<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/2618">
    <dcterms:title><![CDATA[Propagandna Funkcija Jezika u Jezičko-Kulturnim Dodirima Između   Autrougarske Monarhije i Bosne i Hercegovine  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dodiri između dvije kulture oduvijek su ostavljali tragove i na jezike tih kultura. Ti tragovi nisu vidljivi samo na leksičkoj građi ili strukturi jezika, već se kulturni kontakt odražava i na samu uporabu jezika, način na koji on funkcionira u jednom takvom kulturološkom kontaktu. U ovom radu istražuje se jedna od funkcija jezika u komunikaciji dviju kultura, i to funkcija propagiranja.    Cilj rada je pokazati da jezik, poglavito kada je riječ o jeziku propagande ne odražava samo stvarnost već je i konstruira. U dodiru dvaju kultura nužno se susreću i dva pogleda na svijet. Ona se mogu nadopunjavati, isključivati, ili pak nadmetati jedan s drugim. Cilj rada je da pokaže kako se putem komunikacije jedna kultura nametala drugoj predstavljajući joj zajedničku stvarnost iz vlastitog ugla. Dvije kulture o kojima je riječ su Austrougarska monarhija i Bosna i Hercegovina u vrijeme austrogarske uprave na području Bosne i Hercegovine.     Korpus za empiričku analizu jezika propagande čine članci  austrougarskih novina „Sarajevoer Tagblatt“ koji su objavljeni uoči ankesije i tematiziraju istu iz ugla ideološki konformne redakcije lista. Metoda rada predstavlja kombinaciju tekstofunkcionalne analize i analize diskursa.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[782]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2999">
    <dcterms:title><![CDATA[Property Right in the 1982 Constitution As a Social Right]]></dcterms:title>
    <dcterms:abstract><![CDATA[Property right is often referred to for defining political regimes. Therefore to study  property right in the 1982 Constitution is crucial for analyzing the Turkish political structure.  Property right in the 1982 Constitution stands within the Article 35. This article consists of three  clauses. The first two clauses may often exist in any democratic constitution but the third clause  has a very interesting and peculiar feature. Because the first two clauses say that everyone has  right to own and inherit property and this right may be limited by law only in view of public  interest. But the third clause says that exercise of the right to own property shall not be in  contravention of the public interest.  This third clause is objectionable in two reasons. First; this clause ordains the citizens an  impossible thing. Because it is impossible for people to use their properties always in favor of  public interest. If this article said that property right could not be used against the public interest,  it could be acceptable and reasonable. But this clause as written in the constitution puts an  impossible obligation but the law cannot order any obligation on the citizens.  Secondly; the limit of property in liberal democracies may be in line with the public interest and  this limit can be defined only by law. Using the property right in favor of public interest is  merely a matter of people‘s choice. However this article literally obliges people to use their  property in favor of public interest. This is not appropriate for liberal democracies.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[170]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2093">
    <dcterms:title><![CDATA[PROPOSAL OF TOURISM DEVELOPMENT STRATEGY IN   BOSNIA AND HERZEGOVINA]]></dcterms:title>
    <dcterms:abstract><![CDATA[At a time when BiH is on the one of the lowest levels of development in Europe, and when most of economy sectors are undeveloped, it is very hard to say what should be considered as starter of economic development. But I decided to consider tourism sector as a field that could contribute the most, and as a field that has biggest chances and opportunities to increase economic well-being of people in BiH. My research is going to be set of data which proves and defends statement that tourism is sector it can be most useful for BiH economy. If the plan for tourism development is carried out systematically it could make rapid economic growth, with the long-term and sustainable development.Data will be collected by doing surveys and questionnaires, and then analyzed. Most of the analyses will be done in SPSS program, but also some secondary data will be used to get conclusions needed for the research. Work will be divided into three parts. In the first one, present situation in BiH tourism will be subject of analysis. Advantages and disadvantages of BiH tourism will be shown, and we will see which parts should be changed or developed the most. Second part is going to be cooperation of tourism sector with some other economic sectors in BiH economy. In this part, last 15 years, period after the war will be analyzed and actual and potential growth will be presented. The third part is core of this research, where we will make some conclusions, explain and analyze possible strategies for development, and see what is possible to do, or what shouldn’t be object of interest.    Key words: Economy progress, tourism sector, sustainable development]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[2875]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/176">
    <dcterms:title><![CDATA[Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model]]></dcterms:title>
    <dcterms:abstract><![CDATA[A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, group-based problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning.  However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future.    Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-13]]></dcterms:date>
    <dcterms:extent><![CDATA[3275]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/192">
    <dcterms:title><![CDATA[Protection of Guarantor in Law on Guarantor’s Protection in Federation of Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Summary: Parliament of Federation of Bosnia and Herzegovina adopted Law on guarantor’s protection in 2013. It is a lex specialis which regulates legal protection of guarantor as a special category of persons in loan agreement. However, the law provides a numerous solutions which derogating general rules in obligation law, particularly rules in Law on obligations regarding loan agreement and warranty. In this paper, authors consider both certain rules regarding guarantor’s protection and their compliance with general rules in law of obligations. Definition of loan agreement and special regulation of relationship between creditor and guarantor are not in compliance with rules of warranty – general rules, structure and species. Moreover, there are some limits of freedom of contracting for those who has intention to guarantee for debtor’s liability in loan agreement. Authors in this paper consider validity and acceptability of special rules in order to find answer whether those rules match other relevant rules in positive legislation and do they serve to legal certainty.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-15]]></dcterms:date>
    <dcterms:extent><![CDATA[3293]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/340">
    <dcterms:title><![CDATA[PROVERBS TEACHING IN EFL CLASSES:   “WHERE THERE IS A WILL, THERE IS A WAY”]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present study aimed at investigating the presence of proverbs in English textbooks taught to EFL Arab learners as well as investigating the attitudes of English language teachers towards proverbs as part of the EFL teaching materials. Results of the content analysis which has been carried out on four English textbooks of the Enterprise series show that teaching proverbs is included as part of the teaching material presented to the students. Proverbs are presented in different ways: sometimes they are used as titles of units, in vocabulary exercises, or as separate sections at the end of each unit. And they appear either in their original form or truncated. On the other hand, teachers&#039; attitudes towards teaching proverbs to EFL learners show their belief in the importance of teaching proverbs since they convey the culture and wisdom of their users, moreover, they provide students with a rich source of vocabulary. They also give them an opportunity of making comparisons between their own proverbs and the English ones thus broadening their knowledge of the world; finally, they help students to express themselves in English in a more natural, native-like way.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2963]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/209">
    <dcterms:title><![CDATA[Providing Learner’s Motivation By Effective Usage Of Visual Aids In Foreign Language Teaching]]></dcterms:title>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3243]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2771">
    <dcterms:title><![CDATA[Providing web-based multilingual lexical learning materials with a  regional culture oriented focus]]></dcterms:title>
    <dcterms:abstract><![CDATA[This presentation introduces a CALL Multilingual Visual Dictionary  (MLVD) CALL project which is being developed at Okinawa University, and is funded  by the Japanese Ministry of Education, Science and Technology (MEXT). The project  began in 2005 with a perceived need on the part of teachers and students at the university  for language materials that reflect Okinawan and Japanese culture.  The project involves the compilation of a visual dictionary with entries in three languages:  English Chinese and Japanese. Visuals include still photos and short videos. The  dictionary is organised by themes. These allow us to explore various cultural artifacts and  customs within authentic settings. The organisation of the units differs according to the  main themes. The learning materials are a mixture of web-based and classroom based  materials.  In this presentation I explain the organization of several units, show examples of the  visuals and practice activities.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[99]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1045">
    <dcterms:title><![CDATA[Prvi svjetski rat -stoljeće poslije i balkanska stvarnost]]></dcterms:title>
    <dcterms:abstract><![CDATA[Sarajevskim atentatom 28. juna 1914. godine započeo je najkrvaviji sukob u dotadašnjoj historiji - Prvi svjetski rat. Sama činjenica da je jedan događaj koji se dogodio u bosanskohercegovačkoj prijestolnici uspio zapaliti „fitilj“ svjetskog sukoba, bez obzira na brojne krize koje su mu prethodile, je više nego interesantan kao predmet obrade sa današnje distance. Sam rat otpočinje nove procese unutar „balkanskog“ prostora te dovodi do prve južnoslavenske integracije. Sa druge strane, to je početak i savremene globalizacije pri čemu se ekonomsko i vojno težište svijeta po prvi puta u državno-pravoj historiji pomiče izvan evro-azijskih prostora. U samom ratu koji je rezultat imperijalističke politike blokovskih saveza javlja se i ideja o „samoodređenju naroda“ kao  dio Wilsonovog obećanja prilikom američkog ulaska u rat. Ishod rata je svakako pored navedene ideje „o samoodređenju naroda“ u sebi sadržavao i značajne elemente imperijalističkih ambicija ratnih pobjednika. Kratkotrajnost takve politike ogledala se u revizinostičkom „drugom svjetskom ratu“ koji je otpočeo samo dvije decenije poslije. Međutim, u balkanskim prilikama „Versejski sistem“ uz manje izmjene trajao je do posljednje decenije XX stoljeća. Na taj način brojni „balkanski problemi“ nastavljaju svoju aktuelizaciju u posljednje tri decenije – sa brojnim naslijeđenim problemima od prije stotinu godina.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3115]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1523">
    <dcterms:title><![CDATA[PSIHOANALITIČKA KRITIKA I DVIJE TANPINAROVE PRIPOVIJETKE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ključne riječi: psihoanalitička književna kritika, Ahmet Hamdi Tanpınar, drugo, sebstvo, identitet  SAŽETAK  Rad predstavlja čitanje dvije pripovijetke Ahmeta Hamdija Tanpınara, Ljetna kiša i Snovi, u vizuri psihoanalitičke književne kritike. U radu se identificira središnja misao teksta a potom problematizira sa aspekta psihoanalitičke epistemologije. Proces se odvijao na dvije međusobno povezane, ali ipak različite platforme, gdje je prva imala za cilj na vidjelo izvući latentne misli tekstova, služeći se psihoanalitičkim simbolima za dešifriranje njihovih kodova, uz osvrt na osobitosti autorovog društvenog i osjećajnog života. Druga platforma uključivala je drugo i Drugost i to najčešće u vezi sa problematiziranjem identiteta/identiteta, procesima subjektivacije, ili pitanjima sebstva. Odabrane pripovijetke A. H. Tanpınara čitane su uz pretpostavku da su vrijednosti univerzalne, da je ono o čemu se piše neovisno od konteksta, ali i da smisao nije uvjetovan namjerom pisca. Također, ovaj način čitanja predstavlja uvid u drukčija mišljenja o tekstu, gdje se različito gleda na ustaljenje modele koje tekst odražava, identifikujući stvarnost kao odnos bitnog i rubnog unutar nje. Treba podvući da rad nije u funkciji isticanja marginalnog, iako se psihoanalitičkim čitanjem detaljno pregleda rubno, odnosno, ekscentrično, već se fokusira na uočavanje procesa koji nastaju kroz suočavanje centralnih i marginalnih identiteta.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2017]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>