<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/879">
    <dcterms:title><![CDATA[HOW MUCH IS TOO MUCH? - THE TREATMENT OF ANGLICISMS IN THE CONTEXT OF CROATIAN AND GERMAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this research is to establish the relevance of the results from a survey conducted among the university students of English and German at the University of Osijek construed in order to establish the degree of awareness among the non-native users of English of how anglicisms are treated in the context of Croatian and German language systems and which are the strategies of coping with the pervasive influence of English vocabulary. Preliminary results show that English lexical borrowings from the field of IT technology are used very frequently in their communication via computers and mobile phones and the students acquire rather slowly the suggested Croatian and German equivalents and neologisms in the IT terminology.    Three basic strategies of direct borrowing, phonological and morphological adaptation and neologisms will be researched by applying a questionnaire with both lexical and visual prompts for the students in order to elicit responses which will be analysed and put in the context of whether Croatian and German function as a &quot;language of identification&quot; or a &quot;language of communication&quot; (House, 2003).]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3543]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/404">
    <dcterms:title><![CDATA[How much is too much? – The treatment of anglicisms in the context of Croatian and German]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this research is to establish the relevance of the results from a survey conducted among university students of English and German at the University of Osijek. The survey was construed in order to establish the degree of awareness among non-native users of English on how anglicisms are treated in the context of Croatian and German language systems and what strategies are used to cope with the pervasive influence of English vocabulary. Preliminary results show that English lexical borrowings from the field of IT technology are used very frequently in their communication via computers and mobile phones and the students are rather slow to acquire the suggested Croatian and German equivalents and neologisms in the IT terminology.    Three basic strategies of direct borrowing, phonological and morphological adaptation, and neologisms will be researched by applying a questionnaire with both lexical and visual prompts for the students. The goal is to elicit responses that will be analysed and put in the context of whether Croatian and German function as a &quot;language of identification&quot; or a &quot;language of communication&quot; (House, 2003).    Keywords: Anglicism, borrowings, neologisms, Croatian, German]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2825]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1551">
    <dcterms:title><![CDATA[How Organizational Culture Affects the Motivational  Antecedents of Job Outcomes: a Conceptual Model]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper investigates into the relationship between motivation and job  outcomes in work environment. The motivational antecedents of  organizational outcomes are differentiated into extrinsic and intrinsic  motivations. The influences of intrinsic and extrinsic motivation on the job  outcome variables, that are job satisfaction and job performance, are  typified in our conceptual model. Therefore, this study looks into the  moderating effect of organizational culture on the relationship between  motivational variables and organizational outcomes. We identified four  organizational cultures from the extant literature to be included in our  conceptual model; competitive, bureaucratic, entrepreneurial, and  consensual. Propositions are given regarding the moderating effect of  organizational culture on the motivational antecedents of job outcomes.  Future research directions are discussed.  Keywords: Intrinsic Motivation, Extrinsic Motivation, Organizational  Culture, Job Outcomes, Job Performance, Job Satisfaction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1494]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3341">
    <dcterms:title><![CDATA[How Outsourcing Can Help the Organizations for Capturing Sustainable  Development?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Outsourcing in its essence is a very dynamic and diverse topic and there  are many different outsourcing options. In this paper, we would try to discuss basics  on outsourcing aimed for a client and an outsourcing provider. It is argued that  outsourcing has its benefits and disadvantages. It is on a company to do due  diligence of itself prior to undertake outsourcing process. However, statistical data  shown that outsourcing is rapidly growing and it has more its benefits over  downsides. As globalization spreading out in untouched areas of the world,  outsourcing does so. In this article we try to give the definitions, types and benefits  of outsourcing for the organizations in order to give a broad understanding of its  effects on sustainable development.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[209]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2316">
    <dcterms:title><![CDATA[How sustainability orientation makes market-oriented firms more market-oriented]]></dcterms:title>
    <dcterms:abstract><![CDATA[Globalization and competition have forced most firms to develop competitive advantage in  order to compete and survive. In this regard, market orientation and sustainability orientation  can play a crucial role in rendering firms a competitive advantage. Market orientation relates  to satisfying current and future customers’ needs. Literature indicates that market orientation  contributes positively to business performance, and that market-oriented firms outperform  non market-oriented firms. As a result, firms are forced to be market oriented even though  becoming or increasing or maintaining a market orientation is costly, complex, and timeconsuming.  Therefore, the costs of becoming market oriented must at least be offset by  additional revenue. One of the sources of such additional revenue can be obtained by  adhering to the principles of sustainability orientation (e.g., triple bottom line), which  captures the whole set of values, issues and processes that firms must address in order to  minimize any harm resulting from their activities and to create environmental, social and  economical value. Thus, it is expected that firms that follow sustainability principles in  addition to being market oriented should outperform firms that are market-oriented only. The  premise for such expectation is that customers are more attracted to firms that care also about  social and environmental aspects of society (and not just financial) than firms that are marketoriented  only (i.e., care about customers’ needs just for financial reasons). The purpose of this  study is to explore relative contribution of market-oriented firms, and market-oriented firms  with a sustainability orientation. To assess relative contributions of both the orientations, we  speculate a trade-off between them, and recommend that any additional revenue generated  from sustainability initiatives should be redeployed to enhance market orientation that  contributes further to enhancing business performance.  Keywords: Market Orientation, Sustainability, Business Performance, 3BL]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1094]]></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/841">
    <dcterms:title><![CDATA[How The Level Of Emotional Intelligence Affects Opportunity Identification?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Opportunity identification is emerging as a critical component of the entrepreneurial process representing the ‘most distinctive and fundamental entrepreneurial behavior’ (Hayton et. al. 2011; 15). Opportunity recognition has long been accepted as a key aspect of the entrepreneurial process (Ozgenve Baron, 2007:174). The issue why some individuals take advantage of opportunities and some cannot is usually studied. While some studies found that personality traits, psychological variables and demographic factors may affect on entrepreneurial activity, other researchers have looked to the importance of social capital and network ties to new venture creation.    In this study, we focus on the effects of emotional intelligence on opportunity identification. We attempt to explain these effects by creating a theoretical framework that considers the interaction between emotional intelligence levels and opportunity identification. To test research hypotheses, data will be gathered from students at the Business Program of The Faculty of Economics and Administrative Sciences in a university in Turkey. The resulting data will be analyzed by appropriate statistical methods. In accordance with this analysis, it will be determined whether individuals&#039; emotional intelligence level has an impact on opportunity identification skills.    Keywords: Opportunity identification, emotional intelligence, entrepreneurial process.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04]]></dcterms:date>
    <dcterms:extent><![CDATA[2616]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2429">
    <dcterms:title><![CDATA[How to accelerate communicative competence in secondary schools]]></dcterms:title>
    <dcterms:abstract><![CDATA[Having in mind that average person utters around 15 000 words a day we must treat our speaking skill as the most significant cognitive activity which encapsulates the quality of pronunciation, grammar (accuracy), lexical power (expression diversity), listening comprehension, public skills, non-verbal communication, creativity, spontaneity etc. Furthermore, learning a foreign language should not be reduced to sheer memorizing bunch of words or language definitions but much more to the intensive usage and massive exposure which leads to advanced language competence performed in a real time.   Unfortunately, the development of speaking skill is tantalizingly slow in our traditional education due to the predominant focus on language forms. Secondary school teachers are preoccupied with the correctness and “deadly accuracy”, in other words, they underestimate the value of speaking skill activities in their daily lessons. Although research in this area has proven that both teachers and students appreciate speaking skill as the most needful of all language skills, English teachers rarely teach or assess speaking skill in their classrooms. Moreover, one of prevailing misconceptions is that speaking skill will spontaneously come out as the result of scrupulous language instructions, which is not the case. Some teachers claim that speaking skill is retelling or answering the questions, namely they don’t differentiate between controlled language practice and the spontaneous usage of language in a real time. Consequently, the development of speaking skill is unjustifiably delayed and it remains mainly marginal - sporadic activity instead of being the hub of language learning.  My research comprised over 400 students and 45 English teachers who all (almost unanimously) agree that speaking skill is the most desirable language goal, but high percentage of students are not satisfied with the level of their communicative competence when compared to their grammar and lexical knowledge. Thorough research in the field of applied linguistics offers solutions to this (rather embarrassing) problem, and one of intentions of my paper is to elaborate the modern and achievable concept of accelerating communicative competence. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[997]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/363">
    <dcterms:title><![CDATA[HOW TO BUILD AN ENGLISH CLAUSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[I will be examining central aspects of English clause structure from the standpoint of Cognitive Grammar (CG). Though well known and extensively studied, these phenomena have eluded definitive treatment; they still have much to tell us. Indeed, working out their theoretical basis has contributed to further development of the CG framework (Langacker 1991, 2008a, 2012). Especially relevant are two general notions: the organization of structure in terms of baseline and elaboration; and grammar as the implementation of semantic functions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2904]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2736">
    <dcterms:title><![CDATA[HOW TO DEAL WITH CULTURAL SHOCK? – THE CASE OF BOSNIAN  IMMIGRANTS IN THE USA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Question of overcoming the cultural shock and assuming the position in  relation to the new culture is very important, not only for a great number of modern  societies coloured by multicultural elements and need to most adequately answer the  demands of minority groups, but it is also important for understanding the problems  of immigrants and IDP groups within a society. Seen from the perspective of the  sociology of education and sociology of family but also culturally sensitive pedagogy,  understanding the stages of cultural shock is therefore applicable in working with  minority groups, immigrants and IDP families and individuals but also in  understanding the needs of a large number of Bosnians who have fled Bosnia in  recent decades and found a refuge and a chance for a new life in some of the countries  of the EU, the USA or Australia. In our researches, by using Questionnaire of Cultural  Sensitivity with members of two generations, and applying the systematic observation  of behaviour and communication in natural conditions, we came to a number of  interesting conclusions. Specifically, it is obvious that the first generation (today‘s  parents) experienced a cultural shock when faced with the norms of the new society in  which they had to integrate, but for their children, due to the absence of stronger ties  with the country of origin, the cultural shock began the moment they opened up the  process of familiarization with the culture of origin, culture of their ancestors. The  logical consequence of such strategies of facing the new culture, especially because of  the lack of sense of emotional and intellectual capital regarding parents‘ generation,  seeks to compensate with the increased activities in the area of creating social capital.  This capital is most easily achieved through forms of association in a jam, cultural  clubs and the like. Unfortunately, social capital which is not followed by the  accumulation and production of appropriate emotional and intellectual capital, with a  number of immigrants has resulted in placing the position of assimilation on one or  seclusion on the other side as stereotypical strategies to find an outlet in situations of  intellectual encounters.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[21]]></dcterms:extent>
</rdf:Description></rdf:RDF>