacijskih poremećaja, s naglaskom na dezinformacije i lažne vijesti koje se najčešće objavljuju s ciljem manipulacije javnošću. Osim njih, terminološki se determiniraju pojmovi misinformacija, malinformacija i infodemija. Analiziraju se načini širenja lažnih vijesti, od onih koje šire ljudi – najčešće putem društvenih mreža, pa do upotrebe „botova“. Da bi se što bolje prepoznali informacijski poremećaji, te na pravilan način reagiralo na njih, iznose se smjernice i alati koji omogućuju provjeru istinitosti informacijskih sadržaja. Dostupna istraživanja ukazuju da je prisutnost lažnih vijesti u medijskom prostoru globalan problem, pogotovo u vrijeme pandemije koronavirusa, ali nije zastupljen u svim zemljama istim intenzitetom. Hrvatska se navodi kao zemlja čiji stanovnici znaju izbjegavati lažne vijesti. Vlastitim istraživanjem dobio se uvid u učestalost i najčešće oblike informiranja kod studenata, te njihovu sposobnost prepoznavanja lažnih vijesti. Studenti preferiraju informiranje putem digitalnih medija (web, društvene mreže), dok je upotreba tradicionalnih medija značajno manja. Smatraju da su najpouzdaniji izvor informacija televizija i radio, a internet (izuzimajući društvene mreže) je na drugom mjestu. Iako smatraju da su uspješni u prepoznavanju lažnih vijesti, iskazali su značajno manju stvarnu sposobnost njihovog prepoznavanja.
Antonia Susan Byatt, described by the reviewers as a “postmodern Victorian” (Levenson, 1993) or a “Victorian Iris Murdoch” (Butler, 1992) has proved that her writing skill has become something irreplaceable in the postmodern literary world. Her Possession has accomplished something that Hutcheon (1988: 20) in her A Poetics of Postmodernism called “the actual reception of postmodernism”, not sociologically limited to mostly academic readers. While in the Possession Byatt makes parodies of scholars giving a fair amount of critique of poststructuralist and postmodern attitudes through different narrative perspectives; paradox, ambiguity and self-reflexibility (Hansson, 1999), in Angels and Insects she makes a parody of the Victorians or through them, of our own time, fusing conventional and postmodern narrative strategies. Conventional, because she basically tells a story about Victorian naturalists and their fashionable activities at the time. All the rest is postmodernism; the metanarrative usage of entomology, the intertextuality which expands narrative possibilities, the self-reflexibility. The questions this paper deals with are several. Why are the intertexts of entomology metanarratives in the novella Morpho Eugenia so profuse to the point of interference? Is it because the insect allegory is an allegory in itself or simply the allegory is so rightfully used that it can go on and on? And finally, is the reader here a literary gourmet or a student listening to the lecture considering that the novella is a mixture of exquisite Victorian setting narratives and metanarrative entomology discourses?<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0948/a.php" alt="Hit counter" /></p>
A special feature of English for Specific Purposes (ESP), particularly technical English are multi-noun lexical units (MNLUs) which are syntagms consisting of a string of nouns (noun + noun + noun +…..) appearing in great numbers especially in written specialized texts. Such texts serve as basic ESP teaching materials at institutions of higher education where English is taught as the first foreign language. The aim of this research paper is to establish students’ competences in reception/interpretation and production of MNLUs at the end of the first academic year and at the end of the second academic year, the latter being the final year of institutionalized ESP teaching. The research sought to find out the extent to which students master these competences without targeted teaching and to establish whether the achieved level is satisfactory. A language test was used as the research instrument, followed by an open-ended question seeking to get the insight into students’ opinions regarding the language test and MNLUs. The obtained data were analysed using quantitative and qualitative methods.
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