<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/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/2099">
    <dcterms:title><![CDATA[Effects of openness of leaders in success of organizations]]></dcterms:title>
    <dcterms:abstract><![CDATA[Nowadays many seminars, conferences and courses held and books written in  order to improve leadership skills of different kinds of leaders from all over the  world. However the openness of leaders in the organization has not been  mentioned seriously as it is one of the main skills that successful leaders should  have. In this research paper my intention was to demonstrate the idea that  openness of leaders is directly related with the success of organization. With the  present study, I argue that the characteristic of leaders that is openness of  leader’s plays as big role for the effectiveness of employees as well as success of  the organization. It is very important because many organizations nowadays fail  to operate because of its leader’s lacked skills.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1415]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2100">
    <dcterms:title><![CDATA[Translation studies an emerging discipline]]></dcterms:title>
    <dcterms:abstract><![CDATA[The increasingly interdisciplinary nature of translation studies has multiplied  theories of translation. A shared interest in a topic, however, is no guarantee  that what is acceptable as a theory in one field or approach will satisfy the  conceptual requirements of a theory in others. In the West, from antiquity to  the late nineteenth century, theoretical statements about translation fell into  traditionally defined areas of thinking about language and culture: literary  theory and criticism, rhetoric, grammar, philosophy. And the most frequently  cited theorists comprised a fairly limited group. One such catalogue might  include: Cicero, Horace, Quintilian, Augustine, Jerome, Dryden, Goethe,  Schleiermacher, Arnold, Nietzsche. Twentieth-century translation theory  reveals a much expanded range of fields and approaches reflecting the  differentiation of modern culture: not only varieties of linguistics, literary  criticism, philosophical speculation, and cultural theory, but experimental  studies and anthropological fieldwork, as well as translator training and  translation practice. Any account of theoretical concepts and trends must  acknowledge the disciplinary sites in which they emerged in order to  understand and evaluate them. At the same time, it is possible to locate  recurrent themes and celebrated topoi, if not broad areas of agreement.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1445]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2101">
    <dcterms:title><![CDATA[AN APPROACH TO STUDYING AND TEACHING THE NOVEL  A Practical Student Guide]]></dcterms:title>
    <dcterms:abstract><![CDATA[What can be the ideal way of teaching a novel? This practical guide was intended to show  how to go from one step to another, from “What is worthy of teaching in a novel?&quot; to &quot;How will  students be able to be involved in the issue and understand this book? How will progress be  assessed? What may be the indication of students’ understanding plot, story, theme,  characters and so on? “This book will provide examples of materials, resources on the  Internet, and approaches which were admitted successful in teaching settings.  Inevitably the ways offered here may not be the only ones to teach novel. But it may only be a  way to teach it regularly. But it is a fact that people needed to get resources and are  searching for them. Through this book we tried to offer a collection of probable resources for  the teachers and the students studying literature at college level or higher. Therefore this  practical guide may be recommended to such target readers and facilitators.  As the non-native speaker and the learner of a language- here English is presumed-, it will be  a double challenge for the learner and the teacher to understand and analyze a novel.  Therefore the content of this book is primarily targeted such people who are speakers of  English as a foreign language. Therefore the handled subjects and samples may seem to be  simple for a native English learner and teachers of novel analysis.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Melih Karakuzu]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1375]]></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: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/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/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/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/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:RDF>