<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1802">
    <dcterms:title><![CDATA[English Language Teaching with Web 2.0 and Faculty 2.0]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Language Learning, Information/Communication Technology  ABSTRACT  The Internet has the potential to enhance the collaborative and communicative goals of English language teaching. Use of online resources in language learning has dramatically increased in recent years with online courses and use of smart technology within the classroom. “The problem,” as reported by the Pew Higher Education Roundtable at the dawn of this information age in 1994, continues to be “that faculty—and hence the institutions they serve—have approached technology more as individual consumers than as collective producers.”  This paper considers the risks and rewards with creating and integrating information and communication technology into the English language classroom. Benefits to using online resources for language learning will be considered: authentic language, contact with a wider world of English speakers, motivating, entertaining, current, and applicable to content based-instruction. At the same time various drawbacks will be discussed: slow or non-functioning websites, navigation problems, high cost, and inadequate resources for language teaching.  Brown and Alder (2008) applaud the paradigm change brought about by recent instructional technology from “what we learn” to “how we learn.” Other issues, of course, that must be addressed include the “who”, “where”, and “why” of learning. This discussion about innovations forces us to rethink the process of “learning about learning.”  The presenter will discuss how online resources can be accessed through the use of computers, tablets, mobile phones, and other electronic devices as well as demonstrate free online resources he has developed for teaching pronunciation and vocabulary. He will also distribute an annotated “Webliography” of resources for teachers and students. This presentation will suggest that use of online resources can increase democracy and equity in the English language classroom while making these spaces more student-centered.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1817]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2645">
    <dcterms:title><![CDATA[English Teachers and Deaf Students inside the Educational Inclusion in Brazil]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigates the representations that the English teachers from Minas Gerais state (Brazil) public schools have about deaf students’ educational inclusion into regular schools. The research objective is the teacher-subject’s discourse, considering that such a subject is constituted in/by language and historically and socially built.  We focus on teachers’ representations about their teaching practice, the English language, about deaf and hearing students, and also the Brazilian sign language and its interpreters. The results indicates that considering such representations, the way the teachers deal with their practice and with the other people involved in the teaching-learning process can be better understood. This research located in the Applied Linguistics field is based on concepts of Discourse Analysis. The corpus was built through audio-recorded interviews and class observation. After transcribing the interviews, the corpus was linguistically and discursively analyzed, identifying the identity shifts, contradictions on discourse, discourse regularities as well as the representations presented by the teachers about their practice. Through interpretation gestures, a chain of representations have been achieved, to perceive how teachers develop their teaching deaf and hearing students in the classroom. Based on the interviewed teachers’ discourse, the results indicate that the Inclusive Education is seen as an impossible reality. Moreover, those teachers do not see themselves as the idealized teacher who is pictured on political and pedagogical discourses. As a conclusion, the study points that teachers predominantly take two enunciative positions, ranging from that of inhibition to a creative one. In the first position they are inhibited when they face deaf and hearing students in the same classroom. In the second position, though, they are creative in the same situation. The contradiction on different enunciative positions indicates two discursive formation in the teachers discourse  which were defined as inhibi(ac)tion and crea(c)tion.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[961]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2598">
    <dcterms:title><![CDATA[English Teaching Policies in Turkey: An Evaluation from a Native English Teacher]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching foreign language has been an important issue in the agenda of Turkish education system for lots of reasons. Globalization is one of these reasons which brought about an unprecedented spread of English in Turkey as in many other non-English–speaking countries. English, currently, is the only foreign language that has become a compulsory subject at all levels of Turkish education, but the spread of English has created serious challenges to Turkey’s language policy (Kırkgöz, 2009).     One the considerable negative effects of spread of English is on the stability of Turkish language teaching policy. Lots of changes might easily be seen in time. For instance, once foreign language courses were made elective courses; then these courses were decided to be compulsory after a while; in the past foreign language courses were started from the 6th grade now it is thought from the 4th grade of primary schools; total weekly hours of the courses have been changed and so forth.     Due to the differing policies; course curriculum, course books sometimes teaching methods have been changed in time. Despite the efforts, it could be realized that the students taking English courses from primary school to higher education are commonly unable to reach the desired level and low foreign language proficiency level has remained a serious problem (Çelebi, 2006; Işık 2008).     In this study, language teaching policies (mainly English Teaching policies) are mentioned, an evaluation of these policies are made in the first part of the study; and in the remaining part strong and weak points of English teaching based on the experiences of a native English teacher together with the solutions to overcome the problems related with the issue.      ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[855]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2487">
    <dcterms:title><![CDATA[English Teaching through a Different Cultural Aspect]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language learning has many aspects. One of them is undoubtedly the culture of the target language. It is known that a positive attitude toward L2 culture can lead to cross-cultural understanding. However, there have not been many attempts to introduce a third culture in ELT, which is the topic of this paper. As a teacher of English who comes from Turkey and works in Serbia, I introduced elements of Turkish culture in my English classroom and tried to make use of the relationship between three cultures. Would they clash, merge or will one of them be dominant? With the beginning of Turkish serials in Serbian TV channels the ongoing increasing interest has boosted since 2009.People are not only interested in Turkish culture but also in economy, tourism, sports, and many other aspects of Turkish life. There are more news about Turkey in Serbian media compared to past. As my students have shown interest in these topics, I introduced various elements of Turkish culture and incorporated most of them in speaking activities, but also tried to combine them with total physical response and some extracurricular activities. They proved to be very successful, since student’s interest in Turkish culture increased student talking time, their motivation for participation in communicative and extracurricular activities, and their overall performance has improved.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[795]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2847">
    <dcterms:title><![CDATA[Enhancing critical thinking in foreign language learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Critical thinking refers to the individuals‘ ability to think and make  correct decisions independently. Critical thinking has been used in first language  acquisition for a long time and has been recently introduced into foreign language  teaching contexts. Nowadays enhancing critical thinking in learners is considered  one of the foreign language teachers‘ tasks due to its high position in foreign  language classrooms. There are various factors affecting language learners‘ critical  thinking skills. Two of these factors are materials used and types of activities  introduced and worked on in the classroom. Therefore, through managing classroom  materials and activities, language teachers can help learners develop critical thinking  skills. This presentations aims at introducing some ways in which language teachers  can enhance critical thinking in foreign language learners through using materials  and activities which require critical thinking on the part of learners. The teacher can  prepare, choose, and/or adapt already existing materials so that they enhance  learners‘ critical thinking ability. Also the teacher can choose activities which  demand learners to develop critical thinking skills since not all activities lend  themselves to critical thinking on the part of learners. In this presentation, some  suggestions for language teachers to make sound choice of such materials and  activities will be presented.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[586]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1892">
    <dcterms:title><![CDATA[Enhancing EFL Students&#039; Reading Skills with Inspirational Quotes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: insirational quotes, reading, EFL, integration,global culture  ABSTRACT  Many ESL students have reading comprehension problems in English, have difficulty identifying main ideas and supporting details, identifying, verifying or recalling ideas that are explicitly or implicitly stated in the text, making predictions, inferring the meaning of difficult words from context, and making inferences. The presentation proposes the integration of inspirational quotes in the teaching of English to L2 students in class, or as an extension activity. It will show the following: (i) advantages of integrating inspirational quotes by authors from around the world and different cultures in reading instruction; (ii) sources of global inspirational quotes; (iii) Criteria for selecting global inspirational quotes such as length, topic familiarity, difficulty level, students’ proficiency level, students’ interests and their local culture; (iv) Instructional phases with inspirational quotes: (a) Before reading an inspirational quote: Introducing the inspirational quote, vocabulary overview; giving pre-questions, setting goals for the tasks, what students need to do and focus on, predicting the topic on the part of the students and giving the order in which tasks will be completed. (b) While reading an inspirational quote: Students read for the main idea, pay attention to specific vocabulary, imagery and figures of speech while reading, answer a question while reading and use contextual clues to infer meaning of difficult words; (c) After reading an inspirational quote: Discussing answers, summarizing or retelling orally the main idea, discussing difficulties, commenting on the topic, giving their impression, giving the morale or lesson learnt, providing feedback on areas of improvement, a summary of the tasks that were performed; (v) evaluation and assessment; (vi) recommendations for integrating of inspirational quotes in reading instruction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1919]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2630">
    <dcterms:title><![CDATA[Enhancing Students’ Understanding of a Japanese Language Lesson through a Classroom Quiz: the Improvised Approach &amp; the Witty Way]]></dcterms:title>
    <dcterms:abstract><![CDATA[Classroom quizzes come in many forms of practices. They are performed generally as a testing method or as a closure of a certain lesson. From the perspectives of many Malaysian students, a classroom quiz often involves a one way interaction from a teacher to students in transmitting any tested questions or problems to be answered by them. It is scarce to see a classroom quiz integrates some psychomotor or a two-way interaction between a student and a teacher. Due to that matter, some students might find it a bit bored or unattractive. A study had been carried out in order to investigate whether the new approach and the witty way of a classroom quiz would enhance students’ understanding in the learning of Japanese language. The study involved 20 form two candidates of Dato’ Ahmad Maher Secondary School for two months. Data were collected by using a pre-test and a post-test. The results showed that the new approach and the witty way of the classroom quiz would enhance students’ understanding in the learning of Japanese language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[954]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/296">
    <dcterms:title><![CDATA[ENTERPRISE RESOURCE PLANNING SYSTEM IMPLEMENTATION:  CRITICAL SUCCESS FACTORS THAT AFFECT ERP IMPLEMENTATION  IN BOSNIA AND HERZEGOVINA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: Enterprise Resource Planning (ERP), is the new generation theme in business,  every company need a successful ERP system, but mostly of company that want to  implement ERP have many problem, financial and managerial.  This paper tend to analyze which critical success factors affect the ERP implementation  in Bosnia and Herzegovina, because unfortunately in this country, there is a lack in  information about ERP implementation and many firms have big problem during  approaching the new system, and fail in their intents.  Many researchers in developed country, have brought their conclusion about which  factors are most affecting ERP implementation, and through their studies it will be much  easier to determine what affect ERP implementation in Bosnia and Herzegovina, are  the same problem affecting the implementation like in developed country or there  are different problems and factors that cause unsuccessful usage of ERP system in  companies, and how firms can easily and successful use ERP systems in this country]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3335]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1661">
    <dcterms:title><![CDATA[Entrepreneurial Culture as a Prerequisite for the  Formation of Innovation Driven Organization]]></dcterms:title>
    <dcterms:abstract><![CDATA[Corporate entrepreneurship refers to the explanation of entrepreneurial  activity in the medium and large enterprises, and includes the creation,  development and implementation of new ideas, while innovation may  represent new products and services, administrative procedures and  production processes. Literature shows that corporate entrepreneurship  and successful entrepreneurial orientation can significantly increase the  company’s competitive position and value added, and that the innovation  is a crucial aspect of the entrepreneurial process. Creativity and innovation  are critical for the success and survival of the company. In modern  economic conditions it is evident that the economy is becoming primarily  based on intangible sources of value and those concepts such as  reputation, trust and loyalty have a concrete impact on competitive  advantage, financial performance and businesses survival. Company’s  culture is an example of an intangible element. The culture of an  organization consists of the basic assumptions and beliefs upon which  companies are formed, how its members behave and how it defines itself  in relation to the external environment. In forming a system for promoting  entrepreneurial activities various factors should be taken into  considerations, such as: fostering the entrepreneurial and risk-taking spirit  in the organization, attracting and retaining the best talent, and promoting  venture success. Since the organizational culture is necessary for the  International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo  68  realization of business excellence and stakeholders’ value, in its essence it  has to be entrepreneurially inclined, therefore a certain contradiction  between individual autonomy and collective cooperative culture remains  the problem of a new entrepreneurial culture model. The paper analyzes  entrepreneurial culture as a factor that influences realization of business  excellence. In modern times this distinct competitive advantage is  extremely difficult to achieve if a company is not entrepreneurially  oriented. That means meeting prerequisites necessary for continuous  innovation as the source of competitive advantage. Support and  development of innovation presupposes favorable work environment,  adequate human resources management, entrepreneurially oriented  organizational culture and a balance between individual initiative and  cooperative behavior.  Keywords: Organizational Culture, Corporate Entrepreneurship, Business  Excellence, Stakeholder Approach]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1520]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3413">
    <dcterms:title><![CDATA[Entrepreneurship Opportunities and Problems in Indonesia]]></dcterms:title>
    <dcterms:abstract><![CDATA[In 2008 when I visited to Jakarta for editorship of the book “Entrepreneurship  Opportunities in Indonesia” two different survey studies with regard to entrepreneurs and  companies were completed. In face to face meetings with company supervisors and official  authorities more detailed information related to this subject was collected. In 2004 while visiting  Malaysia, Singapore and Indonesia during a 6-month academic study, I gathered background  information on these countries, and no doubt that these data had made positive contributions to  these studies.  In this study four main topics were examined: “current potential in Indonesia for foreign  investors”, “opportunities in different sectors”, “potential problems” and “business relations  rules”, which were responded by about 100 company supervisors and government authorities.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[168]]></dcterms:extent>
</rdf:Description></rdf:RDF>