<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/2111">
    <dcterms:title><![CDATA[STUDENTS PREFERENCE ON PERCEPTUAL LEARNING STYLE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper explores a spectrum of problems and challenges students face while learning  second language. Many educators and researchers have claimed that learning styles are  insignificant component in the learning process. However, the study points out the significance of  learning the students’ learning style preference. The purpose of the study is to determine the  learning styles of students at International University of Sarajevo. The focus group was comprised  by 34 learners (N=34) at ELS / IUS during Session II, 2011/2012. Data were gathered from many  different sources in order to determine the Perceptual Learning Style (PLS) of ELS students using  PLSPQ research instrument. This is a qualitative and quantitative research study. Learning styles  are also analysed regarding to students’ nationality so for the participants come from different  cultures. Therefore, the ethnic composition of the sample is significant for the study. In addition,  the difference between male and female students regarding their study preferences is analysed. The  study suggests the elements instructors should take into the consideration with regard to students’  language learning style preference and ethnicity as well as cultural features in order to obtain the  learning environment and achieve knowledge.  Key words: Perceptual Learning Style, visual, kinaesthetic, auditory, tactile, group and individual  learning style]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[PedActa]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1404]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2110">
    <dcterms:title><![CDATA[&quot;Paralyzed in Winesburg, Ohio, or Grotesques in Dublin&quot; Defining the Structure of Epicleti]]></dcterms:title>
    <dcterms:abstract><![CDATA[In a letter to Constantine Curran, in July 1904, James Joyce wrote: „I am writing a series of epicleti – ten – for a paper ... I call the series Dubliners.“ The term epicleti has been interpreted as a misspelled form of “epiclesis”, the process of transubstantiation as defined by the doctrine of the Roman Catholic Church. This went hand in hand with Joyce’s interpretation of the role of an artist as „a priest of eternal imagination, transmuting the daily bread of experience into the radiant body of everliving life”. Wolfhard Steppe convincingly argued that epicleti was a misreading of Joyce’s handwriting and that in fact the word written is epiclets, but the notion of epiclesis still remains a valuable way of interpreting the works of James Joyce, and McDermott, in a study of Joyce and Raymond Carver, has argued that epicleti itself can be considered a genre of short story. Taking this perspective, the main focus of the paper is to define the very structure of epicleti by systematically examining each of the genre’s key features, including the notion of transubstantiation and epiphany, as well as setting and characters traits. To have a variation of samples, we will use a frequently pointed out similarity between Dubliners (1914) and Winesburg, Ohio (1919) written by Sherwood Anderson. A number of scholars, including Zlotnick and Curry, examined this relation, focusing mainly on the comparison of the works and/or disbanding the possibility of imitation, respectively. Studies such as these offer a useful framework, but do not go in depth with the notion of an epicleti, and what it means for a story to be regarded as one. Using the comparison we aim to isolate the main elements of the structure, examining at the same time the place of a single structure within the frame of the whole collection, defining a genre of short story writing which can be usefully called epicleti.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3583]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2109">
    <dcterms:title><![CDATA[Methods of teaching Turkish words for foreign learners with game and  puzzle activities]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this work to explain the methods of the teaching Turkish  vocabulary to the foreign learners with games and puzzles activities. Student  motivation in order to ensure the teaching of foreign languages, word games  and similar events are frequently involved. Foreigners in order to ensure a  rapid and sustained learning of the Turkish words related studies were  evaluated and taken care of on the method of games and puzzles. In this study,  the activities described in the teaching of those who teach Turkish to  foreigners, especially by testing the word develop relevant experiences.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1426]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2108">
    <dcterms:title><![CDATA[What Are The Ten Most Effective Vocabulary Activities?]]></dcterms:title>
    <dcterms:abstract><![CDATA[This talk presents ten proven and very useful activities for helping learners increase their vocabulary knowledge. In addition, reasons are given why these techniques were chosen to be in the top ten. These reasons relate to the five most important jobs of the vocabulary teacher.    1 Plan and provide a well-balanced course 2 Organize learning opportunities both in and outside the classroom 3 Train the learners in the four most useful vocabulary strategies 4 Test the learners 5 Teach vocabulary    By the end of the talk, participants should know ten very useful ways to encourage the learning of vocabulary, should know why they are useful, and should have an awareness of some very important principles that should guide the learning of vocabulary.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3572]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2107">
    <dcterms:title><![CDATA[Ernest Hemingway’s The Old Man and the Sea]]></dcterms:title>
    <dcterms:abstract><![CDATA[“A man can be destroyed but not defeated”. In the Old man and the sea,  Santiago says, “A man can be destroyed but not defeated. The true statement  can be referred to throughout the novel. Santiago is in the end physically  destroyed, but mentally he is not defeated. Santiago’s courage and pride  pushes him forward throughout the novel, even when it looks like hope is lost, but is never defeated. Destruction means to completely ruin or spoil. Santiago  experienced this destruction. It started with 84 days of not catching anything.  He was being crushed but his spirit and pride prevented defeat. During the  fight with the Marlin, he physically was being destroyed. He had a choice to  spare his life and let the fish go but he knew he had to overcome his  destruction so he kept at it and caught the fish. And finally, the fight with the  sharks was his hardest battle.  He was alone, in his own life battle. His fish was his ‘life’, and shark and other  dangerous creatures, are actually all these things that can destroy life in  general. And this statement &#039; man can be destroyed, but not defeated&#039; is one  remarkable combination of words. His soul, his hope and his belief they were  still on surface and still vivid and real. We can learn through this statement  that can be our own motivation. We should be prepared for dark life side, and  we should know that we will lose in life, but that should not defeat us. We  should take life as a game. We can lose, we can be destroyed, and  disappointed, but just take that card or cube again in your hands, and play  better than ever before. Cube cannot be destroyed, and that cube is your soul,  in your destroyed life.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1416]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2106">
    <dcterms:title><![CDATA[Political situation and its influence on economy]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main purpose of this research paper is to analyze is there any relationship  or influence between politics and the economy. The research is constructed  from two parts. The first part that is going to be analyzed is the political  situation between two or more countries and its reflection to the economy of  those countries. This includes also different types of agreements on bilateral  bases and their participations in different organizations (WTO, APEC,  NAFTA…). In that part we will present the FDI diversification according to  the political situation between the countries. Also we will provide what kinds  of risks are attached to the political situation. The second part of the study will  be focused on the internal political situation of one country and its reflection  to the domestic economy of that country. To answer the main question which  is: “Does the political situation influence the economy?”- Different literature  has been used. I decided to answer this question because there was no relevant  study about this. Also, it is a good platform to analyze this topic more deeply  in the future and find good relation between politics and economy. Through  the study we will analyze different scenario cases which have been proven in  the past and compare them with the findings of the study. I will also provide  result that there is a certain relationship between politics and economy,  depending at what kind of situation we have.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1434]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2105">
    <dcterms:title><![CDATA[Fiscal policy and debt in the context of financial crisis: The case of  Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[The “Great Recession” that took place in the period of 2008/2012 has caused  the emerging and developing economies to replace advanced economies to lead  global economic growth. Since this crisis has been characterized as being both  global and severe, but furthermore as a good tool for testing the strength and  credibility of economic policies and theories, the complete recuperation could  take many years. The economy of Bosnia and Herzegovina was in structural  crisis before the economic crisis, due to its lack of planned development,  incompetent government structures, and political interference in economic  decision making. The holders of fiscal and monetary policy in Bosnia and  Herzegovina today are not taking significant measures in order to promote  growth and sustainability. The situation is thus, that public spending is  excessive, public debt is constantly growing, as well as current account deficit,  and unemployment rate. An economy cannnot be successfully managed  without an appropriate balance and harmony between its fiscal and monetary policy which in the period of financial turbulences will shorten the duration of  recession and stimulate the aggregate demand. In the continuation of this  paper, I will briefly try to define the effects of recent financial crisis on fiscal  policy, and public debt of Bosnia and Herzegovina, and define the course of  actions that will perhaps lead toward improvements of this emerging economy.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1418]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2104">
    <dcterms:title><![CDATA[Direct and indirect contribution of extracurricular activities to  improvement of quality of education process at higher education  institutions, through example of Business Development Club]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to explore benefits of students&#039; participation in  extracurricular activities (student clubs) at higher education institutions, and  their direct and indirect contribution to quality of education process. Through  realization of projects and activities such as organization of seminars,  workshops, conferences etc., students&#039; clubs not only directly contribute to  improvement of quality in education, but indirectly contribute to club  members (higher education students) through development of their own skills.  This paper uses Business Development Club (BDC) as an example of direct  and indirect contribution to improving quality of education process at  International Burch University (IBU). Through analysing literature review  about this issue, this work clearly identifies benefits of students&#039; activities  through clubs. Members of BDC marked through a survey development of  their personal skills, while University management described contribution of  BDC to quality of education at Faculty of Economics and University (IBU)  through specific interviews.  Results of this study reflect importance of support to student activism in order  to make them more significant as subjects in the education process and  improve its quality. This paper can be a source of motivation for other similar  researches.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1413]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2103">
    <dcterms:title><![CDATA[A New Understanding of Linguistic Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this talk I will argue that our notion of linguistic competence needs to be revisited.  Static depictions of the grammar of the target language are not suitable for informing research and language teaching.  The fact is that language is dynamic, a characteristic that the term “competence” does not reflect.    By entertaining a view of language informed by Complexity Theory, we will come to see language as a complex adaptive system.  Complexity theory sees language as a set of patterns emerging from use. Those that are frequentlyoccurring become emergent stabilities in a complex system.  The patterns themselves are variegated in form, and their borders are graded, not discrete.Complexity theorists subscribe to an emergentist view of language development.  As such, no innate language acquisition faculty is posited.  Instead, it is thought that a learner’s language resources develop from the interactions that the learner experiences.  Out of these interactions, a new order self-organizes.  Development is thus never complete, and a learner’s language resources can be seen as a dynamic ensemble of interacting patterns.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3570]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2102">
    <dcterms:title><![CDATA[Multisensory approach of BBC&#039;s program Muzzy in teaching foreign  languages to young learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Muzzy is a linguistically recognized and multiple award-winning multimedia  program for teaching and learning foreign languages. The British Broadcasting  Company (BBC) initially created an animated movie entitled Muzzy in  Gondoland (1986) with the purpose of teaching English as a second or foreign  language to children. Three years later, BBC released its sequel, entitled Muzzy  comes back. It was supposed to be used for teaching only English language, but  due to the movies&#039; remarkable effects on young learners&#039; English language  acquisition, the movie was redesigned into a program Muzzy used for teaching  not only English, but also many other languages worldwide. The essence of  Muzzy lies in its fun and multisensory approach to language acquisition,  presenting languages in meaningful context and stress-free environment. The  focus of this research is on the analysis of the program&#039;s linguistic aspects,  including linguistic components and benefits in cognitive terms, as well as on  the introduction of its main concept. The procedures and manner in which  Muzzy has been used in young learners&#039; classrooms for more than 25 years  now are specifically emphasized.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1431]]></dcterms:extent>
</rdf:Description></rdf:RDF>