<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/1821">
    <dcterms:title><![CDATA[Is the Trend of Using Apostrophe&#039;s to Form the Plural&#039;s of Noun&#039;s in English of Concern to Professor&#039;s of Writing?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: English, apostrophes, plural, pedagogy, evolution  ABSTRACT  Using an apostrophe to form the plural of a noun in American English, according to traditional rules of grammar, is normally incorrect. Nonetheless, over the past few decades, it has become popular to do so, particularly in writing that is intended to be read by the public, such as signage and advertisements (e.g., &quot;Appetizer&#039;s&quot;). This usage is also becoming common among student writers in academic contexts, partially because of the broad influence of the public usage error, and partially because so little traditional grammar is taught in most American high schools. Consequently, the addition of apostrophes where they do not belong in standard written English is widespread and is an example of modern language orthography in rapid evolution. Coupled with a simultaneous trend to eliminate apostrophes where standard English demands them, the misuse of an apostrophe to form plurals has become an &quot;issue&quot; in classrooms such as mine (i.e., in legal writing courses for American law students), where we are training students to perform in a professional field where tradition dies hard. My presentation will quickly review the rules of pluralization of nouns in English, will provide many examples of the trends to eliminate or add apostrophes incorrectly in different contexts, and will discuss whether professors of writing in English - whether teaching native speakers or ESL students - should &quot;rally&quot; to prevent the trend from progressing further or whether this evolution is harmless and should be allowed to run its course, even in highly traditional professional contexts.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2068]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1820">
    <dcterms:title><![CDATA[Same Structure, Different Disciplines]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:templates, concordances, &quot;moves,&quot; ,collaboration, academic writing  ABSTRACT  Few would challenge the statement that the hallmark of success for any university student or professional person is mastery of academic writing. Yet most student writers, particularly those with linguistic, cultural, and academic diversity, have great difficulties entering any intellectual debate because they cannot generate or even understand the rhetorical patterns of academic prose.These difficulties often remain if they enter the professions and must write for publication. Templates (stock words and phrases) provide accessible ways for academic writers to generate research papers because despite discipline-specific variations, most academic writing is rigidly structured, especially in the sciences.Templates help writers create sentences from a “bottom-up,” or inductive perspective; and at the same time to grasp the “moves,” or basic sections of a research paper, from a “top-down,” or deductive perspective. Although they pivot on the “They say/I say” paradigm, templates also help generate summarizing, paraphrasing, quoting, and other functions of academic discourse. Grounded in classical topoi, templates harmonize with current classroom and writing center perspectives of writing as collaboration, rather than inspiration or regurgitation.They receive strong support from Writing Across the Curriculum and English for Special Purposes. As a corollary to facilitating writing, templates can enhance skills in reading academic prose and in all-important critical thinking. They can also be applied to the currently popular corpus linguistics.Participants in this hands-on session will identify and analyze the function of templates in an excerpt from a treatise about language policy, and then find types of templates in their own or another piece of academic writing which they are encouraged to bring to the session. Lastly, they will see a demonstration of concordance software used to analyze templates on both the phrasal level and the “moves” level, using two excerpts from juried journals in applied linguistics and biology.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1883]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1819">
    <dcterms:title><![CDATA[How to Teach Paragraph Structure]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: downshifting, abstraction, critical ,thinking, paragraph development  ABSTRACT  One of the biggest problems in teaching paragraph writing, to both non-native and native English speakers alike, is the concept of adequate development. Too often students write “paragraphs” of only one sentence, or of multiple but only loosely related sentences. We urge them to write a more general topic sentence and more specific supporting details, but what does this mean? Many international students are not familiar with writing in paragraph form and have difficulty distinguishing general from specific. A concrete technique for teaching paragraph development stems from the semanticist S. I. Hayakawa’s “Ladder of Abstraction” and his concept of “downshifting.” It consists of four steps, starting with word pairs and sentence pairs, then the abstraction ladder itself, sample paragraphs, and finally, students’ own paragraphs. Consensus on the level of generality of a particular item is less important than understanding the interplay between levels. For many students the visual aid of the abstraction ladder and the act of numbering sentences fit well with their learning modalities. Participants in this hands-on demonstration will analyze and rewrite examples for all four steps, taking home several concrete ways to teach paragraph writing. This paragraph development technique improves not only writing, including significance, support, unity, and coherence through adequate transitions. Students can see the whole essay as a macrocosm of paragraph structure. The technique also improves reading, note-taking, and exam preparation by helping students distinguish main ideas from evidence, generalizations from supporting details, and inference from fact. It can even help students separate the woods from the trees in their personal lives!]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1846]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1818">
    <dcterms:title><![CDATA[Is Interculturalism as a European Value?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Integration, Values, Ethnicity, Socio-Cultural, Europe  ABSTRACT  For the past 50 years the increase of immigration in Western Europe has been viewed as a necessary part of the economic development of these nations. Migrant workers have provided cheap labour when most needed, keeping West European economies competitive in an increasingly global market.  However, since the beginning of the current economic crisis the issue of immigration has become a central political feature. In 2011, the UK Prime Minister, David Cameron, attacked British Multiculturalism echoing comments made by Angela Merkel, the German Chancellor, in 2010. Concurrently, there has been a rise in the election success of nationalist parties in Western Europe and opinion polls often place immigration as one of the main concerns of voters.  In recent times the biggest issue is immigration from fellow EU nations as it is difficult to control the right of EU citizens to freedom of movement. Non-EU immigration can be capped and restricted by law, but recent patterns have led some Western governments to consider quota laws for migrant workers and even going as far as discussing the reintroduction of European borders and the renegotiation of the Schengen Agreement to prevent immigrants moving from one country to another once they have entered the European Union.  At the same time, the EU is promoting greater acceptance and cross-cultural tolerance programmes in Eastern European states, such as Poland, Slovakia and the Czech Republic, with the aim of developing greater harmony between ethnic groups who live and have migrated to the region.  On the one hand it would appear that the message from certain Western European countries is “No more immigration” while at the same time encouraging Eastern Europeans to be more tolerant and accepting of immigrants.  The aim of this paper is to examine some of the historical aspects of European immigration and migration as well as examine the political comments being made at present. Most importantly, the paper will address the issue of whether or not the idea of a multicultural society is part of European values and why, after more than fifty years of successful cross-European immigration, this issue has suddenly become a central problem in most EU nations.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1724]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1817">
    <dcterms:title><![CDATA[Foregrounding Critical Thinking in Communication Courses for Engineering Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper reports on research completed at a degree-awarding engineering institute accredited by the US Accreditation Board for Engineering and Technology (ABET) in the United Arab Emirates.  In first-year communication programs, ABET Student Outcome 3i, “recognition of the need for, and an ability to engage in life-long learning” is supported in part by a learning objective that aims to develop students’ ability to “demonstrate reflective and critical thinking skills”. While this objective is supported throughout the institute’s engineering curricula, many students first encounter the associated concepts and skills in their freshman year, primarily during the first communication course. Program review found that while instruction aimed at developing students’ critical thinking skills is well integrated in the curriculum, and it appears that many students begin to develop the necessary skills successfully, limited means existed for tracking individual students’ specific progress, which is an ABET requirement.  Addressing this, informed by a meta-analysis of research in which key critical thinking skills for freshmen were identified, the researchers developed a series of interventions designed to foreground critical thinking in the curriculum and provide holistic evidence of the extent to which students successfully develop skills as a result of instruction. Intervention design was informed by the need for evidence that: a) can be used to infer the degree to which the student has met the learning objective; b) is longitudinally comparable; c) results from a variety of instruments; and d) is transparent and valid.  Drawing on the results of administering the interventions to over 240 freshmen, student progress is discussed and intervention effectiveness in facilitating tracking is evaluated. Various linguistic and cultural issues arising from the interventions are outlined, and several unanticipated benefits are explored. The paper concludes with a consideration of the extent to which the intervention may be transferable to other discipline contexts.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1727]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1816">
    <dcterms:title><![CDATA[Kültürlerarasi Adaptasyonun Demografik Değişkenler Bağlaminda Incelenmesi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar sözcükler: Kültürlerarası Adaptasyon, Çok Kültürlü Eğitim, Program Geliştirme  Bireysel farklılıklar ve adaptasyon, hayatın tüm alanlarında yönetilmesi gereken bir olgu olarak değerlendirilmekte ve üniversite yaşamı içinde daha da önem kazanmaktadır. Belirli amaçlar doğrultusunda bir araya gelmiş bireylerin sahip oldukları adaptasyon, bireysel ve örgütsel çıktılar / sonuçlar üzerinde önemli rol oynamaktadır. Örgütsel amaçların gerçekleştirilmesi için bir araya gelen bireyler aynı ortamda birbirlerine uyum sağlamaya çalışmaktadırlar (Sürgevil ve Budak, 2008). Bu bağlamda farklı kültürlerden gelen bireylerin uyumu ve yönetimi, birçok disiplinin kesişim noktasında yer almaktadır. Eğitim bilimleri, sosyoloji, psikoloji, sosyal psikoloji, endüstri ve örgüt psikolojisi, antropoloji, hukuk, işletme, yönetim bilimleri ve insan kaynakları yönetimi bu disiplinlerden bazılarıdır.  Kültürlerarası etkileşimin ve çok kültürlü eğitim örgütlerinin sayısının her geçen gün arttığı ortamda, en önemli konulardan bir tanesi kültürel farklılıklar ve bu farklılıkların örgütler açısından etkin şekilde yönetilebilmesidir. Kültürel farklılıkların örgütlere ve özellikle üniversitelere çeşitli stratejik faydalar sağlayabileceği düşünülebilir. Bu yüzden de kültürel farklılıkların en iyi şekilde yönetilmesi ve örgütlerin yararına kullanılması gerekmektedir (Yeşil, 2009).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2070]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1815">
    <dcterms:title><![CDATA[Gender Stereotypes and Gender Differences in Language Usage]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: gender language equality, male/ female titles, language usage, speech differences  ABSTRACT  Along with various social, cultural and political factors, language is one of the biggest conveyors of prejudices. As speakers of a specific language, consciously or subconsciously, we tend to depict all our beliefs, values and expectations via our choice of vocabulary, speaking style, register etc. Moreover, the attitude of speakers towards diverse social issues, such as gender equality, can be visible through our language usage. Therefore, this paper will present the idea of gender (in) equality seen from a sociolinguistic and applied linguistic perspective, using the language as the main means of gender stereotypes.  The paper highlights the influence of the society and the area in which the language is communicated as one of the main contributors to the speech differences between men and women, which later on contribute to their social differences. In other words, the differences (or similarities, if existing) between male and female speech characteristics will be presented in the paper, taking into consideration the attitude of speakers and their communication habits and characteristics.  The paper also presents a brief research (survey) including 20 men and women who give their opinion on this topic and who answer relevant questions regarding language usage and language policy. The survey includes the group of nouns denoting titles and professions in male/ female gender and their usage, as it has been shown in some languages that most of the titles and professions are used mainly for male gender.  In the end, the paper depicts potential solutions to the problems of gender (in) equality in languages and gives examples of how this issue can be solved.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1967]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1814">
    <dcterms:title><![CDATA[The oyatoi gaikokujin (御雇い外国人) and the Modernization of the Educational System in Meiji Japan]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Japan, Education, Modernization, Oyatoi gaikokujin, Foreign experts  ABSTRACT  A striking aspect of the history of Japan in the Nineteenth century is the government’s employment of thousands of foreigners to aid its modernization. While Japan’s leadership drew heavily on the resources of other nations, at the same time they marshaled indigenous resources, selected from among the successful Nineteenth-century Western models of modern development, adhered firmly to a policy of Japanese control and management, assumed total responsibility for the cost of modernizing, and carried their decision to replace foreigners with trained Japanese as soon as possible. The use of foreign instructors and the sending of Japanese students abroad were two important modernization factors in Meiji Japan’s experience.  The number of foreigners employed in Japan during the Meiji period is difficult to ascertain. Umetani Noboru estimates it as no less than 800. But Ogata Hiroyasu finds about 800 persons who served as teachers alone. Saigusa Hiroto gives the names of 1377 foreigners who contributed to the technical and industrial development of the country. It would be conservative to estimate the total number of oyatoi as somewhere in the range from 1500 to 2000.  Most of the oyatoi were drawn from the four countries that played the most important part in Japan’s foreign relations at that time: Great Britain, France, the United States and Germany. There was a sprinkling of Swiss, Italians, Austrians, Russians, Portuguese and some Chinese. Expect for the university of Tokyo, where there were teachers of several different nationalities, clusters of fellow tended to develop in particular lines of work.  The modernization of the educational/school system was based on the American model and the most important oyatoi in this field were David Murray (1830-1905), Marion McCarrell Scott (1843-1922) and George Adams Leland (1850-1924). Thanks to their help and advices, starting from 1886, the Japanese government began to issue a series of laws with which was established an elementary school system, middle school system, normal school system and an imperial university system.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1801]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1813">
    <dcterms:title><![CDATA[Catalan and International Culture(S) in Catalan as a Second Language Textbooks]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: foreign language, textbooks, cultural content, representation, Catalan  ABSTRACT  Since the year 2000 due to a large wave of international immigration to Catalonia there has been a proliferation of Catalan as a second language (CSL) teaching centers. Subsequently the number of teaching materials for CSL increased. These textbooks give learners a certain vision of a culture of their host country as well as the international culture(s) some of which could be their own native ones.  This study focuses on specific elements of Catalan and international culture(s) in two collections of CLS most widely used textbooks. Adapting a methodology used by Ramirez &amp; Hall (1990), the study firstly gives quantitative analysis of all the geographical references related to Catalonia and the rest of the world in form of a large text (more than 50 words), image, or mere mention in a text. It is later followed by qualitative analysis.  The results show that Catalan culture is favored over international cultures, but that, in most cases, textbooks give a simplified view on both Catalan and international cultures. Catalonia and the rest of the countries mentioned are very often presented as destinations for wealthy tourists without any substantial cultural information. Furthermore, the study suggests that textbooks avoid cultural comparisons therefore giving little space for cultural understanding]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1912]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1812">
    <dcterms:title><![CDATA[The Importance of Prefixes in Foreign Language Teaching and Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: verb prefixes, language semantics, language acquisition, verb valency, language teaching  ABSTRACT  The aim of this paper is to examine associations between the general meaning of the verb prefix and the meaning of verb it is attached to in order to help foreign language learners to build their vocabulary easier and faster. To achieve this goal, the specific semantics of verb prefixes in Croatian has been extracted and captured. The statistics of derivational characteristics for 20 productive prefixes in Croatian was collected. Also, all meanings of 20 prefixes were thoroughly analyzed, the properties of the base verbs and prefixed verbs were compared and the group model of verbs sharing the same meaning of the prefix was built. The statistics show that the prefix with the largest set of meanings in Croatian is za- (in, at, down) with 20 different meanings, while the average number of meanings per prefix is 11.  We proved that the process of prefixation establishes connection between different base verbs that start to share the same semantic feature due to the prefix attached. This connection became obvious in the valency frames of these verbs, since prefixed verbs tend to share the valency frames, regardless of the valency frame of the base verb. We discovered that derived prefixed verbs can be treated as hyponyms of base verbs if they do not differ significantly with regard to the meaning.  Finally, the syntacto-semantic connections between base verbs and derived prefixed verbs were revealed and modelled as rules which contribute to the foreign language learning and teaching of Croatian language. Rules are modelled to help foreign language learners guess the meaning of new prefixed verbs while reading and to help them use dictionaries better, recognizing common verb prefixes and their meanings. These rules can also enable them to acquire the syntactic complexity of the morphologically rich language, such as Croatian, Bosnian or Serbian.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1933]]></dcterms:extent>
</rdf:Description></rdf:RDF>