<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>13</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrija Kozina</style></author><author><style face="normal" font="default" size="100%">Jadranka Herceg</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Lifelong Education of Civil-Military Teachers in Higher Education in Croatia</style></title><secondary-title><style face="normal" font="default" size="100%">Connections: The Quarterly Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">civil-military teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">competence development</style></keyword><keyword><style  face="normal" font="default" size="100%">lifelong education</style></keyword><keyword><style  face="normal" font="default" size="100%">lifelong education program</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2024</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">23</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Numerous international and national documents highlight that higher education institutions should provide qualified educators and promote the professional development of teachers with a particular focus on student-centered learning and teaching. In the higher education system of the Republic of Croatia, most teachers do not receive specialized training in teaching competencies. While they possess the necessary professional expertise in their respective subject areas, they often lack the pedagogical and andragogical training required for effective higher education. Hence, the authors of this work aim to demonstrate the necessity of continuous education for civilian-military teachers in a certified program for lifelong development of teaching competencies. The continuous education will be delivered through specially designed courses and will be a prerequisite for assuming teaching responsibilities and advancing into scientific-teaching positions.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrija Kozina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The Culture of Military School: The Example of the Dr. Franjo Tudjman Croatian Defense Academy</style></title><secondary-title><style face="normal" font="default" size="100%">Connections: The Quarterly Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">culture</style></keyword><keyword><style  face="normal" font="default" size="100%">hierarchical form</style></keyword><keyword><style  face="normal" font="default" size="100%">military organization</style></keyword><keyword><style  face="normal" font="default" size="100%">school life</style></keyword><keyword><style  face="normal" font="default" size="100%">subculture</style></keyword><keyword><style  face="normal" font="default" size="100%">taxonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">university study programs</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Summer-Fall 2019</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">45-63</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Culture is defined in various ways. It often depends on an indi's experiences, the associated era, and societal norms and values. The various definitions indicate that culture is a contextually dependent concept. It is something by which the identity of a person, group, community, minority, organization, or nation can be recognized. Schools, as special educational institutions, have their own specific cultures. Each school's culture may be defined as its way of life and work, the influence of tradition, and the behavior of those attending which includes the teachers and all of its employees. Military organizations, which are some of the oldest and most prominent institutions, are specific working environments with a distinctive culture. Joining the armed forces involves giving up part of ones private life in order to become a soldier, a noncommissioned officer (NCO) or an officer. When a person enters a military school system, significant life changes occur, with the acceptance of different forms of personal, social, and professional activities. This article analyzes the Dr. Franjo Tuđman Croatian Defense Academy education system to identify the distinctive characteristics of a military school culture.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><section><style face="normal" font="default" size="100%">45</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrija Kozina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Professional Military Education: Challenges Facing the Croatian Armed Forces</style></title><secondary-title><style face="normal" font="default" size="100%">Strategos</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2018</style></year></dates><volume><style face="normal" font="default" size="100%">2</style></volume><pages><style face="normal" font="default" size="100%">119-136</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">1</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrija Kozina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Suvremene Metode Poucavanja u Vojnom Obrazovanju</style></title><secondary-title><style face="normal" font="default" size="100%">Life and school: journal for the theory and practice of education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December 2016</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">LXII</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">3</style></issue></record></records></xml>