<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/1043">
    <dcterms:title><![CDATA[INTELEKTUALNA TRAUMA U DJELIMA (NE)BRITANSKOG KNJIŽEVNIKA HANIFA KUREISHIJ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dvadeseto stoljeće je obilježeno razvojem islamskih zemalja koje su se nastojale individualizirati. U 21. stoljeću svijet je usmjerio svoju pažnju na „fenomen“ zvani arapsko proljeće. Demonstracije i neredi su označeni kao novo buđenje muslimana širom svijeta. Mnogi od kojih su se odlučili na napuštanje svojih, neredima pogođenih, zemalja i potraže utočište u jednoj od zapadnih zemalja, ostavljajući pritom iza sebe dio svog identiteta i suočavajući se poteškoćama asimilacije u novo društvo. Osamdesetih godina 20. stoljeća motivi imigracije muslimanskog stanovništva sa područja Paksitana, Irana, Iraka, Libanona i Afganistana primarno su bili socio ekonomske prirode.Vremenom, masovno prisustvo muslimana u zemljama poput Engleske i Francuske postalo je izazov lokalnom stanovništvu. Zapad je muslimane počeo doživljavati kao direktan izazov kolektivnom identitetu i tradicionalnim vrijednostima što je dovelo do donošenja odluke o zabrani nošenja hidžaba i nikaba u javnosti u pojedinim zemljama.   Danas, silni Zapad koji se deklarisao demokratičnošću, tolerancijom i otvorenošćcu prema drugim kulturama i religijama, testira sve to, rastom prisustva islamske tradicije i vrijednosti. S druge strane, zbog osjećaja  neprihvaćenosti pa možda i nedovoljne asimilacije u društvo u kojem žive, muslimanski imigranti nalaze se u strahu od gubljenja vlastitog identiteta, (zabrana nošenja hidžaba/nikaba). Upravo u ovom okruženju Kureishi je pronašao inspiraciju za svoje stvaralaštvo.   Fokus ovog rada je problem neuspjele asimilacije likova, muslimanskih emigranata, u opisano britansko društvu, te posljedice koje ima na razvoj njihovih identiteta u romanu Crni Album, Hanifa Kureishija. Glavni cilj rada je definisati faktore koji dovode do neuspješne asimilacije i promjena u identitetima likova, muslimana, u romanu.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3355]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1945">
    <dcterms:title><![CDATA[Inter-lingual subtitling: A valued linguistics and pedagogical language learning tool]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Inter-lingual subtitling, Linguistics, Pedagogical language learning tool, Cultural knowledge, Second language acquisition.  ABSTRACT  Research on the relationship between subtitling and second language acquisition has focused, for so long, on the question of whether or not watching inter-lingual subtitling of films, TV series, etc. would actually develop one’s language. Not much attention has been paid to the fact of using inter-lingual subtitling as a pedagogical tool in itself. Inter-lingual subtitling as a form of translation can enhance various second language learners’ skills’. By exposure to spoken language, printed texts, visual effects and cultural contexts, inter-lingual subtitling develops learners’ listening skills, writing competencies, linguistic awareness and cultural knowledge.  The purpose of the present study is to present a successful pedagogical experiment that involves a number of undergraduate Egyptian students who have studied inter-lingual subtitling (from English to Arabic and Arabic to English) for 3 successive semesters. The study will describe the steps they have undergone during each semester, highlighting problems they have met; the technical problems include spatial limitations, display-time regulations and continuous monitoring of output; semantic issues are translating idiomatic expressions, understanding different dialects, and accents, interpreting cultural allusions and understanding coined words; structural problems address tenses, word order and punctuation; finally, cultural hindrances involve hoe translating certain ideas can completely contradict with students’ beliefs. Also presented will be means by which the above problems have been overcome, the language skills students have acquired, and finally, their overall evaluation of the process.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1870]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1568">
    <dcterms:title><![CDATA[Inter-national Factors Affecting Tourism Demand among  Balkan Countries and Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Besides having land in Balkans geographically, Turkey has strong historic,  cultural and political ties with Balkan geography. Those relations that were  established during the reign of Ottoman Empire in the region have been  developing during the Turkish Republic as well. Although there was a  considerable amount of migration to/from Balkan countries and Turkey,  there still is a large amount of Turkish origin citizens in Balkans.  Besides cultural ties; international politics and economic relations are  important factors affecting tourism flows between countries. In this  context Turkey has been playing a pioneer role in establishing stronger  relations with Balkan countries. This paper explores impact of political and  economic agreements on incoming tourism in the light of Balkan countries  and Turkey within the past decade.  Over the last ten years both Turkey and Balkans have been undergoing a  major transformation both economically and politically. Turkey and Balkan  countries have also been enjoying rapid tourism growth for the past  decade, despite global problems such as economic crises (e.g. mortgage  funds), acts of terrorism (e.g. 9/11), wars and conflicts (e.g. Iraq),  epidemics (e.g. H1N1) an extreme weather conditions (e.g. volcanic ash  clouds). The current situation and reasons behind the development of  bipolar tourist movements within these countries are discussed based on  economic and political facts and tourism statistics.  Keywords: Inter-national Factors, Tourism, Balkan Countries, Turkey.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1538]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2277">
    <dcterms:title><![CDATA[Interactions between chemicals used in aquaculture and environment in terms of  sustainable development]]></dcterms:title>
    <dcterms:abstract><![CDATA[Aquaculture that is the farming of aquatic organisms such as fish, crustaceans, molluscs and  aquatic plants, is the fastest growing animal production sector in the world. Global production  from aquaculture for human consumption amounted to 73 million tonnes and the value of  US$ 110 billion in 2009 and comprised almost fifty percent of the world’s fish supply.  Aquaculture, thus, plays an important role in global efforts towards eliminating malnutrition  and brings significant health benefits by nutritional well-being. It significantly dominates  most devoloping countries in terms of contribution to development by increasing gross  domestic product, providing employment opportunities and improving incomes.  The potentially adverse impacts of aquaculture that is also threat the sustainability when the  sector grows unregulated or under poor management, is of considerable current environmental and public interest in the world. Besides eutrophication and genetically modified organisms  (GMOs), the main environmental pressure associated with intensive aquaculture is chemicals  (antibiotics, hormones, fungicides, pesticides, antifoulants, anaesthetics and disinfectants)  used in aquaculture. The intensive systems are often associated with various greater use of  different types of antibiotics and chemicals generate very different effects on the environment,  mainly on water and sediment quality (nutrient and organic matter loads), natural aquatic  communities (toxicity, community structure, biodiversity), and microorganisms (alteration of  microbial communities, drug resistant strains).  The interactions between humans, antibiotics, bacteria, fish and aquatic environments are  poorly understood and recent studies show a significant pollution of surface waters with  antibiotics and other chemicals which are potential risk to drinking waters. Moreover, as a  vicious circle and often as well, aquaculture is also negatively affected by pollution of water  supplies by other human activities (ie: agriculture and industrial activities).  The environmental approach to sustainable development can control the use of chemicals to  eliminate or reduce any negative effects to an acceptable level. Sustainability requires global  action, and therefore an effective solution can be achieved on the basis of environmentallyfriendly  management systems towards social-ecological aquaculture to integrate aquaculture,  environment and society locally and globally. This paper, consequently, addresses the  relevance of the environmental approach to the role of aquaculture in sustainable  development.  Keywords: Aquaculture, Chemicals, Antibiotics, Environment, Sustainable Development]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1237]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3561">
    <dcterms:title><![CDATA[Interactive Budgeting Web App with Long-Term Financial Impact Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[Effective personal financial management is a major problem that people all over the world face, particularly in regard to growing living expenses and financial issues. Typical budgeting techniques frequently fall short in offering consumers the interactive and predictive insights necessary to make wise financial decisions. This project presents an interactive web application for budgeting that gives users the ability to make wise financial decisions and plans. Users can classify expenses, track payments, make budgets, and examine the long-term financial effects of their choices with this tool. Combined dynamic features like income and expense forms, interactive spending category charts, and a financial summary dashboard with total incomes, expenses, and net balances are important to its design. In order to create an intuitive and visually appealing interface, the development process combined responsive web technologies like React.js and CSS with a user-centered design approach. The program integrates capabilities to predict possible savings over predetermined timeframes and dynamically modifies aspects such as color-coded transaction lists based on type (income or expenses) to improve usability. Advanced features that help customers reach their financial objectives include future savings predictions and customized financial guidance. The project shows how technology may be used to promote disciplined financial habits and increase financial literacy. Users expressed more trust in the ability to properly manage their finances and connect their spending to goals for the future. The application offers practical advice on reaching financial security and doubles as an educational tool in addition to being a personal budget tracker.<br />
]]></dcterms:abstract>
    <dcterms:language><![CDATA[Bosnian language]]></dcterms:language>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2678">
    <dcterms:title><![CDATA[Interactive Whiteboards: Interacting or Self-Acting?]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper reports on a study to be conducted to explore to what extent the use of the Interactive Whiteboards (IWBs) affects classroom interaction in an English as a Foreign Language (EFL) context. The participants will be Turkish preparatory class students in a private university in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[972]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1822">
    <dcterms:title><![CDATA[Intercultural Communication and Language in the Context of Halo Effect - Turks in France-Alsace Region]]></dcterms:title>
    <dcterms:abstract><![CDATA[The halo effect as a psychology term, occupies an important place in interpersonal communication. It defines the one’s judgement by the first impression to be permanent or to influence the following judgements.  Migration of Turkish workers into France started at around 1970’s. Workers who sought a role in a new society after migration, struggled for integration with the society. But some issues that were faced during integration process revealed the reality that integration was not a unilateral fact.  The perception of first group of workers by French society in the beginning influenced the judgments in the following years. However, tenacity of Turkish workers during their struggle for existence in business and social life occasionally caused some negative cases.  Experiences about conserving the cultural identity and usage of mother tongue caused some changes on the process of turning into a new society in the 2000s by the help of developing technology.  Now, a new process arose which doesn’t speak about integration but protects the culture and identity as a member of the society they live in and demolishes, more or less, the prejudicies about first generation created by the society.  Turks in Alzas region of France protected their cultural identity and mother tongue by watching television broadcast from Turkey and strengthening their relation with Turkey and Turkish language.  Educational successes scored by the third generation young Turks started to weaken the impression of previous generations as workers only working and earning money. This change has led them to be acknowledged in the society as educated individuals. As sensitive individuals about culture and identity issues, they helped to create “all different all equal” perception by their communication with the society.  In our research, we are going to analyse the evolution process of Turks in Alzas region of France, whose adventure starts being a worker, in accordance with intercultural communication, identity and native language terms]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1701]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2402">
    <dcterms:title><![CDATA[Intercultural Communicative Competence in Lingua Franca, Multilingualism and Plurilingualism]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this paper is to understand, from a psycholinguistics approach, how a foreign language may be understood at least partly on the basis of knowledge of one’s native language and perhaps on other languages one has previously learnt. An example of such a situation would be a Romanian native speaker who knows French as a foreign language and English and tries to understand Spanish. The respective speaker would try to make various connections between similar words in Romanian and French mostly as these are languages from the same family as Spanish when trying to infer the meaning of various words. Theories of language comprehension may help in the understanding of the process. A modular view and an interactive view of sentence processing will both be taken into account. “A modular view of sentence processing assumes that the stages involved in reading a sentence function independently in separate modules” while “an interactive theory of sentence processing, such as a constraint-based lexical approach assumes that all available information contained within a sentence can be processed at any time.” (Wikipedia). Theories of language acquisition may also help in explaining this situation, as trying to understand a language one doesn’t know is a first step in beginning to learn the respective language. What is more, this situation helps support the theory of the universal grammar, which states that everybody has an innate language faculty. The abstract system of the Spanish language in our case doesn’t have to be learned, it is already there. Of course, learning is necessary in order to completely master the language, yet there are some intuitive means of understanding it at least partly, based on analogies with other languages. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[889]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2740">
    <dcterms:title><![CDATA[INTERCULTURAL COMMUNIVATIVE COMPETENCE  - Intercultural Dialogue in Teaching Foreign Language Literature-]]></dcterms:title>
    <dcterms:abstract><![CDATA[In all European countries pluralism and diversity has become an every day  reality. To ensure a harmonious interaction between people and groups with different  cultural and religious identities, respect for cultural diversity, tolerance, dialogue and  cooperation are becoming basic social skills needed by every European citizen.  Intercultural learning, intercultural dialogue, intercultural competence must be  understood as one of the preconditions for individuals to cope with the new  challenges of having to build societies that must be based on respecting people in  their diversity.  Intercultural learning is an experience which involves all senses and levels of  learning, knowledge, emotions, behaviour in an intensive way. Language is one of  the most visible elements of culture and in that sense a central aspect in intercultural  communication. That is why it must not be used as a means of dominance, but can be  one tool of communication. Teaching foreign languages means not only teaching the  language itself but to constantly develop intercultural awareness through intercultural  communicative competence and intercultural skills. We cannot be competent in a  foreign language if we do not understand the culture that has shaped it and how that  culture relates to our first language culture. It is not only essential to have cultural  awareness, but also intercultural awareness. Intercultural communicative competence  is an attempt to raise students` awareness of their own culture, and in doing so, help  them to understand other cultures.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[596]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2467">
    <dcterms:title><![CDATA[Intercultural Competence in e-learning: an Example of Croatian]]></dcterms:title>
    <dcterms:abstract><![CDATA[Modern foreign language teaching approaches emphasize intercultural competence as equally important as communicative language competences (CEF 2011). Thus, there is still no unique theoretical model of interculturalism, intercultural teaching or intercultural competence (eg. Byram 1997, Kramsch 1998, Hu 1995, Goebel &amp; Hesse 2004) and the intercultural concepts can be implemented in language course in various ways.     This paper deals with interculturalism in a specific type of a language course: an e-learning course. It investigated the applicability of different theoretical models of interculturalism to an e-learning course of Croatian as a second language HiT-1 (Cvikic, Bosnjak, Kolakovic, 2012) in relation to the technical characteristics of e-learning, course main objectives and student’s needs. It will be also discussed how the intercultural content was implemented in the course, as well as the level of students’ intercultural competence after finishing the course.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[895]]></dcterms:extent>
</rdf:Description></rdf:RDF>