<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/976">
    <dcterms:title><![CDATA[IMPLEMENTING A LISTENING AND SPEAKING CURRICULUM IN A LINGUISTICALLY HOMOGENOUS ENGLISH FOR ACADEMIC PURPOSES PROGRAM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Linguistic homogeneity in English for Academic Purposes (EAP) programs can be a challenge to curriculum design and implementation. In university EAP programs where the majority of students share an L1 with classmates, instructors sometimes struggle to balance the use of the L1 and L2 in class. Despite the potential for immersion, students in these settings may also socialize primarily in their L1 rather than English, the target language.  These factors demand special consideration in courses focused on oral production and comprehension where sustained interaction and negotiation of meaning is crucial. Ninety percent of the students in the Intensive English as a Second Language Program at Michigan Technological University come from China and share an L1. In this context, the classroom provides important opportunities for interaction and negotiation of meaning in the target language.  The program recently redesigned, piloted, and evaluated a new curriculum.  Using examples from the curriculum and the classroom to present this case, I argue that linguistically homogeneous classrooms focusing on oral and aural communication require different curricula than more diverse EAP settings.  Examples from the development and delivery of the new listening and speaking curriculum are potentially applicable in both ESL and EFL settings.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3386]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2050">
    <dcterms:title><![CDATA[Implications of Cognitive Developmental Theories for Teaching English as a Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: EFL, cognitive theories, language acquisition, teaching  ABSTRACT  One of the most fascinating aspects of human development is language acquisition and it has attracted the attention of linguists and psychologists for generations. Researchers all over the world discuss the particular developmental sequences and describe what it is that learners actually learn throughout their language development.  In this paper, we attempt to focus on how this outstanding development takes place and what the implications are for teaching English as a foreign language (EFL), especially to younger and adolescent learners. We explore the role and importance of well-known language theories, including Piaget, Vygotsky, Bruner and Skinner; and we transfer their ideas to the EFL classroom. Furthermore, we conducted a research comprised of questionnaires and observations of classes in NGO Creativus and elementary school Izet Šabić in Sarajevo, Bosnia and Herzegovina, so as to gain insight in particular theoretical uses when working with the mentioned ELL groups. The results show that the most appealing theory for teachers of younger language learners are Bruner’s scaffolding and Skinner’s behaviorism, as well as that teachers do try to incorporate theories in their everyday practice and that every one of the theories offers plenty of possibilities and suggestions for teaching EFL.  Classroom activities and teacher decisions can create, or limit, the learners’ opportunities for learning EFL. For that reason, we aim and hope to help teachers make their teaching more effective by attending to the mental world of the learner and by understanding how theory works in EFL practice.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1697]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/884">
    <dcterms:title><![CDATA[IMPLICIT AND EXPLICIT GRAMMAR TEACHING]]></dcterms:title>
    <dcterms:abstract><![CDATA[Grammar teaching has been a controversial topic in second language acquisition (SLA) for years. No consensus has been reached about whether it should be taught at all or not. Some experts in the field of SLA states the importance of explicit instruction in foreign language learning process and favors it, while some others notes it is implicit instruction that leads to higher proficiency levels in terms of use and usage of the target language. In this report, my goal is to review the previously conducted studies related to the very area that is the effect of explicit and implicit grammar instruction on language proficiency and their role in the learning process if either of them helps the learners acquire the structures of the language.    Keywords: grammar teaching, explicit instruction, implicit instruction]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3382]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1023">
    <dcterms:title><![CDATA[IMPLIKACIJE PRESUDA ICJ, ICTY, ECHR NA  AKTIVNIJE SUDJELOVANJE TVORACA DAYTONA U  POSTUPKU USTAVNOG (PRE)UREĐENJA BOSNE I  HERCEGOVINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dejtonskim mirovnim sporazumom okončan je oružani rat protiv  Bosne i Hercegovine, a s ustavnopravnog stajališta parcijalno su riješeni  specifični problemi međusobnih odnosa u Bosni i Hercegovini. U okviru  pregovora u Daytonu, nije bilo rasprava o agresiji i odgovornosti za teške  ratne zločine, stoga je posljedica tog izostanka ovakvo ustavno uređenje BiH.  Trebaju li presude Međunarodnog suda za ratne zločine počinjene na  području bivše Jugoslavije i presuda Međunarodnog suda pravde u predmetu  Bosna i Hercegovina protiv Srbije i Crne Gore, aktivirati međunarodne aktere  koji su podržali Dayton da kroz prizmu međunarodnog prava sagledaju  komplementarnost rezultata ratnih zločina i počinjenog genocida sa ustavnim  uređenjem Bosne i Hercegovine i da li ove presude zajedno sa presudom  Evropskog suda za ljudska prava u slučaju Sejdić-Finci protiv BiH, trebaju  biti dovoljan razlog za aktivnije angažovanje tvoraca Daytona u postupku  revizije ustavnog uređenja BiH ili novog ustavnog graditeljstva, pitanja su  koja će biti problematizirana u ovome radu.  Ključne riječi: ustav BiH, međunarodno pravo, presuda,ratni zločin]]></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[3077]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2206">
    <dcterms:title><![CDATA[Importance of carrying capacity for sustainable trout culture: the case of “bagci balik”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Trout is a fish species that is produced widely all over the world and it has an important place  in the aquaculture industry. For the sustainable development of the trout culture, it is need to  determine how much fish can be stocked per unit volume (carrying capacity). Over-stocking  could threaten fish welfare and sustainable use of environmental resources. Estimating of  carrying capacity is necessary both to minimize these adverse impacts on fish and  environment, and in terms of sustainable use of water resources. In this study, carrying  capacity of a commercial land based trout farm in Koycegiz (Mugla/TURKEY) was  investigated. Two methods were used to calculate carrying capacity and compared with each  other: “Oxygen requirement based carrying capacity” and “Metabolic waste based carrying  capacity”. The mean values of studied water quality parameters that used in calculations were  measured as; 14.12 ± 0.72 °C for temperature, 7.78 ±0.20 for pH, 10.1 ± 0.93 mg/l for  oxygen, 3,05 ± 0,84 m3 s-1 for flow rate. The annual production capacity was calculated  with these measured parameters. By the observed data, the carrying capacities of the farm  were found respectively with based on oxygen requirement as 538.42 ± 196.22 tonnes; and  based on metabolic waste as 1113.4 ± 463.7 tonnes per years. According to the results that  obtained from the study, there was significant difference between two carrying capacity  estimation methods. However when the oxygen levels of the water were examined, in some  months the negative values, that could adversely affect the life and growth of the trouts, were  observed. Fort this reason, to reduce the limiting effect of the oxygen and reach maximum  carrying capacity; it is needed to be integrated oxygenation or aeration systems into the  production ponds. On the other hand, for the sustainable use of the environmental sources in  the facilities engaged in production according to the metabolic waste based carrying capacity,  it is important to use advanced water filtration systems.  Keywords: Carrying capacity, land-based trout culture, water quality.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1228]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2087">
    <dcterms:title><![CDATA[Importance of languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[The modern world we live in thanks to technological advances came to the  stage of globalization. Every day news are exchanged from all over the world  and people communicate in the largest distances in the simplest ways.  To be able to speak we use the language. Native language that we use is  limited to geographical area in which it is being spoken. English language is  widely spoken all over the world; it is the language that we use when we go on  a trip around the world. When we apply for a job, one of the requirements is  active knowledge of English language. Speaking English is a norm. So, it is not  enough to be an expert in one specific area, it is needed to know the language.  Today, many young people are speaking English. Those who do not speak  English are not &quot;in&quot;. English is all around us. When I decided to study English  one person said to me: &quot;Why are studying English you already knowing  English?&quot; What to answer on this superficial question that shows that the  person who asked it considered enough to know how to communicate in  English. Luckily, those of us who are studying English or any other language,  we know why we are doing it.  &quot;A wound from a tongue is worse than a wound from the sword; the latter  affects only the body-the former, the spirit, the soul&quot; is an Old Persian proverb  that indicates how the word can be difficult and painful. However, we believe that the word can be sincere and human. We know that we cannot change the  world, we can accept or not accept globalization and the imperatives imposed,  but we want to be part of it. We want to show to the world our culture, our  art, our history, our natural resources.”]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1420]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1877">
    <dcterms:title><![CDATA[Importance of Pragmatic Competence in ESL Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Pragmatics, Presupposition, Implicature,Discourse, Strategic competence  ABSTRACT  The main aim of the paper is to make out a case for the inclusion of pragmatics in the curriculum. It is important to find ways to develop pragmatic competence in addition to linguistic, communicative and strategic competence. The student today violates Grice’s co-operative principles of quality, quantity, relation and manner when he is unable to comprehend how short a précis must be or write a personal /official letter. He speaks as he writes and for him there is no difference between speech and writing. Jokes are beyond his comprehension because he is unaware of the presuppositions underlying them. Learners should be able to understand and produce language appropriate to the context- not merely grammatically correct language. The three definitions of Pragmatics that we might look into are:  • Pragmatics is the study of language from the point of view of users, specially of the choices they make, the constraints they encounter in using language in social interaction and the effects their use of language has on other participants in the act of communication.  • Pragmatics is the study of implicature, presupposition, speech acts and aspects of discourse structure.  • The study of intended speaker meaning is called pragmatics.  Pragmatics competence subsumes the three competencies needed to master a language, namely Linguistic competence, Communicative competence and Strategic competence. We cannot really understand the nature of language itself unless we understand pragmatics: how language is used in communication.  The ESL learners do not sound like the native speakers mainly because they lack pragmatic competence. But then linguists believe that neither linguistic nor pragmatic competence is teachable. But they agree that it can be learnt through exposure to the language, eliciting examples and experiencing through role play exercises. This paper will also explore the strategies that will help the students to develop pragmatic competence.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1970]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1235">
    <dcterms:title><![CDATA[IMPORTANCE OF PREBIOTICS IN AQUACULTURE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords: Prebiotic, probiotic, aquaculture.  ABSTRACT  The aquaculture industry is one of the fastest growing animal husbandry industries in the world with its annual growth rate. However, several disease outbreaks are posing a problem to the development of this sector. These problems constitute the largest single cause of economic losses in aquaculture. Therefore, new methods are needed to overcome disease problems. In the last decades, many fish farmers have attempted to use food additives and antibiotics to cope with fish disease problem. However, the use of antibiotics in fish farming is restricted in many countries due to occurrence of antibiotic residues in aquaculture products that threat human health. Antibiotics also cause immune-saving effect in aquatic pathogenic bacteria. Therefore, several new environment-friendly preventive and prophylactic methods are being developed nowadays to control such diseases and to maintain a healthier microbial environment in aquaculture systems. One of the methods used are probiotic supplementation to the aquatic animal in order to manipulate the gut flora and to control the microbial activity. The probiotics are described as live microorganisms which have beneficial effects on the health and physiology of host organisms. Prebiotics are also defined as non-digestible materials which provide host isolation by inhibiting the activity of harmful pathogenic microorganisms in the environment as well as supporting the development of beneficial probiotic bacteria by dint of mechanisms of various actions in the environment. The studies of prebiotics in fish have mainly researched the effect on growth, feed conversion, gut microbiota and resistance against pathogenic bacteria. Considering these components, the results have been obtained from previous scientific studies were investigated, advantages and disadvantages have been highlighted in this study.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2081]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233-1565     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3156">
    <dcterms:title><![CDATA[Importance of Sustainable Aquaculture in Rural Development ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Aquaculture is one of the fastest growing segments of the Turkey agriculture. Its  popularity and success as an investment opportunity and a means of diversifying farming  operations have resulted in a growing interest among traditional agriculture producers and  others. As Turkish people have become more health conscious, the demand for fisheries  production has increased. Per capita consumption of seafood has grown from about 1kg in  mid 1980&#039;s to around 7 kg in 2008. To be successful, producers must have the ability to make  a reasonable assessment of sustainable aquaculture enterprise opportunities and limitations  including current breeding, feeding, water quality, production technologies and management  practices. Therefore, in the present paper some aspects of sustainable aquaculture on the rural  development will be discussed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[610]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/680">
    <dcterms:title><![CDATA[Importance of the European Union Regional Development Fund: The Case of Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Development is one of the major concepts that determine the countries’ place among other nations in the world and the welfare of the citizens of country. The concept of development in the globalization process can be discussed in transnational, national and regional dimensions. While nation-states are improving their own development strategies, transnational structures try to employ different methods on a global scale in order to promote development.  In this context, answering these questions such as what the main factors is to determine the development index and what degree these factors influence on the development are very important.   In this paper we will review the literature to find out (1) which factors are effective to ensure the development, (2) what type of work these actors carried out in order to ensure the development, (3) what are the common elements in the documents that national and transnational organizations revealed, and (4) in the process of European Union membership, what proportion of the grant programs has impact on Turkey&#039;s regional development. In our study we will examine these issues by comparing the grant programs with the development criteria.  We will analyze project proposals that Turkish Regional Development Agencies, Turkish Ministry for European Union andTurkish Ministry of Development called for during the period of 2007-2013 IPA (Instrument for Pre-accession Assistance). We will compare the fund release with millennium development criteria and IPA components over the period undertaken and tabulate the results.  Keywords: Development, Regional Development, Grant, European Union, Turkey.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2432]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>