<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/117">
    <dcterms:title><![CDATA[Labour Market Transition Differences between Natives and  Immigrants in EU Economies]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: The recent economic crisis has had an adverse effect on the  labour markets of European economies and certain population groups  have been disproportionally affected by it. Increased migration flows  may very well have created further pressures on the labour markets of  host countries. The focus of the analysis here is on differences in  transitions from unemployment to employment and vice versa  between native and immigrant populations in European economies  during the 1998-2015 period. The analysis reveals different  outcomes to transitions from unemployment to employment, where in  certain countries and years, the unemployed natives find  proportionally more jobs, while in other countries and years, it is the  immigrants. In most of the countries, however, employed immigrants  are more likely to lose a job than natives. In addition to identifying  the immigrant-native gap, the characteristics of individuals as  potential contributing factors to the gap have also been assessed. The  results of this analysis show that similar individual characteristics  exert a different influence on the immigrant-native gap in labour  market outcomes in different countries. Thus, similar individual  characteristics are rewarded differently in different countries, i.e.,  their labour markets.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2018]]></dcterms:date>
    <dcterms:extent><![CDATA[3745]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 1986-8499, ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/927">
    <dcterms:title><![CDATA[LACK OF ORAL PROFICIENCY IN ENGLISH AMONG SECONDARY  STUDENTS IN MISURATA:  REASONS AND REMEDIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study was conducted to investigate why the secondary students in Misurata were unable to  communicate in English orally, fluently, in spite of studying it as a general subject during their school  education.The traditional teacher-fronted method of teaching, insufficient allocation of time for oral skills  training, and teachers themselves, not taking any interest in developing oral skills, are the major reasons for  the students’ poor speaking skills. The data for the study, among other things, were mainly based on the  classroom observations of the lessons presented by twelve secondary teachers, stretching for over two  months, involving five schools. The data analysis was carried out using tables in percentage to obtain  accurate results. The findings clearly proved that the points stated in the hypothesis for the poor oral  production of speech by the secondary students in Misurata were correct. Based on the conclusions drawn,  recommendations which can positively help in developing the oral skills among the students of secondary  schools were presented.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3494]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/397">
    <dcterms:title><![CDATA[Lack of Oral Proficiency in English among Secondary Students in Misurata: Reasons and Remedies]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study was conducted to investigate why the secondary students in Misurata were unable to orallycommunicate in Englishfluently, even though they had studied it as a general subject during their school education. Themain reasons for the students’ poor speaking skills are the traditional teacher-fronted method of teaching, insufficient allocation of time for oral-skills training, and theteachers themselves not taking any interest in developing oral skills. The data for the study, among other things, were mainly based on the classroom observations of the lessons presented by 12 secondary teachers at five schools over a period of more than two months. The data analysis was carried out using tables in percentageto obtain accurate results. The findings clearly proved that the points stated in the hypothesis for the poor oral production of speech by the secondary students in Misurata were correct. Based on the conclusions drawn, recommendations that can positively help to develop oral skills among the students of secondary schools were presented.    Keyowrds: secondary school students, Misurata, English language, fluency]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-21]]></dcterms:date>
    <dcterms:extent><![CDATA[2820]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/547">
    <dcterms:title><![CDATA[Landfill Gas to Energy in Turkey: Current and  Future]]></dcterms:title>
    <dcterms:abstract><![CDATA[The municipal solid waste processing, landfilling and utilization of the gas to  generate electric power and lower the emissions have been used in developed countries for  decades, however it is relatively new in Turkey. The new regulations force municipalities in  the country to build landfills to safely store the waste and secure the emission gases. The  landfill gas can be utilized to produce energy and heat or if the quality is high it can be  transported to a natural gas pipeline. In this paper, an overview of landfill gas to energy  plants in the world is presented, and the situation in Turkey is analyzed.  Keywords: landfill gas to energy, municipal solid waste, methane, emissions, simulation,  landfill.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-06]]></dcterms:date>
    <dcterms:extent><![CDATA[2749]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233 - 0054     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1291">
    <dcterms:title><![CDATA[LANDFILL GAS TO ENERGY IN TURKEY: CURRENT AND FUTURE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords:Landfill gas to energy, municipal solid waste, methane, emissions, simulation, landfill  ABSTRACT  The municipal solid waste processing, landfilling and utilization of the gas to generate electric power and lower the emissions have been used in developed countries for decades, however it is relatively new in Turkey. The new regulations force municipalities in the country to build landfills to safely store the waste and secure the emission gases. The landfill gas can be utilized to produce energy and heat or if the quality is high it can be transported to a natural gas pipeline. In this paper, an overview of landfill gas to energy plants in the world is presented, and the situation in Turkey is analyzed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2075]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233-1565     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2547">
    <dcterms:title><![CDATA[Language acqisition: Psycholinguistical ans Sociological Aspects]]></dcterms:title>
    <dcterms:abstract><![CDATA[People teaching and learning a foreign language know it is a long and difficult process, yet it is amazing how easily children acquire any language.The crucial question is whether  children are born as „tabula rasa“ as far as language is concerned, or whether humans are „programmed“ with an outline knowledge of the structure of language in general. This is so called nature-nurture contraversy.    Psycholinguistics is trying to find out about the structures and processes which underlie a human&#039;s ability to speak and understand language. This paper deals with still unresolved questions; Do humans acquire language because they are born equipped with some special linguistic ability? Or are they able to learn language because they are highly intelligent animals who are skilled at solving problems of various types? Or could it be mixture of these two posibilities?    Chomsky said that humans have an innate knowledge of language structure and it is part of „the child&#039;s biological endowment, part of the structure of the language faculty.“  Human infants know in advance what languages are like, they are imprinted with knowledge about languages (innatenes hypothesis).Chomsky also claimed that humans have the ability to understand and produce novel utterances, he called this ability creativity.  The second explanation for language ability is that no special knowledge is needed, because children are highly efficient puzzle solvers in all areas of human behaviour.     In recent years linguists claim that children not merely acquire the structural patterns of their language, but also learn to use them appropriately within various social settings. Therefore, psycholinguists should pay as much attention to social context as to language structure itself, particulary as children in the early stages of speech are heavily dependent on their surroundings.    Impoverished linguistic environment is likely to retard language acquisition, and children living in such environment may be language deprived, while the children living in enriched verbal environment mostly become highly competent speakes.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[924]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2679">
    <dcterms:title><![CDATA[Language Acquisition as a Cultural Fact and a Translation Process: Is a New Perspective Possible In the Context of Interdisciplinarity]]></dcterms:title>
    <dcterms:abstract><![CDATA[Second language acquisition or foreign language learning is usually associated with various elements including intelligence, motivation, learner beliefs, learning strategies, and some other issues related to teachers or educational associates. These elements have been proven to be essential in second or foreign language acquisition.    However; foreign language acquisition is not solely the process which includes learning of grammar, words, or syntax of a specific language. Second language acquisition is -to some extent- sure to be associated with cultural acquisition of a target language. When the culture of a specific language is the subject of interest, it is probable to assume second language acquisition as a cultural translation process.    In this paper, it will be argued that theories of Translation Studies may put forward some fruitful ideas related to second language acquisition in the context of interdisciplinarity.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[992]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2098">
    <dcterms:title><![CDATA[Language acquisition at different ages]]></dcterms:title>
    <dcterms:abstract><![CDATA[Amongst the various properties in which humans differs from any other  species, it is perhaps the ability to convert thoughts, feelings and wishes into  soundwaves, to transmit those to the others and thus to influence their  thoughts, feelings and wishes, and eventually their behaviour, which is most  fundamental. It is language which allows human beings an orientation in their  environment different from that of a monad in a world defined by the laws of  restabilised harmony, different from that of an ant in a world ruled by the  rigid interaction principles of the anthem. The verbal transmission of all sorts  of theoretical and practical knowledge handed down from one generation to  the next, on the one hand, and of rapidly changing, situation-bound  information, on the other, sets the stage for that particular type of behaviour  which we consider to be human. It is language which makes possible all higher  forms of cognition as well as that particular kind of interaction between  members of a species which is characteristic of human beings. We can imagine  a &quot;mind&quot; without language, but surely not a human mind without language.  We are not born with a language in our head. No new-born child knows  English, Chinese, or French. At birth, the child is literally an &quot;infans&quot;-  someone who does not speak. But every new-born is able to learn English,  Chinese, French, or any other language spoken in the social environment in  which he (or she) grows up. We all learn one language in the first years of our  life - our mother tongue. But the capacity to acquire a language does not  disappear with childhood. In this paper we will research language acquisition  at different ages, difference between first and second language acquisition as  well as whether second language acquisition stops somewhere during our lives.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1423]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/484">
    <dcterms:title><![CDATA[LANGUAGE AND CULTURAL DIVERSITY IN THE NON-DIVERSE CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the paper is to propose some simple ways of promoting linguistic and cultural diversity in a homogenous classroom made of students brought up in a bi-lingual environment and country. The ideas and suggestions come from the experiences of the authors in different environments and workplaces. The comparing groups are of different ages from compulsory school to a university/college level. The paper will be divided in two parts: on one hand there are suggestions which would be useful in a classroom with a teacher coming from the same place as the students, and on the other hand how would those and other ways work out in promoting a linguistic and cultural diversity in a classroom where the teacher/lecturer comes from another cultural and linguistic background. What has been the meeting point, how this type of cultural and language diversity would affect the critical thinking of the students; why would students benefit from diversity-promoting classes are some of the questions answered in the paper.  This is a cross-sectional study which tries to put together some possible forms of promoting diversity in the aspect of a language and culture in the classroom which does not mean that is based on a longitudinal type of research but on personal experiences and views of the authors. Moreover it is based on a questionnaire and displays its results]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2955]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/361">
    <dcterms:title><![CDATA[LANGUAGE AND GENDER DIFFERENCE IN DISCOURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many empirical researches on Gender and language have been conducted by numerous sociolinguists in order of finding out the relationship between them. These differences between women’s and men’s language consisted in terms of phonology, lexis, syntax, dominance and difference in discourse analysis. Some other studies have investigated the influence of female - male language differences on maintaining the imbalance power between the two genders. This paper will aim at finding out the relationship between gender and language in political debates in Albanian and English while trying to identify the impact of gender based language in displaying the difference and dominance in conversational interaction. Political debates in English and Albanian will be analyzed in order to distinguish cross gender and cross language differences through the use of linguistic and discourse features such as: turn taking, dominance, minimal response, overlaps, hedges, interruptions etc.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2915]]></dcterms:extent>
</rdf:Description></rdf:RDF>