<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/398">
    <dcterms:title><![CDATA[Product Writing for Better Linguistic and Cultural Acquisition by English Language Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Product writing is considered uncreative and unstimulating, as it trains students to model their output according to rules and patterns. The risk students might particularly be exposed to when taught such writing is their memorising complete phrases, the most common grammatical forms and lexis used, and leaving a false impression of having mastered the register and form of selected writing patterns, and improved their linguistic and writing ability in general. Teaching product writing to students whose native culture has proven hesitant in regard to adopting correspondence as standard in certain situations, e.g. when applying for a job, complaining about a faulty product or substandard service, or writing a report to an authority, may prove additionally difficult and the achievements of a course based on it unintended.     Most people’s daily experience shows that the culture of cultivated writing is losing the battle with truncated correspondence via e-mail and other electronic media. In light of this, learning to write and utilize such basic forms as applications, complaints and reports may prove beneficial for students’ writing, as well as their general linguistic competence and their adoption of the target culture. This paper presents the results of a writing course administered to first-year English undergraduates as part of a general English language skills course and analyses them in terms of the students’ adoption of the grammatical forms and the vocabulary/register that are required, or most commonly used, in the selected forms. This shows the extent of their real progress, as well as changes in their attitudes toward such writing as representative of the target culture. It also reveals the role the course has had in developing the students’ awareness of learning as a process and of formative assessment, or rather, specific assessment that focused on a product, while emphasising the relevance of teaching/learning as a process.    Keywords: product writing, teaching/learning writing as a process, linguistic acquisition, cultural acquisition, formative assessment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-21]]></dcterms:date>
    <dcterms:extent><![CDATA[2823]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/984">
    <dcterms:title><![CDATA[PRODUCT WRITING FOR BETTER LINGUISTIC AND CULTURAL ACQUISITION BY ENGLISH LANGUAGE STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Product writing is considered uncreative and unstimulating, as it trains students to model their output according to rules and patterns. The risk students might particularly be exposed to when taught such writing is their memorising complete phrases, the most common grammatical forms and lexis used, and leaving a false impression of having mastered the register and form of selected writing patterns, and improved their linguistic and writing ability in general. Teaching product writing to students whose native culture has proven hesitant in regard to adopting correspondence as standard in certain situations, e.g. when applying for a job, complaining about a faulty product or substandard service, or writing a report to an authority, may prove additionally difficult and the achievements of a course based on it unintended.     Most people’s daily experience shows the culture of cultivated writing losing battle with truncated correspondence via e-mail and other electronic media. In light of that, learning to write and manipulate such basic forms as applications, complaints and reports may still prove beneficial for students’ writing and more general linguistic competence and adoption of the target culture. This paper presents the results of a writing course administered to first-year English undergraduates as part of a general English language skills course and analyses them in terms of the students’ actual adoption of the grammatical forms and vocabulary/register required or most commonly used in the selected forms, showing the extent of their real progress, as well as changes to their attitude toward such writing as representative of the target culture. It also reveals the role the course has had in developing the students’ awareness of learning as a process and of formative assessment, or rather, specific assessment that focused on a product, while emphasising the relevance of teaching/learning as a process.    Keywords: product writing, teaching/learning writing as a process, linguistic acquisition, cultural acquisition, formative assessment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3535]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3236">
    <dcterms:title><![CDATA[Production Of Banana In Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Banana, the production of which is restricted in some regions in both the world and  in Turkey, is a rather demanded product as it is delicious, exotic and nutritious. The  production, consumption and trade of banana is in high volumes in the world. Banana is the  fourth most important crop species in the world and is critical for food security in many  tropical countries. Bananas have been cultivated economically for a long time in subtropical  regions of Turkey where production and productivity per hectare have significantly increased  due to the adoption of protected cultivation. In Turkey, banana is mainly cultivated in Anamur  and Bozyazı, where protected cultivation is common, and Alanya and Gazipasa, where open  cultivation is widely used. The area of protected cultivation in Alanya has lately been  increasing. The objective of the study was to evaluate sustainability in banana production of  Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[524]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3137">
    <dcterms:title><![CDATA[Production of Organic Essential Oils from Conifers]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this project is dissemination of innovative technologies and knowledge  related to the technologies of processing of medicinal and aromatic herbs with the goal of  production of essential oils. Production of essential oils in rural areas of Bosnia and  Herzegovina is done in the conditions, which are not, at this moment, at the level of  sophisticated techniques and technologies. Essential oils are produced partly from widely  grown medicinal and aromatic herbs and mostly from plantation-grown herbs. The aspects of  processing of medicinal and aromatic herbs into distillates and all the measures, which follow  the processing, should go through the transfer of technologies, so we could meet quality  requirements as well as the European standards. Therefore, the intention is to certify the  products as organic and according to HACCP system. Concerning the distillation of  medicinal and aromatic herbs grown in natural population, we want to become a part of  sustainable and rational exploitation in the way that we will identify economically important,  rare, endangered and protected plants and to take care about the total biodiversity.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[447]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1824">
    <dcterms:title><![CDATA[Professional Needs of Efl Teachers at Elementary Schools in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Being a foreign language teacher requires a lot of peculiarities that should be acquired and performed appropriately in the class accordingly. This paper provides the results of research based on the professional needs of the teachers of English at elementary schools in Turkey. It also presents the recent description of teacher development and characteristics of foreign language teachers focusing particularly on the subject of professional needs of English language teachers. In this qualitative study, among the randomly selected participants, 152 teachers of English working at elementary schools in Turkey provided data for their professional needs. The data for this research were collected through the specifically designed survey entitled “Professional Needs Analysis Survey and the views obtained from semi-structured interviews with five participants. The analysis showed that a great amount of EFL (English as Foreign Language) teachers need to be professionally developed in order to be able to perform their professions appropriately, and to keep up with the rapid development in the ICT field that requires teachers to be continuously up to date.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1927]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/714">
    <dcterms:title><![CDATA[Progress of the Transition in the Southeast European Countries]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the paper is the analysis of the progress of the transition in nine Southeast European countries (Albania, Bosnia and Herzegovina, Bulgaria, Croatia, FYR Macedonia, Montenegro, Serbia, Slovenia and Romania) in the years 1998-2012.  The Wroclaw taxonomy method is used to establish similarities and differences in the evaluation of the progress of the transition achieved by the examined countries. The study is based on six indexes used by EBRD (large scale privatization, small scale privatization, governance and enterprise restructuring, price liberalization, trade and Forex system and competitionpolicy).     Montenegro, Serbia and Bosnia and Herzegovina experienced the greatest progress in the evaluation of the transition in the years 1998-2012. The following pairs of countries: Slovenia-Croatia, Bulgaria-Romania and Albania-FYR Macedonia showed the smallest differences in the evaluation of the transition. In the case of such countries as: Bosnia and Herzegovina, Montenegro and Serbia, patterns of the evaluation displayed similarities to the different countries in the different years of the analyzed period.    Keywords: transition, Wroclaw taxonomy method, EBRD, Balkan region.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2471]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/309">
    <dcterms:title><![CDATA[Prohibition of Operation and Activities of Political Parties - Comparative Review of the Jurisdiction of Constitutional Courts in the Region]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the contemporary constitutional and democratic state, political parties represent one of the most important organizations of modern political action. Their constitutionalization, or introducing into the constitution the provisions which govern the principal position of the political parties and which recognize their (democratic) role in the constitutional system, influenced the appearance of different mechanisms of control and prohibition of their operation and activities. This paper analyzes the position and role of contemporary constitutional courts in controlling the operation and activities of political parties. The analysis of the practice of constitutional courts which exercise these powers, as well as of the practice of the European Court of Human Rights and of the opinions of the Venice Commission expressed by “Guidelines on Prohibition and Dissolution of Political Parties and Analogous Measures” is essential if we wish to critically evaluate the place and role of modern constitutional courts in the control of operation and activities of political parties.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12-28]]></dcterms:date>
    <dcterms:extent><![CDATA[3006]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3009">
    <dcterms:title><![CDATA[Pronunciation and Transphonemization of Arabisms in the Islamic English  Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[This work emphasizes the relationship between the English language and  Islam and its significance in contemporary times. It focussed on the important role of  the English language as a conveyor of knowledge about Islam to the international  community and on the diverse ways in which Western and global cultures, often  accessible in English, would no doubt continue to connect with the Muslim world.  The English language has been one of the most hospitable languages in the world in  accepting foreign loanwords and one of the languages that contributed to English is  the Arabic language as a donor of words to other languages. Directly borrowed  arabisms which are connected with Islam are pronounced the same in Arabic and  English, it is zero transphonemisation or partial - compromise tranphonemisation.  They form their orthography on the basis of the pronunciation of the model or an  arabism follows the orthography of the model without any change.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[379]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2532">
    <dcterms:title><![CDATA[Pronunciation Error Analysis in Future English Language Teachers in Croatia]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper focuses on some pronunciation errors found in Croatian students of the Graduate Programme of Primary Education in Combination with the Study of the English language at the Faculty of Teacher Education, University of Zagreb. Despite the fact that the use of English as the international lingua franca questions the standards of what is defined as “incorrect” in the pronunciation of English as L2 as long as mutual intelligibility is achieved, one can still argue for the need to brush up on a standard English pronunciation (regardless of the variety) in certain groups of learners. In the future primary school English language teacher training a special emphasis needs to be placed on their pronunciation skills as flaws in pronunciation may hinder their successful future teaching of the English language to primary school pupils. The aim of this study was to identify problems in future teachers’ pronunciation of the English language and perform a categorisation of the problematic areas in pronunciation. The corpus used for error analysis was comprised of strings of speech in the English language recorded by each participating student. On the basis of the analysis, pronunciation errors were categorized and the most problematic areas highlighted. The findings of this study will be used for the purposes of the Phonetics and Phonology course syllabus redesign.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[886]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1846">
    <dcterms:title><![CDATA[Pronunciation problems of Turkish Learners in English learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: pronunciation,voiced,voiceless,intonation,diphthong,Turkish learner  ABSTRACT  In our modern, digital world, having fluent English is a necessity for everybody from every point of view, such as science, technology, international trade, diplomacy, medicine and so on. Having a competence in English grammar is no longer sufficient for someone who wants to communicate effectively in English, they also need to use skills particularly listening and speaking in an integrated fashion. In the Turkish education system, speaking (accurate pronunciation in particular) and listening have been consistently neglected by not only Turkish teachers who teach English but also Turkish students at the state primary, secondary, and high schools. Most Turkish students reach an intermediate level in English grammar. However, upper intermediate and advanced levels of English are generally thought to be a step too far for Turkish learners to attain owing to problems pronouncing specific vowels and consonants that are not available in Turkish language. Some vowels and consonants that are not available in Turkish language create articulation problems which form a barrier for Turkish learners to overcome easily. These are generally the voiced dental fricative and the voiceless dental fricative sounds. Some diphthongs in English such as the pronunciation of &quot;Cow&quot; or &quot;Show&quot; can also create some articulation problems for Turkish learners to pronounce accurately. In this presentation, I will explain the specific pronunciation problems Turkish learners encounter and demonstrate a number of activities and strategies I have adopted to solve these difficulties.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1885]]></dcterms:extent>
</rdf:Description></rdf:RDF>