<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/1155">
    <dcterms:title><![CDATA[Izazovi regionalizacije u Republici Hrvatskoj   i Bosni i Hercegovini]]></dcterms:title>
    <dcterms:abstract><![CDATA[Unutarnje ustrojstvo Republike Hrvatske i Bosne i Hercegovine svoju različitost pronalazi  manje u povijesnom razvitku, a puno više u političkim konzekvencama ratnih zbivanja potkraj prošlog stoljeća. U Hrvatskoj se danas vode stručne i političke rasprave o tomu kako postići optimalniji unutarnji upravni i samoupravni razvoj, baveći se i pitanjem moguće regionalizacije zemlje. S druge strane u Bosni i Hercegovini pitanje regionalnoga ustroja zemlje nije u funkciji prioriteta, jer političke snage više su orijentirane ka pitanjima ustavnog ranga, odnosno pitanjima cjelovitosti zemlje i njenoj eventualno drugačijoj unutarnjoj prekomponiranosti.    Autori u članku iznose povijesne odrednice o lokalnoj upravi i samoupravi, te regionalnim povijesnim oblicima, posebno u Bosni i Hercegovini. O istima su već više radova objavili, pa je ovo nastavak istraživanja. Sukladno naslovu članka referiraju se i na aktualno stanje regionalizacije u obje zemlje.]]></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[3141]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1156">
    <dcterms:title><![CDATA[Hrvatski pogled na euroatlantizam na Zapadnom Balkanu]]></dcterms:title>
    <dcterms:abstract><![CDATA[Usprkos globalnom svjetskom poretku i procesima ubrzane globalizacije regionalni pristup ostaje temelj za funkcioniranje međunarodnih aktera u suvremenim međunarodnim odnosima.Intenzivnijom regionalizacijom, učvrščivanjem sigurnosnih, gospodarskih, političkih, kulturnih, vjerskih i drugih oblika veza i savezništva države određene regije produbljuju postojeće ili definiraju nove oblike regionalne povezanosti temeljem kojih, kao regionalno   prepoznate cjeline,  lakše ostvaruju interese na globalnoj  međunarodnoj sceni. Euroatlantizam, kao skup odnosa zemalja Sjeverne Amerike i Europe danas prolazi svoju novu  do sada  najkompleksniju fazu, a procesi euroatlantske i europske integracije dva su paralelna, međusobno povezana procesa koja obilježavaju suvremena zbivanja tzv. Zapadnog, demokratskog, razvijenog svijeta. Institucionalizirani u organizacijama NATO i Europska unija, euroatlantizam i euroatlantske integracije dio su svakodnevice i zemalja Zapadnog Balkana. Republika Hrvatska kao najmlađa članica NATO-a i Europske unije mora preuzeti ulogu zagovornika daljnjeg širenja tih organizacija na ostatak zemalja Zapadnog Balkana, kako zbog svog vlastititog tako isto i zbog interesa tih zemalja  ali i  jačanja ukupne ideje euroatlantizma u suvremenom svijetu.]]></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[3129]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1157">
    <dcterms:title><![CDATA[Zasjedanje prvog višestranačkog hrvatskog sabora (30. Svibanj 1990.) – početni impulsi „dugog putovanja“ Republike Hrvatske prema europskoj uniji]]></dcterms:title>
    <dcterms:abstract><![CDATA[Mnogo je radova, rasprava ili analiza u posljednjim desetljećima napisano o odnosima Republike Hrvatske i Europske unije, o procesima njezine demokratizacije, gospodarskog i institucionalnog približavanja i harmoniziranja njezinog pravnog sustava s onim EU. Tako je znameniti hrvatski analitičar međunarodnih ekonomskih odnosa dr. Mladen Staničić proces približavanja RH EU nazvao «dugim putovanjem». Kada razmotrimo sve izazove koje su stajale pred politikom svih hrvatskih vlada, počev od temeljnih vanjskopolitičkih ciljeva proglašenja državne neovisnosti, očuvanja i obrane državne suverenosti (u specifičnim okolnostima jugoslavenske krize), preko imperativa opće demokratizacije, procesa oblikovanja civilnog društva i tranzicije hrvatskoga gospodarstva, te institucionalnih reformi, to je «putovanje» bilo uistinu dugo i «teško», kako ga je autor ovog rada i sam nazvao u jednom radu s njemačkim pravnim znanstvenikom i odvjetnikom dr. Geraldom Sanderom. Ono je možda bilo i najteže u usporedbi s drugim novim državama članicama Unije.       Na početku tog «dugog» putovanja stoji, sada već povijesno zasjedanje Hrvatskoga sabora, 30. svibnja 1990., prvog višestranačkog i demokratskog Sabora nakon njegove uloge u institucionalnoj organizaciji SR Hrvatske u okvirima socijalističkog državnopravnog uređenja, definiranog jugoslavenskim ustavnim i političkim sustavom.       Glavni je cilj ovoga rada (priopćenja) prikazati to povijesno zasjedanje, u prijelomnim trenucima velikih promjena čitavoga sustava međunarodnih odnosa, te okolnostima raspada jugoslavenske državne zajednice. Autor će u radu naznačiti kako je ovaj Sabor, iako nije usvojio neke važnije državnopravne odluke, kao dominantni vanjskopolitički cilj Republike Hrvatske, isticao njezine nakane približavanju tadašnjoj EEZ, ukazavši na povijesnu pripadnost Hrvatske Europi.]]></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[3113]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1158">
    <dcterms:title><![CDATA[SOCIAL ETIQUETTE ACROSS CULTURES: TEACHING ENGLISH FOR BUILDING RELATIONSHIPS AND RAPPOR]]></dcterms:title>
    <dcterms:abstract><![CDATA[To live a happy, fulfilling and purposeful life is something both teachers and students wish for. As relationships seem to be a factor which is most likely to make one’s personal life and career happy, successful and fulfilled, it is essential to re-examine language teaching in this respect. Therefore, this paper aims at reflecting on the extent to which teachers may equip students with language and skills and thus allow for developing successful relationships and rapport. The focus of the paper is to understand, analyse and describe why at least some of the great amount of universal as well as culture-specific etiquette rules should be explored in English language teaching and how teachers can do that. This paper, therefore, investigates which topics can be used to allow for fruitful interactions between teachers of languages and their students in this area. To ensure that suggested topics and activities are applicable in a diverse educational context, the activities are described in a rather general way. The primary objective is to inspire foreign language teachers to create authentic and meaningful classroom interaction on the base of digging into social etiquette with regard to the cross-cultural aspect. As a result, learners’ knowledge and skills will be enhanced in terms of building relationships and rapport in a foreign language. What is more, they will be able to interact in social situations with grace. To sum up, this paper looks into preparing often linguistically homogenous classrooms for a culturally diverse world in an effective way and a manner enjoyable for all parties involved.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3388]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1159">
    <dcterms:title><![CDATA[ARGUMENTATION STRATEGIES IN NEGATIVE ACADEMIC  BOOK REVIEWS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Although nobody would deny that academic criticism is an inherent feature of academic communication, most of the existing studies assume that due to the nature of the development of science, collaborative rhetoric is intrinsic to academic discourse and criticism is an exception rather than the rule. In order to check this hypothesis, the present pilot study investigates a sample corpus of 10 book reviews in the field of English applied linguistics, which have a definitely negative character.    Scientific book reviews not only belong to the basic academic genres, but also possess a functionally determined highly evaluative character, thus being potential carriers of academic criticism. They have, unfortunately, received relatively little attention as yet. The study aims at uncovering the argumentation strategies used by review writers in terms of the classical argumentation Aristotelian theory. Within this theory the notion of topic plays a crucial role. There are two basic types of topoi: those based on everydaylogic generic premises and those with conventionalised conclusions, whose subgroups are used as a methodological instrument of the analysis.    The analysis leads to conclusions concerning the surface expression of the argumentation strategies used by writers, the degree to which criticism is based on objective logic and on subjective personal evaluation, the preference for certain topoi, as well as some general concerns in relation to confrontation in the academia.    “ I f y o u h a v e m o ne y t o b u r n, b u r n i t; d o n’ t b u y t h i s b o o k! ”]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3445]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1160">
    <dcterms:title><![CDATA[DESIGNING A TRANSLATION AND INTERPRETATION  DIPLOMA COURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The objective of this paper is to share the experiences regarding the design and implementation of a  Translation and Interpretation Diploma Course (TIDC) in a public university located in central Mexico.  The main point of designing and implementing the diploma course was to start a new generation of  translators and interpreters since a number of BA in ELT graduates from local universities and many other  translators from the region wish to grow professionally in both translation and Interpretation areas. Besides,  the implementation of this diploma course became a necessity since no institutions in this region offer a  course of this kind. Moreover, the TIDC was designed taking into account the demand for professional  translators and interpreters derived from the industrial and commercial growth in the state of  Aguascalientes, Mexico.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3469]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1161">
    <dcterms:title><![CDATA[ESP CURRICULUM AT THE UNIVERSITY LEVEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper focuses on the former curricula for English for Special Purposes at the University of Banjaluka. Namely, the old curricula that had been used to teach ESP to students of mathematics, physics, chemistry, biology, geography, and spatial planning had displayed a poor focus on the specific vocabulary. Furthermore, the main focus was one the basic grammar points so the students could not be expected to show deep understanding of specific texts. If we consider the fact that students from the target departments all use different vocabulary in their own fields, it became obvious that the target vocabulary should be included, which had not been the case. Another flaw of the former curricula was that the students did not deal with any original English texts in their subject field or with the translation. Hence, we introduced such texts in the new curriculum resulting in a better understanding of the students&#039; own subject matter. We also considered the fact that most scientific papers and handbooks that the students use during their college years were written in English. Our suggestion was that apart from the grammar points presented to the students, their ESP curricula should more focus on their own scientific language, i.e. on the vocabulary that is typical of their own subject matter and which they might be able to use one day in their own field of research. The new curricula resulted in students being more eager to study ESP and better understand the specific target texts.    Keywords: ESP, curriculum, revision, university level, teaching trends]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3515]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1162">
    <dcterms:title><![CDATA[KONTEKST KORIŠĆENJA STRANIH REČI U ZEMLJAMA U TRANZICIJI - KVALITATIVNI INDIKATOR SAMODEFINIŠUĆEG KULTURNOG IDENTITETA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anаlizа rečnikа osobа (kаo i kognitivnih shema) kаko bi se odredilа njihovа ubeđenjа i identitet u odnosu nа &quot;spoljаšnji svet&quot; nije novа stvаr, ne sаmo zа lingviste i kognitivne nаučnike, već i zа klаsične i sаtirične pisce, nаročito kаdа je potrebno dа se predstаve nečijа stereotipnа rаzmišljаnjа o &quot;globаlnom&quot; „zаpаdnom“ kulturnom modelu . Ali upotrebа strаnih i pozаjmljenih reči u kontekstu koji ponekаd ne odgovаrа njihovom etimološkom znаčenju tаkođe pružа drаgocene podаtke zа lingvističke i аntropološke studije jer predstаvljа određen doprinos koji se odnosi nа kulturno okruženje. Ako tаkаv kontekst deli određenа populаcijа preko lokаlnih medijа, ili nа neki drugi nаčin, ondа je ispunjen uslov zа postojаnje rаzličitih podkulturnih grupа. Cilj ovog rаdа je dа pronаđemo kvаlitаtivne rаzloge koji stoje izа upotrebe određenih terminа u Srbiji i nekim drugim zemljаmа u trаnziciji, bilo od strаne nаsumičnih ljudi ili u mаsovnim medijimа. Štа je globаlno, а štа je lokаlno kulturno uslovljeno, štа nаdkulturnа а štа lokаlnаkulturnа pojаvа? Kojа grupа koristi koje termine pri određivаnju svog identitetа ili identitetа neke druge grupe, kаo što je nа primer korišćenje reči „trаnspаrentno“ umesto „jаvno“ , ili reči „nаcionаlizаm&quot; u pohvаlnom ili pogrdnom znаčenju.    Ključne riječi: Identitet, pozаjmljenice, etimologijа, kognitivnа lingvistikа, kognitivnа аntropologijа, globаlizаcijа, nаcionаlizаm]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3510]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1163">
    <dcterms:title><![CDATA[ESKİ VAKIF MALLARININ GÜNÜMÜZDEKİ HUKUKİ REJİMİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Vakıflar, insanın fıtratında varolan başkasına iyilik yapma, insanlar  için yardımda bulunma, karşılıklı yardımlaşma ve dayanışma duygusunu  hukuki statüye kavuşturan ve ona süreklilik sağlayan, düzenli ve koordineli  bir şekilde hayata geçirilmesini temin eden en önemli müesseselerden  birisidir. Çok eski zamanlardan beri insanlar çeşitli nedenlerle vakfetmişler,  ancak İslam’ın vakıf müessesesine verdiği önemden dolayı, gerek teorik  alanda ve gerekse pratikte çok önemli bir yer işgal etmiş, İslâm ve Osmanlı  hukukunda kapsamlı çalışmalar yapılmıştır. Denilebilir ki İslâm hukukunun  ve hukukçularının geliştirdiği ve yaygınlaştırdığı en önemli müesseselerden  biri de vakıf olmuştur.]]></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[3057]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1164">
    <dcterms:title><![CDATA[A RESEARCH ABOUT “CULTURAL TALKİNG PATTERNS” IN ISTANBUL UNİVERSİTY LANGUAGE CENTRE A1-A2-B1-B2 LEVEL BOOKS ACCORDING ELP (EUROPEAN LANGUAGE PORTFOLİO)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The culture plays a huge role in society formation. Because it includes analysing life style of communities, their traditions, beliefs, language and art. Language learning or teaching activities in connection with the culture helps to understand the characteristics of society which are reflected or not reflected in the language. Because language during the years through the the spirit, brain and conscience of the community reached our days.  “A nation’s history, geography, religious values, folklore, music, art, literature, science which perform worldview and all types of common values filtred through the hundred years by words symbolically flows into the language treasury.” (Barın, 2004). The importance of teaching Turkish to foreigners in Turkey is rising. We should teach not only phonetic features of our language to foreigners, but also Turkish culture and history. Language is the basic mechanism that transfers culture to time and space and refines it (Güngör, 1991:214). Therefore, written and verbal pieces used in language education should comprise cultural talking patterns. Turkey joined Socrates Project, which regulates common education practices in Europe, on 24th of January 2000, with European Council’s decision number 253/2000/EC. For that reason, foreign language teaching practices in European countries are adopted in Turkey (Mirici, 05.02.2014). These practices are being applied in connection with framework programme. One of this common framework programme’s features is cultural diversity. In other words, foreign language teaching practices should also comprise cultural aspects of the language. In this research, we will investigate with scanning method, how much and how the cultural talking patterns of Turkish culture are reflected, on terms of Teaching Turkish as a Foreing language, on the texts of A1-A2-B1-B2 level TÖMER books of Istanbul University.    Keywords: Turkish teaching, ELP, Turkish lesson books]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3520]]></dcterms:extent>
</rdf:Description></rdf:RDF>