<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/215">
    <dcterms:title><![CDATA[SOCIAL SELF-ESTEEM AND EFL]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study has been an attempt to investigate the learning styles and strategies, word learning  strategies and social self-esteem of students in EFL classes at Intermediate level in the Sarajevo International  Colleges in Vraca and Ilıdža in Sarajevo, Bosnia-Hercegovina. For this purpose, 100 students at two colleges  have been applied a questionnaire containing various vocabulary learning strategies and their learning  preferences, styles and social self-esteems have been examined. SPINO instrument (PANAS - Positive and  Negative Affective Schedule, SOSA scales Social Self-Esteem Scale, The Learning Style Inventory (LSI  2011), and Inventory for Vocabulary Learning Strategies were used to carry out the implementation part of  our study. In order to collect the data, this study was based on a design including quantitative data analysis  by using questionnaires. The study intends to describe an experience connected to the systematic use of  vocabulary learning activities connected with the learning styles to enhance students’ self- esteem and thus,  promote language learning. The correlations between active learning strategies, emotional states and social  self-esteem have been significant and positive. In our study, it has been concluded that vocabulary learning  strategies produce positive emotions and there is a positive correlation between these two variables.Positive  emotions and higher social self-esteem give rise to more usage of different learning strategies. As teachers, we  are in a constant search to work on the social-emotional development of students. By developing a feeling of  social self-esteem in what they learn lexically, they build self-acceptance and trust through expanding their  vocabulary knowledge. The content relates real life situations to their own feelings, beliefs, needs, values and  experiences. It is worth mentioning the fact that the students were observed to get in touch with the positive  qualities of themselves with self-esteem and introspection, learning unknown words emphasizing selfdiscovery  and their own strengths concretely. The results of learning styles identification instruments  showed that learning styles of students can be diagnosed quite reliably. The research proved that students  can learn better when they are taught through the certain methods that reflect their specific learning styles.  In this paper we are discussing the pedagogical implications of this work and offering a model for the EFL  teachers to manage this field in their work.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3444]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/216">
    <dcterms:title><![CDATA[The Monetisation of Assets through Concession and Applicability in the Sector of Energy in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Financial effects of monetisation through concession in the sector of energy in Bosnia and Herzegovina (BiH) may well increase the level of domestic investments, production, exports, employment and general economic growth, without additional higher borrowings and loss of ownership in these strategically important industries. These new financial opportunities are necessary for faster economic development of the country, especially in the transitional period, as this development process is a great challenge in modern world economy. It requires significant commitment and coordinated efforts of the public and private sector.  The case study of Terminal Kakanj Power Plant (KPP) presented in this paper show that it is possible to implement monetization of assets through concession in the energy sector in BiH.  The empirical results provide evidence of positive correlations between monetisation through concession process and economic development in BiHor other transition and development countries.       Key words: monetization, concession, development, financial effects, energy sector.  JEL classification: O–Economic Development]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[2970]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 1986 – 8502 ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/217">
    <dcterms:title><![CDATA[THE PERFORMANCE OF NATIVE AND NON-NATIVE SPEAKERS OF  ENGLISH ON A UNIVERSITY ENTRANCE EXAM (GRE)]]></dcterms:title>
    <dcterms:abstract><![CDATA[College entrance exams are known to be one of the most nerve-racking steps a student has to cross for  a better future. These exams measure students’ collective knowledge in different skill areas and predict what  potentials they have for future performances in different fields. This study will examine the differences in  performance between native and non-native speakers of English in the English section of the Graduate  Record Examination (GRE). It is the one test written in English that applicants from all around the world  take on the same date and with the same copy, and this study aims to help the students in their preparation  to predict what their weaknesses are, and find a common ground between each category in the GRE test.  The results of the research are based on the case study of students&#039; performance in the test and will involve  60 students, 30 native and 30 non-native speakers of English. The participants will be given the same  written test in order to separate the mistakes found in different linguistic categories]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3448]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/218">
    <dcterms:title><![CDATA[The Impact of Literature On Linguistics: ″A rabbit, an elf, and some horrorshow droogs″]]></dcterms:title>
    <dcterms:abstract><![CDATA[Main goal of the article is the establishment of common ground between two fields of language study; Linguistics and Literature, since the common links that connect these branches not only exist, but are strongly present in many areas of each field. However, they are misconstrued and underestimated, which leads to an incomplete understanding of both. We have used three main arguments, from a certain point of view, to gradually form a strong proof of the interdependency which governs the relation: contribution of Literature to the theory of Linguistics, contribution of Literature to specific branches, and contribution of Literature to Language. Using a considerate amount of written evidence, as well as exploring the history of both fields, it should be evident that the relationship which exists requires a different approach to studies. Saussure’s demarcation might be idealized, as the synchronic primacy might not uphold in the present, as everyday written records are becoming closer to the level that spoken language has in the linguistic development process. This area may require more exploration. The result might be general, and need to be specified, so that it can be used in the field of ELT, as a manner of teaching foreign languages.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3242]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/219">
    <dcterms:title><![CDATA[CLASSROOM GROUP WORKS UNDER SCRUTINY: A CASE STUDY  AT INTERNATIONAL BURCH UNIVERSITY,  IN BOSNIA AND HERZEGOVINA]]></dcterms:title>
    <dcterms:abstract><![CDATA[In last couple of decades in contemporary societies, educators and educational institutions have  required their students to participate actively and devotedly in their educational process in order to prepare  them for the future employment which almost always includes team work and cooperation, Therefore,  methods that include students’ cooperation and collaboration within group learning have been used  increasingly in all levels of teaching and in all subjects. Nevertheless, it seems that in practice this type of  learning is still encountering dependence, passivity, and even anxiety on the part of students. Thus, this  paper attempts to provide an insight into students’ perspectives on these issues in the international and  multicultural environment of International Burch University. Students were given the opportunity to  express their own opinions through the interviews evaluated by taking into consideration key elements of  cooperative learning situations (Johnson and Johnson, 1991). Thus, the purpose of this research is to  indicate possible shortcomings in the implementation of group work methods applied in practice and to  attract students’ attention to their importance by offering possible solutions for their overcoming.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3446]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/220">
    <dcterms:title><![CDATA[Classroom Group Works Under Scrutiny: A Case Study at International Burch University]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the last couple of decades in contemporary societies, educators and educational institutions have required their students to participate actively and devotedly in their educational process in order to prepare them for the future employment which almost always includes team work and cooperation, Besides, methods that include students’ cooperation and collaboration within group learning have been used increasingly in all levels of teaching and in all subjects. The present study attempts to provide an insight into students’ perspectives on these issues in the international and multicultural environment of International Burch University. Students were given the opportunity to express their own opinions through the interviews evaluated by taking into consideration key elements of cooperative learning situations. The researchers have aimed to indicate possible shortcomings in the implementation of group work methods applied in practice and to attract students’ attention to their importance by offering possible solutions for their overcoming.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3240]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/221">
    <dcterms:title><![CDATA[Development of Intercultural Education through English language textbooks used in elementary schools in B&amp;H]]></dcterms:title>
    <dcterms:abstract><![CDATA[In today’s globalized world mono-cultural societies have been gradually disappearing. A trend towards the creation of multicultural societies began in 1960s. New multicultural societies were forced by the virtue of new conditions to engage themselves with others. The number of international institutions has adopted documents, which became the backbone of new education policy. Therefore, school systems worldwide began to work intensively on the promotion of intercultural values among young people. Intercultural education is most explicitly accomplished through textbook contents which encourage interaction, exchange, desegregation, interdependency and solidarity among people belonging to different cultural groups living in the same territory. Yet nowadays many multicultural nations encounter difficulties in holding together multicultural diversity and in establishing harmonious interpersonal relationships. This work deals with content analysis as one of the most frequently applied research methods in the field of education; and it is concerned with the analysis of the intercultural content in English language textbooks used in B&amp;H in elementary schools. The main goal of this research is to determine the quantity and quality of content that point to intercultural education in the textbooks of English language used in elementary schools in the Bosnia and Herzegovina. The research involves both quantitative and qualitative analysis. We selected nine categories, important for intercultural education throughout English language textbooks: identity, cooperation and friendship, respect, tolerance, cultural relativism, stereotype, prejudice, oppression, and labeling. Results of textual analysis will offer scientific insight about the possible contributions of English language textbooks to intercultural education in B&amp;H. This research for us is important because we believe that if multiculturalism is accepted as an asset not as a burden, with its proper utilization within the education system, multicultural nations would inevitably continue to benefit from their diversity.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3190]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/222">
    <dcterms:title><![CDATA[Role of the State in Financial Sector Development and Achieving Pro-Poor Growth: Evidence from Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper provides theoretical background and empirical research on state’s role in financial sector development, focusing on state’s role in achieving pro-poor economic growth through its activities in development of the financial sector.  To this end, in the theoretical part of the paper it is explained that pro-poor growth depends on the strong private sector, while at the same time private sector development is dependent on the degree of financial sector development. Defining pro-poor growth as a set of policies aiming to reduce poverty, it is argued that pro-poor growth is dependent on financial sector development both, directly and indirectly. Financial sector development contributes to poverty reduction directly through improvement of the access to financial products/services to the poor, and indirectly through private sector’s better access to financial sources which as a consequence impacts the overall economic growth of the country. By analyzing theoretical approaches, it is shown that government policies and actions in financial sector development might positively impact private sector development, and therefore (indirectly and directly) contributes to pro-poor growth.  The empirical part of the paper discusses the role of the state in financial sector development and its contribution to economic growth and poverty reduction in Bosnia and Herzegovina (BiH), arguing that this growth needs to be pro-poor oriented as BIH is the poorest country in Europe. In order to assess state’s role in financial sector development and its implication to pro-poor growth in BIH, surveys among small and medium enterprises (SMEs) and government representatives were conducted. The aim of the surveys was to analyze the perceptions of private sector participants and of government institution employees perceptions about the government role in development of the financial sector oriented to SMEs.  The research shows significant disagreement between the two surveyed groups about the efforts currently being implemented by BIH government in supporting the private sector through financial sector development. It is concluded that government needs to work more closely with the private sector as well as with the financial sector so as to better identify the private sector needs and then create policies and take actions necessary for the private sector to develop, which would consequently lead to poverty reduction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3340]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/223">
    <dcterms:title><![CDATA[Investigating the Drivers of Choice Behavior in Tourism:   Corporate Image, Perceived Risk and Trust Interactions through Reputation Management]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: This study examines how reputation management (RM) activities influence consumers’ choice behaviors. In order to understand the relationship between them the possible consequences of RM activities such as corporate image, consumer trust, and perceived risk were analyzed as the antecedents of consumers’ choice behavior. Specifically, a structural equation model was developed for hypothesized relations between the constructs of the study. Empirical research was conducted using data from 232 individual consumers in Albania (n=109) and Turkey (n=123) to test our conceptual model. The data were analyzed through t-test and structural equation modelling (SEM). The study shows that RM activities obviously determine the constructs of corporate image and consumer trust positively, whereas they affect perceived risk by consumers negatively. The lower level of perceived risk through RM activities was found as a significant determinant of consumers’ choice behavior.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3302]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/224">
    <dcterms:title><![CDATA[Analysis of ACE I/D polymorphism in Gorani population]]></dcterms:title>
    <dcterms:abstract><![CDATA[Angiotensin converting enzyme (ACE) gene is 21 kb long gene that is located on chromosome 17q23. Protein coded by this gene, ACE enzyme causes conversion of  inactive angiotensin I to active angiotensin II that presents key component of Renin Angiotensin System(RAS) that is known to functions in control of blood pressure and balance of fluids and salts in the body. ACE also increases degradation of  bradykinin.       It has been shown that ACE gene contains a polymorphism based on the presence (insertion [I]) or absence (deletion [D]) of 287 bp Alu sequence in intron 16. Accordingly, it leads to the generation of three genotypes: deletion homozygotes (DD),  insertion homozygotes (II),  and heterozygotes (ID).      Studies have identified correlation between ACE polymorphism and different diseases as well as correlation between one of three genotypes and sport performance.            The main aim of this study was to identify genotype and allele frequencies of ACE gene in Gorani population. Comparison of these results to the results of other population studies on ACE polymorphismswe aimed to understand genotype composition of studied population as well as to see if ACE gene presents suitable genetic marker that could be used in population studies.       Genotypes of hundred unrelated individuals were determined by using method initially described by Rigat et al (1992).  As overamplification of D allele can cause ID genotype mistyping, DD individuals were subjected to second PCR  in which presence or absence of I allele was controlled. Results of the first and second PCR were detected by 2%  and 1,5 % gel electrophoresis, respectively.       Results of ACE testing revealed that Gorani population is in Hardy Weinberg equilibrium, where the most common genotype is ID(63%), followed by DD (20%) and II (17%) genotypes.      When results of present study where compared to other population studies, the highest correlation was observed with Hungarian, Croatian, Serbian and Turkish populations. MDS plot as well as dendrogram revealed grouping of population according to geographical position, being more reliable based on continental distribution.       Keywords: ACE gene, ACE polymorphism, Gorani population, Polymerase Chain Reaction, MDS, Dendrogram]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3613]]></dcterms:extent>
</rdf:Description></rdf:RDF>