<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/205">
    <dcterms:title><![CDATA[Designing teaching materials – necessity or luxury?]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper examines designing language teaching materials as an integral segment of language courses taught at tertiary level. Firstly, it defines teaching materials and considers them both as anything that can be used to facilitate the language learning and as authentic materials specially designed for development of specific skills. Secondly, it discusses reasons for designing materials as supplement to the materials teachers are provided with. Thirdly, the authors attempt to present the advantages of the process of producing materials. Material designing enables teachers to have a control over selection of topic, situations, functions and skills to be developed. Moreover, it takes into account particular learning environment, students’ learning needs and their learning experiences, cross-cultural issues and their influence on development of students’ communication competence.    This is followed by a comparison of experiences in material designing at two faculties, Faculty of Mining, Geology and Petroleum Engineering, University of Zagreb, and Faculty of Technical Sciences, University of Novi Sad. The language teaching material development starts at both faculties with identification of the main requirements set by the departments and the detailed needs analysis of students’ needs which is the foundation of all language courses preparing students for using language in working environment. This initial stage helps teachers to select the textbooks and decide on additional material they need. Although material designing contributes greatly to the relevancy and productivity of language courses, it goes together with numerous obstacles ranging from technological to financial ones. To conclude the authors will elaborate on actual examples of materials produced for the courses they teach.    Keywords: language teaching, materials, design, textbooks, development.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-09]]></dcterms:date>
    <dcterms:extent><![CDATA[3257]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/206">
    <dcterms:title><![CDATA[Pre-service teacher training: motivation, objectives and teaching strategies]]></dcterms:title>
    <dcterms:abstract><![CDATA[Trinity College Diploma in TESOL offers a compulsory part of the course titled Unknown Language Learning Experience. It is an assessed part of the course and it accounts for 20% of the final mark. Trainees have to write a language journal guided by a semi- structured questionnaire after observing and participating in four lessons taught in an unknown language. The main objective of this experience is to introduce teaching methodologies and activities suitable for total beginners and to show how to write up a lesson plans and do a contrastive analysis. In 2003 we have organized a course on the island of Gran Canaria training 24 students from the UK, Australia and Spain. Eleven/twelve years after the experience, in 2015, we have asked them the very same questions they had to answer back in 2003 in their journals. This action research procedure has proven the validity of the unknown language experience. The questions we have analysed deal with feeling, motivation, teaching strategies, objectives and techniques. 100% of them valued the experience as a positive one and 40% of them stated that they could follow the lesson precisely because only L2 was used. 100% of the trainees said that they have used the same unknown language teaching strategies since they have considered them as a very useful in language teaching methodology. Due to the success of the experiment we have done trial experiments from 2011- 2013 at the University of Las Palmas de Gran Canaria with the main aim to implement the Unknown Language Experience in the core curriculum at the Teacher Training Faculty.     Keywords: L2, TESOL, journal, motivation, ULE]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-08]]></dcterms:date>
    <dcterms:extent><![CDATA[3256]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/207">
    <dcterms:title><![CDATA[Sufiksi perzijskog porijekla u bosanskom jeziku]]></dcterms:title>
    <dcterms:abstract><![CDATA[U radu se istražuje zastupljenost sufiksa perzijskog porijekla u bosanskom jeziku, koji su općenito manje proučavani u poređenju s npr. sufiksima turskog porijekla. Želi se ukazati na činjenicu da oni nisu tako malobrojni, kako bi se moglo činiti, ali nisu ni pretjerano frekventni. Među njima, prisutne su i mnoge samostalne riječi iz perzijskog jezika, koje u našem jeziku imaju funkciju sufiksa, poput perzijskog kar, koje se u našem jeziku realizira kao -ćār/-ćer, i perzijskih hane, name i zade, koji se u našem jeziku ostvaruju kao -(h)ana, -nama i -zada. Pored njih, zabilježeni su i sufiksi: -dān/-den, -dār/-tār, -stān i -vān/-van, te sufiks -ane, jedini kojim se izvode prilozi. Cilj rada jeste ukazati i na potrebu njihovog podrobnijeg osvjetljavanja u kontekstu tvorbenog sistema bosanskoga jezika.           Ključne riječi: sufiksi, bosanski jezik, perzijski jezik, turski jezik]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-05]]></dcterms:date>
    <dcterms:extent><![CDATA[3255]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/208">
    <dcterms:title><![CDATA[Motivation versus age variable in secondary-school learners of English language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Motivation is probably the most important factor for successful learning of any kind. This paper will attempt to explore the process of motivation for English language learning in secondary school learners considering the variable of age - its application or lack of it through the learning process itself, relevant factors which affect students, teacher’s role, the influence of parents, peers, and the environment, and to prove the hypotheses that a) motivation changes and decreases with the change of age in secondary school learners; and b) extrinsic motivation is more present than intrinsic motivation at secondary school level. This research problem will be examined through the method of questionnaire on the sample of 100 respondents – secondary school students (from first grade up to the fourth grade) of High Commercial School in Travnik. The paper will also attempt to discuss the types of motivation, types of learners, learners’ age, environment etc. and other learners’ variables, both through the recent theoretical studies regarding motivation in general (a detailed description of sources, characteristics and types of motivation), and, also, it will try to present a practical sample research of a decrease in motivation that starts at the upper-primary level and tends to decrease through the secondary level.     Key words: Motivation, extrinsic motivation, intrinsic motivation, language learners, age variable]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-03]]></dcterms:date>
    <dcterms:extent><![CDATA[3253]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/209">
    <dcterms:title><![CDATA[Providing Learner’s Motivation By Effective Usage Of Visual Aids In Foreign Language Teaching]]></dcterms:title>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3243]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/210">
    <dcterms:title><![CDATA[Bosansko-englesko-turska knjiga fraza]]></dcterms:title>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3246]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/211">
    <dcterms:title><![CDATA[Listening activities: teachers and students think the same in Sarajevo?]]></dcterms:title>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3239]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/212">
    <dcterms:title><![CDATA[MEVLÂNÂ’NIN MESNEVÎ&#039;SİNE GÖRE XIII. YÜZYILA AİT BAZI ADET VE GELENEKLER]]></dcterms:title>
    <dcterms:abstract><![CDATA[Özet  Mevlânâ Celaleddin-i Rumî, bir takım siyasi ve toplumsal sebeplerle ayrıldığı Harezm, Belh ve Horasan’dan sonra kaderin kendisine çizdiği rotayla nihayet o gün için adeta bir sulh adacığı olan Anadolu’yu mesken tutmuştur. Devir itibarıyla Moğol tehdidi önüne kattığı toplulukları o zamanki Orta Asya ve İran coğrafyasından sürüyordu. Neredeyse bütün bu toplulukların sığındığı Anadolu gelenlere ana gibi kucağını açmıştır. Elbette gelen topluluklar kendi dil ve kültür varlıklarıyla geliyordu ve Anadolu kültürel olarak yeniden harmanlanıyordu. Göçenler sadece insanlar değil aynı zamanda dil ve kültürdü. Anadolu adeta bir kültürler mozaiği halini alıyordu. İşte böyle kültür taşıyıcıları arasında entelektüel bir yapıya sahip olan Mevlânâ ve ailesi de coğrafyamıza farklı renkler ve anlayışlar getirmiştir. Daha sonra Mevlevilik olarak adlandırılacak bu düşünce ve fikir yapısı temelinde Harezm, Belh ve Horasan kültürünü barındırmaktadır. Selçuklu kültürünü besleyen bu göçler, zihni ve entelektüel zenginleşmeyi de beraberinde getirmiştir. Biz bu çalışmamızda hissi bir tarih ve kültür belgesi olarak adlandırdığımız Hz. Mevlânâ’ya ait Mesnevî-i Şerif adlı hacimli eserde, yazıldığı devre yani XIII. asra ait bazı adet ve gelenekleri şahitleriyle birlikte inceleyeceğiz.  Anahtar Kelimeler  Mevlânâ Celaleddin-i Rumî, Mevlevilik, Mesnevî, XIII. Yüzyıl, Gelenek.  SOME CUSTOMS AND TRADITIONS OF THE 13TH CENTURY ACCORDING TO MATHNAWI    Abstract  Mawlana Jalaluddin Rumi, who had to leave Khwarezm, Balkh and Khorasan due to various political and social reasons took shelter in erstwhile island of peace – Anatolia. The threats posed by Mongols drove communities out of the then Central Asian and Iranian geography. Anatolia welcomed all these communities wholeheartedly. These communities obviously brought their own languages and cultures with them and Anatolia’s diversity was increasing. It was becoming a melting point of cultures. In such a diverse society, Rumi and his family brought different ideas and understandings to our geography with their intellectual abilities. These ideas and understandings which would later be known as Mevlevilik trace its roots in Khwarezm, Balkh and Khorasan. These immigrants who fostered Seljuk culture had brought scholarly and intellectual richness with them. In this paper, we, along with the witnesses, would analyse the customs and traditions of the 13th century which are described in Rumi’s glorious and most renowned book, Mathnawi.        Key Words  Mawlana Rumi, Mevlevilik, Mathnawi, 13th Century, Tradition.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3601]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/213">
    <dcterms:title><![CDATA[SECURITY IN EUROPEAN TOURISM WITH PARTICULAR ATTENTION PAID  TO THE REPUBLIC OF CROATIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: Security and the sense of being secure represent an important component  in choosing a tourist destination, but also the quality of life of domestic population  and stay of tourists in a tourist destination. Therefore, in cooperation with participants  in tourism, destinations must enable safe and adequate surrounding for its visitors, and  encourage the coexistence with the domestic population. Protection and security in  tourism are becoming complex multidimensional terms which cover a great number  of components among which are political security, public security, health and  sanitation security, protection of personal data, legal protection of tourists, protection  of consumers, security in communication, getting authentic data, ensuring the quality  of services, etc. Croatia is a member of the European Union, and it monitors trends  in the development of tourism on the European Union level and Europe in whole.  Personal safety is an important component of choosing Croatia as a destination, and  is one of the advantages of Croatia in relation to the competitive countries. Within the  research conducted in the paper the focus is on the analysis of safety in tourism of  Europe and the Republic of Croatia. The goal is understanding the significance which  “sense of safety” has on the choice of European destinations and the necessity of  establishment of security measures and the protection of tourists during tourist travel on  all levels. Based on the conducted analysis, measures of improvement of security and  protection of tourists in European and Croatian tourist destinations will be suggested.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3333]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/214">
    <dcterms:title><![CDATA[FORMATION OF A HIGHER EDUCATION ORGANIZATION IDENTITY BETWEEN IMAGINATIONS AND STANDARDS: THE CASE OF TURKISH UNIVERSITIES SYSTEM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: Nowadays universities on the one hand try to survive and handle to their  managerial system on the other hand cope with constrains from their institutional  environment. The constrains are multilateral and including organizational demands,  increasing competition in the market, national and international standardization  however which are comprise of responding to demands of the students who are grown  up in the technological era. Hence, universities are increasingly facing a double-sided  pressure: to be innovative with a specific organizational duty while at the same time  being an embedded part of a growing, and highly interconnected, internationalized  and standardized higher education ‘industry’. This dilemma has both theoretical and  practical interest, and is explored in this paper through an empirical study of how one  university has dealt with these challenges of innovation and standardization.  In this paper it is investigated that the processes involved in forming an organizational  identity, which it is studied during the founding of a distinctive new college by using an  interpretive, insider-outsider research approach. It aimed that to identify elements that  constitute the identity. It is considered a dilemma that imaginations and innovations  attitudes of entrepreneurs of university such as struggles to be innovative and  authentic on the other hand centralized structure of state, national and international  standardizations and especially idiosyncratic context of Turkey. By studying a Turkish  foundation university from its establishment in 2007 to present, and by extensive  triangulation of more qualitative studies on this university in this period, the paper  concludes that higher education institutions may handle this dilemma by relating it to  the continuous struggle for organizational identity. As methodologically has done per  deep interview with founding members and content analysis to archive documents  since its establishment.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3324]]></dcterms:extent>
</rdf:Description></rdf:RDF>