<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/1135">
    <dcterms:title><![CDATA[Elementi komunikacijske strategije za pristup Bosne i Hercegovine Europskoj uniji]]></dcterms:title>
    <dcterms:abstract><![CDATA[Analizom komunikacijskih strategija ranijih država pristupnica Europskoj uniji u radu će se sagledati mogućnosti komunikacije Bosne i Hercegovine, kako s javnošću unutar same države, tako i s vanjskim javnostima  Bosne i Hercegovine u postupku pristupanja Europskoj uniji. Sagledavajući prednosti i nedostatke svih elemenata komunikacijskih strategija, poglavito komparacijom metoda određivanja ciljeva, ciljnih javnosti, kanala i tehnika komunikacije, Latvije, Slovenije, Slovačke, Bugarske i Hrvatske iznijet će se preporuke za izradu što učinkovitije Komunikacijske strategije Bosne i Hercegovine u postupku pristupanja Europskoj uniji. Ukazat će se na nužnost upoznavanja interne javnosti sa samim tijekom pregovora i prednostima ulaska države u Europsku uniju, kao i na mogućnosti maksimalizacije učinaka prezentacije napravljenih koraka u procesu pristupanja prema vanjskim javnostima.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3146]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1136">
    <dcterms:title><![CDATA[Pravno-historijski značaj revolucionarnih deklaracija o pravima]]></dcterms:title>
    <dcterms:abstract><![CDATA[Deklaracije o pravima i slobodama, koje su proklamovane atlantskim revolucijama u Novom vijeku spadaju bez sumnje u dostignuća od najkrupnijeg značaja za modernu civilizaciju i posebno za njeno pravo. U vremenu kada su nastajale, cilj povelja i deklaracija bio je usmjeren ka rješavanju konkretnih političkih i pravnih pitanja, koje su nametali vrijeme i opća historijska situacija, dok se kasnijim tumačenjem njihovog smisla, sa aspekta ljudskih prava, došlo do historijskog značaja, koji im danas bez sumnje pripada. Deklaracije, koje su iznjedrile atlantske revolucije imale su dosta zajedničkog, ali i onog po čemu su se razlikovale. Rješenja sadržana u ovim deklaracijama ostvarila su snažan utjecaj na razvoj demokratije, koncepcije ljudskih prava i sloboda u svijetu. Ideje prava i sloboda, koje su uspostavljene u revolucijama XVIII stoljeća unesene su u Atlantsku povelju, Povelju Ujedinjenih nacija, Opću deklaraciju o pravima čovjeka, zatim u paktove o pravima čovjeka, te u konačnici u Evropsku konvenciju za zaštitu ljudskih prava.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3109]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1137">
    <dcterms:title><![CDATA[Visoko obrazovanje: izazovi i perspektive u moderno doba]]></dcterms:title>
    <dcterms:abstract><![CDATA[Obrazovanje je nešto što je svojstveno samo ljudskom rodu. Životinje uče nagonski, a ljudi uče uz pomoć uma, kao manifestacije ljudskog roda, opet samo njemu svojstvenom. Ovim tekstom ćemo pokazati da obrazovanje nije samo učenje i puko posjećivanje škole dok se taj ciklus ne završi. Vidjećemo koje je sve segmente obrazovanje prošlo od svog nastanka pa sve do danas. Kakvo je to savremeno obrazovanje i kako to rade zemlje kao što su Finska i druge skandinavske zemlje, kako to rade Japanci. Iz ovih sistema obrazovanja i školovanja u savremenom društvu, zapravo, ostale zemlje formulišu i svoje obrazovanje i školovanje. U tom kontekstu se i Bosna i Hercegovina može prepoznati, jer je zemlja u tranziciji koja se još traži-da budemo plastični. Naš bosanskohercegovački sistem obrazovanja prošao je nekoliko velikih reformi, koje su dovele do toga da neki profesori ne mogu to da prate, pa svako pravi svoj sistem, u kome najviše ispaštaju mladi, koji se nalaze u potrazi za znanjem. Na tom raskoraku dolazimo na Univerzitetsko obrazovanje, koje je priča za sebe. Dvije priče (javni i privatni fakulteti), a ni jedna srećna, savršena, produktivna.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3144]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1138">
    <dcterms:title><![CDATA[DOMETI I IZAZOVI USTAVNE REKONSTRUKCIJE FEDERACIJE BOSNE I HERCEGOVINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Daytonski Ustav BiH, konstruiran da zaustavi rat, postao je ključni  razlog onemogućavanja bržeg i stabilnog razvoja zemlje. Favorizovanjem  nacionalnih kolektiviteta bitno se udaljio od savremenih demokratskih  standarda. Pokušaji međunarodne zajednice da potaknu nacionalne lidere da  modernizuju ustavni sistem pokazali su se kontraproduktivnim. Zato je  američka administracija odlučila da podrži napore civilnog društva i  akademske zajednice da predlože poboljšanja ustavnog sistema Federacije  koji je ocjenjen kao slabiji dio ustavnog sistema zemlje.  Expertna grupa koja je predložila cjelovit tekst novog Ustava  Federacije suočila se sa brojnim izazovima. Početna dilema je da li je moguće  poboljšavati dio ustavnog sistema ako je nepromjenjen Ustav zemlje. Ključni  izazov je bio uspostavljanje optimalne ravnoteže između interesa građana i  interesa nacionalnih kolektiviteta. Izazov je uspostavljanje institucionalne  nacionalne razvnopravnosti i optimalne teritorijalne organizacije Federacije.  Neodložan je zahtjev podizanja efikasnosti institucija i smanjivanje njihovih  troškova. Ponuđeni su odgovori i na brojna druga pitanja.  Stručna i šira javnost je pozitivno reagovala na predložene promjene.  Prijedlozi su u parlamentarnoj proceduri. Ostaje da se vidi da li će različite,  često suprotstavljene, političke opcije u Parlamentu Federacije imati kapacitet  da se usaglase o ponuđenom predlošku.  Ključne riječi: Ustav BiH; Ustav Federacije BiH; građanski princip;  nacionalna ravnopravnost; teritorijalna organizacija; efikasnost institucija.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3053]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1139">
    <dcterms:title><![CDATA[AN EXPLORATION OF SPEAKING-IN-CLASS ANXIETY OF TURKISH AND FOREIGN PREP-SCHOOL STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main purpose of this study is to find out if there is difference between Turkish and foreign students studying in the same program in terms of their anxiety level regarding their speaking skill. A total of 35 students studying at Eskişehir Osmangazi University participated in the study. 22 students were male and 13 students were female. 20 of these students were Turkish natives while 15 students were foreigners from different countries such as 6 from Yemen, 4 from Afghanistan, 4 from Libya and 1 from Comoros. The students are prep-school students. A Turkish adaptation of FLCAS with 32 items was used for data collection. In addition to FLCAS, an open interview was also done with 8 of the students, 4 of them Turkish native, who were available. Items of the questionnaire were analyzed one by one to reach the mean scores. Content analysis was applied to the interview answers. Following the analysis, a conclusion was drawn. The results showed that Turkish students had higher level of anxiety than foreign students inhibiting students’ oral performance. Based on the findings, some suggestions for further research are proposed. Besides, possible educational implications of the anxiety are indicated.     Keywords: Foreign language speaking anxiety, prep-school students, Osmangazi university, Students, speaking in class]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3532]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1140">
    <dcterms:title><![CDATA[HOW SYSTEMATIC AND RANDOM ARE ERRORS AND MISTAKES IN TEXTS WRITTEN BY LANGUAGE LEARNERS OF FRENCH?]]></dcterms:title>
    <dcterms:abstract><![CDATA[In his epoch-making article entitled “The significance of learners’ errors”, Corder (1967) argues that the analysis of errors is central to investigating the learners’ acquisition process. One of his key points addresses the idea that competence-dependent errors should be differentiated from performance-related mistakes. Errors, he says, are evidence of the learner’s use of an underlying system during the learning process. As well as revealing the learner’s interlanguage competence, errors are systematic. By contrast, mistakes are mainly the result of accidental slips of the tongue, physical or psychological conditions, such as tiredness or specific emotional states. They are incorrect forms whose systematicity cannot be explicitly described. To give some nuances to Corder’s distinction, other researchers, such as Ellis (1997), have pointed out that the differentiation between both errors and mistakes could also be made by asking learners to self-edit their own performance. If learners are capable of correcting themselves, their incorrect forms are regarded as mistakes. Conversely, if they are unable to self-edit their own performance, their incorrect forms are considered as errors. Following a brief discussion on the different methods in use to distinguish between both errors and mistakes, this short paper explores the extent to which systematicity in L2 learners’ incorrect written performance may help identify learners’ lack of knowledge. More specifically, it analyses an interlanguage corpus of texts written by learners of French and compares the systematicity of their incorrect forms with their ability to correct themselves.    Keywords: error, mistake, systematicity, randomness, zone of proximal development.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3547]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1141">
    <dcterms:title><![CDATA[THE IMAGE OF GOD IN G. M. HOPKINS’ S SONNETS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Gerard Manley Hopkins is a Victorian poet who became popular in the twentieth century, after the posthumous publication of his poems in 1918. He was born into an Anglo-Catholic family with artistic leanings, but during his university days he joined the famous Oxford Movement and converted to Catholicism in 1866. In 1868 he became a Jesuit priest and dedicated the rest of his life to God and the church. Upon becoming a priest, Hopkins decided to burn all of his poems, believing that this kind of work was not appropriate for his new profession. However, seven years later he realised that poetry could be used as a tool for praising God and justifying his ways, so he began writing again. The predominant topic of his poems is the connection between God and nature, which he saw as another manifestation of God. He invented the term “inscape”, which he defined as a specific quality that makes every person, object or emotion unique; and another term, “instress”, which is our perception or recognition of this uniqueness of the world. In his opinion, the beauty of the Universe lies in its variety, and it comes from God because he manifests himself differently in all of us. The aim of this paper will be to analyse the images of God that Hopkins uses in his three famous sonnets: “God’s Grandeur”, “The Windhover”, and “Pied Beauty”.    Keywords: God, instress, inscape, variety, nature.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3398]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1142">
    <dcterms:title><![CDATA[EVALUATING ESL STUDENTS’ CREATIVITY IN WRITING]]></dcterms:title>
    <dcterms:abstract><![CDATA[Writing as a productive skill is very important integral part in the language learning process.  However, writing is not considered as an easy skill by the students and it is certainly considered a difficult skill to teach by many ESL teachers. Creative writing normally refers to the production of texts which have an aesthetic rather than a purely informative, instrumental or pragmatic purpose. Creative writing in ESL classes has started developing lately but only to be incorporated as a supportive skill in teaching writing. Responding to students’ writing is an important issue to discuss when considering teaching creative writing. Response is a process that includes peer review, peer editing and continuous feedback through the stages of creative writing. By giving a constructive feedback, the teacher understands writer’s problems and intentions by also making students responsible for finding and analyzing what needs to be improved.      Keywords: teaching, writing, creativity, feedback, assessment,]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3369]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1143">
    <dcterms:title><![CDATA[DIFFERENT ASPECTS OF ACRONYMSIN MEDICAL TERMINOLOGY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Medical records, literature and encyclopedias are the most specific materials which the reader meets with. This literature, full of technical terminology, jargon and abbreviations, mostly in English language, often presents an insurmountable barrier between readers and users of medical services, on one side and the authors themselves on the other. The purity of both, English and Serbian language is disrupted by the use of vague and obscure terms and abbreviations, especially within the specialized field of medicine, in which accurate and precise communication is of great importance. Acronyms are used wherever it is technically more convenient to save some space or to avoid repeating of  complicated, mostly English terms for certain phenomena, devices or diseases. As opposed to the positive aspects of the acronym usage is the fact that abbreviations, anyhow highly subjective and subject to changes and different interpretations, are often misunderstood and misinterpreted. Very often, people identify the abbreviations they „seem to know“, joining them the meaning of some other acronym from another sphere of life.    The contribution of this scientific research lies in the specialized analysis of the use of medical terms, acronyms in particular, and the parallel review of new terms in both, English and Serbian medical terminology. At the same time, we tried to draw attention to all the problems that uncontrolled, improper and excessive use of acronyms bring, and in a certain way establish rules for the use and spelling standardization of acronyms and medical terms in both languages. We offered suggestions that might contribute the fight for language preservation, such as creating of thematic dictionaries or online databases that would be updated on daily bases with new acronyms and medical abbreviations. In such way, any possible confusion that could arise from the non-critical and inappropriate use of acronyms and abbreviations could be avoided.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3462]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1144">
    <dcterms:title><![CDATA[ACTIVE PARTICIPATION WITHIN WRITTEN AND SPOKEN ARGUMENTATION: THE USE OF ENGAGEMENT MARKERS ACROSS DIFFERENT GENRES]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper aims to demonstrate how writers and speakers actively engage readers and listeners within the argumentation through the use of engagement markers as a metadiscourse category. More precisely, it sets out to explore the function and use of engagement markers i.e. personal pronouns, directives and questions in three different genres, one written (editorials from newspapers) and two spoken (excerpts from talk shows and closing arguments from trials) in two different languages, Macedonian and English. The analysis is carried out on 9 editorials from American and 9 from Macedonian newspapers, 9 excerpts from American and 9 from Macedonian talk-shows, as well as 5 closing arguments from American trials and 5 from Macedonian.     It is essential for writers and speakers to know how to balance the use of these markers in order to avoid being intrusive and appear more persuasive for the readers and listeners. The research shows that there are differences in the use of the markers in the three genres in both languages. They were most frequently used in the English spoken texts (talk shows and closing arguments) and least frequently in the Macedonian closing arguments. As for their use in editorials, they were used moderately in both languages. So, on the whole, the analysis reveals that the choice of markers within the same genre depends on cultural differences i.e. the format and perception of the type of text by the different societies. Furthermore, it also shows differences in the choice of markers across the three genres in both languages. Finally, although carried out on a relatively small corpus, this research gives insight into the dialogic nature of argumentation and its impact on the persuasive effect of written and spoken texts in different genres and languages.     Keywords: metadiscourse, argumentation, engagement markers, editorials, talk shows, closing arguments]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3560]]></dcterms:extent>
</rdf:Description></rdf:RDF>