Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Luka Budak
Contact via luka.budak@mq.edu.au
AHH L2 North Wing
Wednesdays 2.00 - 4.00 pm
Co-Cnvenor
Dr Danijel Dzino
Contact via danijel.dzino@mq.edu.au
Thursdays 10.00 am - 12.00 pm
Danijel Dzino
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
The objective of this unit is to introduce students to the extraordinary rich cultural heritage of Croatia and Croatians. The lectures cover history of Croatian lands from prehistory to 21st century (Iron Ages, Roman period, Great migrations, Croatian medieval state, Croatian lands under Venice, Habsburgs and Ottoman empire, Croatia in 20th century, and Croatia since independence). There are also lectures addressing geography, political system and state symbols of Croatia as well as history and culture of Croatians in Bosnia and Herzegovina.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
In the course of the semester you are required to submit two (2) written assignments and one (1) essay. The essay should be 2,000 to 2,500 words in length. You may write your essay in whichever language you prefer, i.e. Croatian or English. The topic for the essay will be sent together with this Unit Guide.
Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
Name | Weighting | Hurdle | Due |
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Assignment 1: Short essay | 25% | No | 6th April 2018 |
Assignment 2: Short essay | 25% | No | 4th May 2018 |
Essay | 50% | No | 5th June 2018 |
Due: 6th April 2018
Weighting: 25%
This assignment is due 6th April 2018.
Due: 4th May 2018
Weighting: 25%
This assignment is due 4th May 2018.
Due: 5th June 2018
Weighting: 50%
Essay is due 5th June 2018.
There will be an evening seminar once per week on Croatian culture and civilization. The seminar will be held on Wednesday evenings 6.00 - 8.00 pm in Y2A G17. These seminars will be recorded and will be available for our online students on iLearn for CRO 108.; take notes and compare what the lecturer says with the written materials that are relevant to the lectures.
Sydney metropolitan students are encouraged to make use of the University Library. You may also find that your local library has some Croatian books which may be of some use to you.
There is no on-campus session for CRO 108.
Online Unit
Login is via: https://ilearn.mq.edu.au/
Is my unit in iLearn?: http://help.ilearn.mq.edu.au/unitsonline/ to check when your online unit will become available.
Technology
Students are required to have regular access to a computer and the internet. Mobile devices alone are not sufficient.
For students attending classes on campus we strongly encourage that you bring along your own laptop computer, ready to work with activities in your online unit. The preferred operating system is Windows 10.
Students are required to access the online unit in iLearn by the end of Week 1 and follow any relevant instructions and links for downloads that may be required. If applicable, students are required to download the relevant language package prior to Week 2.
Please contact your course convenor before the end of Week 1 if you do not have a suitable laptop (or tablet) for in-class use.
Unit description Croatia has been exposed to many other cultures during the course of its history. This makes it a very intriguing country for students, researchers and all others interested in history, art, architecture, and culture in general. Many cultural monuments in Croatia display a variety of artistic and architectural styles and periods; many present-day towns and cities in Croatia can be categorized as museums; many ancient Roman Catholic churches symbolize the cultural heritage of the Croatian people, and display the beauty and historical value of the region; Croatia’s music has a long and rich tradition; Croatia is world famous for its naïve art, etc. But what did Croatia actually contribute to the world to earn the place on its cultural map? Croatia’s cultural differentia specifica will be examined in the course of a semester. Unit objectives The objective of this course is to introduce the student to the extraordinary rich cultural heritage of Croatia and Croatians. In the course of study students will learn that Croatia is a medium-size European country with a special place in the cultural geography of Europe. The position of Croatia is quite exceptional because it is the point of intersection of four culture zones: Central European to the north, Mediterranean to the south, as well as West European and East European. Within a wider area of the Croatian lands several centres have developed in history: civilizational, national and political (Roman, Byzantine, Venetian, German, Hungarian, Turkish) as well as religious (Catholic, Orthodox, Islamic). In the division of Europe, brought about by the schism of Christianity and the deep Islamic-Turkish penetration in Europe exactly on the Croatian territory, Croatia turned to the western circle, constituting at the same time its eastern border (antemurale) and protecting thus its own political and cultural identity.
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Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Plagiarism
Assignments are to be your own work. Using someone else's words (either another student's, from a book, a journal article or a website) without clear acknowledgement is plagiarism and can incur serious penalties. The University defines plagiarism in its rules: “Plagiarism involves using the work of another person and presenting it as one’s own.” Plagiarism is a serious breach of the University’s rules and carries significant penalties. Information about plagiarism can be found in the Handbook of Undergraduate Studies, on the web at http://www.student.mq.edu.au/plagiarism and on the Division cover sheet, which you must sign before you submit your assignments. If you are in doubt consult your lecturer or tutor. |
Grading
The university has a set of guidelines on the distribution of grades across the range from fail to high distinction.
The guidelines are designed to ensure comparability across the University. |
Student support services
The University provides many different kinds of support services for you. Contact your tutor if you need help and see the range of services (such as counseling and writing skills) available at http://www.student.mq.edu.au. |
Recommended texts
Croatian History & Culture Croatia: Land, People, Culture I, editors F. H. Eterovich and S. Spalatin (1976); Croatia: Land, People, Culture II, editors F. H. Eterovich and C. Spalatin (1970); Povijest Hrvata Ilustrirana kronologija / History of Croatians, Illustrated Chronology, eitors A. Nazor & Z. Ladić (2003) R Katičić & S. P. Novak: Two Thousand Years of Writing in Croatia (1989); R. Ivančević: Art Treasures of Croatia (1986) B. Magas: Croatia Through History (2008); B. Matkovich: Croatia and Slovenia at the End of the Second World War (1944-1945) [2017] M. Cvitanic: Culture and customs of Croatia (2011); D. Horvatić: Croatia (1992); D. Horvatić: This is Croatia (1991); C Hawkesworth: SPLIT: A Thousand Years of Literacy (1997); F. T. Rulitz: The Tragedy of Bleiburg and Viktring, 1945 (2016); D. Dzino: Becoming Slav, becoming Croat: identity transformations in post-Roman and early medieval Dalmatia (2010); V. Drapac: Constructing Yugoslavia: A Transnational History (2010); Croatia in the early Middle Ages, ed. I Supicic (DR1548 .R3513 1999); See also the works of Florin Curta downloadable on: http://florida.academia.edu/FlorinCurta/Papers “The early Slavs in the northern and eastern Adriatic regions. A critical approach,” Archaeologia Medievale 37 (2010), pp. 285 – 306; “Emperor Heraclius and the conversion of the Croats...,” in Medieval Christianitas. Different Regions, ‘Faces,’ Approaches, edited by Tsv. Stepanov, G. Kazakov (Mediaevalia Christiana, 3) Sofia 2010, pp. 121-138; CROATIA and the Dalmatian Coast (Knopf Guides); Rough Guide to Croatia (2005, ISBN: 978143533993); Eyewitness Travel Guide (ISBN: 9781405319744);
Ancient History J. J. Wilkes: Dalmatia (DG59.D4.W5); Chapters by J. J. Wilkes in: Cambridge Ancient History Vol. 10: The Augustan Empire, 43 BC – AD 69, edited by A. K. Bowman, E. Champlin, A. Lintott (D57.C25/1982/vol10); Cambridge Ancient History Vol. 11: The High Empire, AD 70-192, edited by A. K. Bowman, P. Garnsey, D. Rathbone (D57.C25/1982/ vol 11); Chapters by M. Suić and B. Kuntić-Makvić in: Croatia in the early Middle Ages: a cultural survey, editor I. Supičić (DR1548.R3513/1999/); D. Dzino: Illyricum in Roman politics 22 BC – AD 68 (DR1350.I45 D97 2010); J. J. Wilkes: Diocletian's palace Split: residence of retired Roman emperor (DR1645.S6847 W54); |
Date | Description |
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15/07/2018 | Removed duplicate information about teaching staff and added short description to task. |