Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Luka Budak
Contact via luka.budak@mq.edu.au
Wednesdays 2.00 - 4.00 pm
Lecturer
Dr Danijel Dzino
Contact via danijel.dzino@mq.edu.au
By appointment or via email.
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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 semester you are required to submit two (2) written assignments (600 - 800 words) and one 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.
Indicative examples, marking rubrics and assessment tasks will be available on iLearn.
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 | 30% | No | 4th September 2018 |
Assignment 2: Short essay | 30% | No | 2nd October 2018 |
Essay | 40% | No | 5th November 2018 |
Due: 4th September 2018
Weighting: 30%
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Due: 2nd October 2018
Weighting: 30%
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Due: 5th November 2018
Weighting: 40%
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CRO 108 Croatian Culture and Civilization is offered online only in S2, however, students are encouraged to contact their lecturers for any questions they may have, and particularly when it comes to the assignments and an essay.
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 Study Guide.
Sydney metropolitan students are encouraged to make use of the University Library.
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 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.
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:
Recommended texts
Croatian History & Culture Croatia at First Sight, edited by Sanda Lucija Udier (2016) 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) Mato Arlović: The Croatian Community of Herzeg-Bosnia and the (Re)organisation of Bosnia and Herzegovina (2017); 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); 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) D. Dzino: Becoming Slav, becoming Croat: identity transformations in post-Roman and early medieval Dalmatia (2010); V. Drapac: Constructing Yugoslavia: A Transnational History (2010); Blanka Matkovich: Croatia and Slovenia at the End and After the Second World War (1944-1945) [2017]; Ante Nazor & Anica Marić: The Siege of Vukovar (2018); Florian Thomas Rulitz: The Tragedy of Bleiburg and Viktring, 1945 (2016); 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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16/07/2018 | Added new Late Assessment Penalty statement. |
16/07/2018 | A short description task has been added. |