<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/1951">
    <dcterms:title><![CDATA[Formal Unity and Functional Diversity of PP Adverbials in Modern Standard Arabic]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper discusses adverbials in Modern Standard Arabic. Adverbials as the most diverse group of the clause elements are interpreted according to the functional grammar. Adverbial phrases in Arabic are optional elements primarily expressed by PP, NP and AdjP syntactic categorical varieties. The paper focuses on the semantic functions of PP adverbials (time, place, manner, cause and other) and examines the semantic equivalence between PP and NP structural forms of adverbials or their invariant semantic content. Depending on semantic features of the verb and its governing nature within various syntactic structures, a prepositional phrase embraces syntactic function of obligatory adverbial or adverbial complement. In part, the paper touches upon the thematic status of the prepositional phrases functioning as adjuncts of place and time (sometimes cause) that always occur in initial position of the sentence. Also, the paper distinguishes between the prepositional phrases that function as noun phrase modifiers or attribute and those that function as adverbials by indentifying the structural properties that set them apart.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1691]]></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:Description rdf:about="https://omeka.ibu.edu.ba/items/show/436">
    <dcterms:title><![CDATA[Formation of the International Sales Contract under the Vienna Convention and the other Sources of Sales Law of Croatia]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: The development of international trade led to the necessity of equalizing the legal mechanisms for regulating legal relations, arising from international trade transactions. Increasingly important role of international trade questions national trade laws because they often do not meet the needs of international trade, and the problems particularly arise when a dispute arises with an international element. As the needs of trade are changing, the trade practice changes as well.   Increased overseas trade highlights problems arising from the diversity of national legislative even more. By concluding the contract, parties reveal that they were led by different legal standards and practices. In this sense, there have been attempts to equalize mentioned legislation in order to create legal certainty and to reduce unnecessary costs related with the conclusion of contracts by an unknown law and the crown of these efforts is United Nations Convention on Contracts for the International Sale of Goods Act 1980.    Writers domestic law that regulate this matter have a number of advantages over writers of conventions. Namely, they operate in developed legal system, with a rich jurisprudence, and if they want to integrate new legal institutes from foreign legislation, it may easier to do than when it comes to international document. In the process of creating the Convention compromises were inevitable, all in order to match elements of civil law and common law.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2851]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2048">
    <dcterms:title><![CDATA[Formative Feedback Tools to Enhance Learning and Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: formative feedback, self-directed learning  ABSTRACT  The paper will mainly focus on what formative feedback involves, how learners and teachers can benefit from it and what possible formative feedback tools can be employed. Formative feedback provides hands-on experience for learners to reflect on how their learning process is going on and thus creating an opportunity for teachers to realize how effective their teaching is. Teachers taking action according to the feedback they receive from their students not only creates a positive learning atmosphere but also boosts learners&#039; confidence as they feel they have a say in the learning and teaching process. After a brief introduction to formative feedback, some fundamental principles will be presented. Then the motive, means and timing of formative feedback will be presented. And finally some formative feedback tools will be shared with the audience.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1740]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2577">
    <dcterms:title><![CDATA[Formulaic Diction in the 16th century Hungarian Epic]]></dcterms:title>
    <dcterms:abstract><![CDATA[The epic song (históriás ének) is the most prevalent and representative expression of the Hungarian poetry of the 16th century, and it was intended to be recited with musical accompaniment. During the second half of the century these epic songs (rewritings of antique texts, short stories and novels written in verse) were performer at the noble courts where the audience was still inexperienced in literature and well disposed towards the oral communication. These songs were stylistically made according to the expectations of that audience: they contain a remarkable quantity of formulaic iterations and constructions, repeated locutions, etc. even if the rhetorical structure of these texts slowly surpasses the limits of the formulaic style.    The corpus of the Hungarian historical songs of the 16th century contains about 185 texts of different length and metrical structure and it is composed by (1) történeti énekek (songs on past historical events) further divided in tudósító énekek (songs on contemporary events) and krónikás énekek (chronicles), (2) vallásos históriák (religious songs, mostly rewritings of Bible stories), and (3) széphistóriák (romances).    The aim of my current research on Hungarian historical songs concerns the analysis of all of the poems’ repetitions and formulas and their distribution, and what I’d like to present in occasion of the FLTAL 2012 conference is the first results of my computer-aided analysis of a choice of songs to reveal, analyze and categorize the forms of repetitions in this specific corpus.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[883]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2434">
    <dcterms:title><![CDATA[Fostering Independent Learning through Fun and Engaging Speaking Activities]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the communicative model of language teaching, we should help our students develop authentic practice for real-life communication situations. The main objective of this session is to introduce a series of innovative and creative classroom activities increasing students’ motivation and confidence to speak more voluntarily inside and outside class. In this session I will demonstrate various speaking activities to be used all year round. The session starts with a fun ice breaker activity whose purpose is to warm up the conversation both in the session, and later on, in our classes. A picture is drawn on the board and the presenter invites the attendees to ask her some questions about the picture, which is only aim is to get information about the presenter. Afterwards, the attendees do the same activity in pairs, and later share what they have learned from each other to the others.     The second activity, Fast and Faster, is a competitive and enjoyable game in which the attendees will have to speak faster at each lap to tell the key topics to their partners, which provides a meaningful communication with the least amount of correction.     The next activity called “Mandatory Speaking” (The Practice of English Language Teaching, pg. 347) is based on fluency-based approach. In this activity the attendees will be given a speaking grid on which their names are written. Each box in the speaking grid stands for one minute conversation. Besides, the numbers show the order of the conversation that they need to follow when the presenter gives a topic.      Lastly, I will show an activity depending on headline news and interview questions that the attendees will create their own stories (Teaching Unplugged, pg. 38). Half of the class line up with their own front pages, the other half stand in front of a partner to ask him/her questions to learn more about their headline. After a minute or so, the questioners rotate until they have spoken to each headline-holder. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1046]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2719">
    <dcterms:title><![CDATA[FOSTERING THE DEVELOPMENT OF ANALYTICAL AND  CRITICAL THINKING SKILLS IN AN UNDERGRADUATE READING  COURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language departments of most universities have a purpose in offering a  reading course to freshmen. Students need to get prepared for heavy academic reading  load, and learn how to tackle with texts of different lengths and genres. Reading,  generally, is an analytical and critical process. It requires reflection and desicionmaking.  Reading comprehension enhances through better thinking skills. However,  thinking skills are not explicitly taught in reading classes. Modern trends in teaching  reading skills integrate explicit instruction of analythical thinking and critical thinking  skills. This paper seeks the ways of designing a reading course for freshmen in which  identifyable analythical and critical thinking skills are integrated into reading skills,  and the reading subjects and activities emphatically foster thinking and reflection.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[31]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3364">
    <dcterms:title><![CDATA[Four Effective Ways to Enrich Your Vocabulary]]></dcterms:title>
    <dcterms:abstract><![CDATA[None other than the teachers of Second Language realizes how important the  vocabulary is in learning a new language. With a basic level of vocabulary students will  be able to convey their ideas to some extent, but effective communication can be  achieved better when the students have obtained vast vocabulary knowledge. This is not  something that can ever be completely mastered; it expands and deepens over the course  of one’s lifetime. In this article I have focused on four effective ways that could help to  enrich students’ vocabulary]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[315]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3487">
    <dcterms:title><![CDATA[FPGA-based Implementation of IIR Filter for Real-Time Noise Reduction in Signal]]></dcterms:title>
    <dcterms:abstract><![CDATA[Filtering of unwanted frequencies represents the main aspect of digital signal processing (DSP) in<br />
any modern communication system. The main role of the filter is to perform attenuation of certain frequencies<br />
and pass only frequencies of interest. In a DSP system, sampled or discrete-time signals are processed by digital<br />
filters using different mathematical operations. Digital filters are commonly categorized as Finite Impulse<br />
Response (FIR) and Infinite Impulse Response (IIR). This research focuses on the full VHDL implementation<br />
of digital second-order lowpass IIR filter for reducing the noisy frequencies on the FPGA board. The initial<br />
step is to determine, from continuous time domain function, the transfer function in the complex {s} domain,<br />
then map transfer function in complex {z} domain and finally calculate the difference equation in discrete-time<br />
domain of the system with adequate coefficients. Prior to the FPGA implementation, the IIR filter is tested in<br />
MATLAB using a signal with mixed frequencies and signal with randomly generated noise. The digital<br />
implementation is completed by using fixed-point binary vectors and clocked processes.]]></dcterms:abstract>
    <dcterms:identifier><![CDATA[ 2637-2835]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1591">
    <dcterms:title><![CDATA[Fragility of Emerging Stock Markets; a Comparison  between B&amp;H, Croatia and Serbia]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigates the how emerging stock markets respond to  external and internal shocks. Daily stock market data from three southeast  emerging European countries are used.  GARCH (1, 1) model is employed. Daily stock markets indices are obtained  from the selected stock markets and data stream for the period January  2000 to December 2011.  Augmented Dicky Fuller unit root test and co-integration test are used to  gauge out linkages between stock markets.  The results of the study can be the useful resource for future research.  Keywords: Fragility, Emerging Stock Markets in Bosnia, Croatia, Serbia.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1460]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>
