<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/335">
    <dcterms:title><![CDATA[ZAŠTITA ŽIRANATA U FEDERACIJI BOSNE I HERCEGOVINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[U FBiH je 2013. godine usvojen Zakon o zaštiti žiranata koji je stupio na snagu 18.12.2013. godine. Radi se o lex specialis zakonu kojim se reguliše pravna zaštita žiranata kao posebne katergorije lica kod ugovora o kreditu. Međutim, ovaj zakon predviđa brojna rješenja koja značajno odstupaju od opštih pravila obligacionog prava, a naročito odredbama ZOO kojima se uređuju ugovor o kreditu i ugovor o jemstvu. U ovom radu razmatraju se pojedina rješenja iz Zakona o zaštiti žiranata i analizira njihova neusaglašenost sa opštim pravilima obligacionog prava, jer je evidentno da se postojećim rješenjima u Zakonu o zaštiti žiranata, u stvari, potencijalno vrši dekonstrukcija određenih obligacionopravnih instituta. Definicija ugovora o kreditu, kako je utvrđena u pomenutom zakonu, odnosno posebno uređenje odnosa između povjerioca i jemca u značajnoj mjeri odstupaju od opštih pravila obligacionog prava i u tom smislu predstavljaju rješenja koja nisu kompatibilna institutu jemstva – njegovim opštim pravilima, strukturi i vrstama jemstva. Pored toga, predviđena su posebna ograničenja slobode ugovaranja za lice koje namjerava da jemči za obavezu glavnog dužnika iz ugovora o kreditu. Autori u ovom radu upravo preispituju opravdanost i prihvatljivost ovih rješenja, kako sa stanovišta ostalih zakonskih propisa kojima se uređuje ova materija pravnih odnosa, tako i sa stanovišta domaće pravne tradicije, a u cilju pronalaženja odgovora da li su razmatrana rješenja harmonizovana sa ostalim pozitivnim zakonskim propisima i da li su u funkciji pravne sigurnosti.    Ključne riječi: ugovor o kreditu, glavni dužnik, povjerilac, žirant, davalac kredita, korisnik kredita.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12-16]]></dcterms:date>
    <dcterms:extent><![CDATA[3186]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-50-9     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/336">
    <dcterms:title><![CDATA[ZAŠTITA LJUDSKIH PRAVA KROZ PRIZMU POVELJE EVROPSKE UNIJE O TEMELJNIM PRAVIMA]]></dcterms:title>
    <dcterms:abstract><![CDATA[U savremenom dobu postoji veliki broj konvencija i deklaracija koje proklamuju širok korpus ljudskih sloboda i prava koje su većinom nastale i dobile univerzalni značaj tek nakon Drugog svjetskog rata. Korpus proklamovanih i garantiranih ljudskih prava je danas vrlo širok, te obuhvata od ličnih,  građanskih, političkih, ekonomskih, socijalnih, kulturnih prava te u novije vrijeme i praSva na zaštitu od tehnološkog razvitka, prava stranaca i izbjeglica. Posebno važnu ulogu u zaštiti ljudskih prava ima Povelja Evropske unije o temeljnim pravima koja je usvojena 07. decembra 2000. godine u Nici od strane predstavnika Evropskog vijeća, Komisije i Parlamenta i  koja proklamira politička, građanska, ekonomska i socijalna prava. Već u preambuli Povelje se naglašava pravo na dostojanstvo, Povelja proklamuje ovo pravo kao temeljnu vrijednost na kojem cijela Unija (EU) počiva, te ističe da je Unija svjesna svojeg duhovnog i moralnog naslijeđa. Prema Povelji Evropska Unija se temelji na nedjeljivim, univerzalnim vrijednostima slobode, jednakosti i solidarnosti,  garantuje se jednakost svih građana pred zakonom i zabranjuje se svaki vid diskriminacije na osnovu spola, rase, boje kože, etničkog ili socijalnog porijekla, genetskih osobina, jezika, vjere ili uvjerenja, političkoga ili bilo kakvoga drugog mišljenja, pripadnosti nacionalnoj manjini, imovine, rođenja, invalidnosti, dobi ili spolnog usmjerenja. Cilj rada je predstaviti trajne vrijednosti Povelje u svjetlu zaštite ljudskih prava i temeljnih sloboda kao jednog od osnovnih uvjeta za pristup Evropskoj Uniji.    Ključne riječi: Ljudska prava, Evropska unija, Povelja o temeljnim pravima Evropske unije, zaštita.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12-16]]></dcterms:date>
    <dcterms:extent><![CDATA[3177]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-50-9     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/337">
    <dcterms:title><![CDATA[USLOVNI OTPUST U PRAVU REPUBLIKE SRBIJE I EVROPSKI STANDARDI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Na bazi preuzetih međunarodnih standarda koji su sadržani u brojnim dokumentima međunarodnih organizacija regionalnog karaktera (Savjet Evrope, Evropska unija) i Republika Srbija je donošenjem novog krivičnog zakonodavstva 2005. godine i drugim dopunskim zakonodavstvom odredila pojam, uslove za primjenu, način izvršenja i druga pitanja boravka osuđenog učinioca krivičnog djela na slobodi i nadzor nad njegovim ponašanjem, životom i radom. Iako je kazna zatvora (lišenje slobode) osnovna i najznačajnija vrsta krivične sankcije i u Republici Srbiji, ona se u većoj ili manjoj mjeri ne mora izvršavati u institucionalnim (penitensijarnim) uslovima, već je to moguće i na slobodi. U radu se analiziraju evropski standardi za primjenu nadzora nad osuđenim licima na slobodi i njihova implementacija u krivičnom zakonodavstvu Srbije, i to sa teorijskog i praktičnog aspekta.    Ključne riječi: evropski standardi, zakon, kazna zatvora, uslovni otpust, nadzor, sloboda.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12-16]]></dcterms:date>
    <dcterms:extent><![CDATA[3165]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-50-9     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/338">
    <dcterms:title><![CDATA[UČEŠĆE DRŽAVNOG PARLAMENTA U PROCESU USKLAĐIVANJA ZAKONODAVSTVA SA ACQUIS-em]]></dcterms:title>
    <dcterms:abstract><![CDATA[Najsloženija i najzahtjevnija faza procesa pridruživanja države Evropskoj uniji je faza usklađivanja zakonodavstva sa odredbama acquis-a. Pozicija Bosne i Hercegovine u procesu evropskih integracija sa aspekta usklađivanja zakonodavstva zahtijeva zajedničko i koherentno djelovanje svih organa vlasti uz posebnu ulogu parlamenata kao izraza suvereniteta naroda. Stupanjem na snagu Sporazuma o stabilizaciji i pridruživanju, uloga i značaj parlamenata kao najviših zakonodavnih tijela postaje prominentnija u obavljanju političkog nadzora nad radom izvršnih organa vlasti i u aktivnom stvaranju novih pravnih propisa. Predpristupna faza evropskih integracija treba biti iskorištena i za jačanje uloge i kapaciteta zakonodavne vlasti i osposobljavanje za donošenje odluka i zastupanje nacionalnih interesa u institucijama EU. Institut parlamentarne demokratije i demokratski angažman parlamenta mora doći do izražaja u procesu usklađivanja zakonodavstva sa acquis-em, kroz rad odbora za poslove evropske integracije, kroz zajedničke parlamentarne odbore sa EU parlamentom u okviru SSP-a. Biti će predstavljene aktivnosti parlamenta u predpristupnoj fazi sa jasnom podjelom poslova, mehanizmi saradnje stručnih službi Vijeća ministara BiH i Parlamentarne skupštine BiH u smislu razmjene informacija i konsultacija, zadaci u oblasti informisanja i angažovanja civilnog društva. Objektivnu sliku o trenutnoj situaciji na takav način stiču radna tijela i poslanici parlamenta s jedne strane, te angažirana javnost s druge strane. Nakon ove faze dolaze na red zadaci i pitanja u vezi sa međunarodnim i međuparlamentarnim aktivnostima. Biti će izložene smjernice za parlamente Bosne i Hercegovine u aktuelnoj fazi procesa evropskih integracija. Procesi se nastavljaju i nakon dobijanja statusa kandidata za članstvo Bosne i Hercegovine u Evropskoj uniji u skladu sa uslovima i pristupanjem regulisanim Ugovorom iz Lisabona, član 49. Sporazuma o Evropskoj uniji.    Ključne riječi: usklađivanje zakonodavstva, politički nadzor, novi pravni propisi, parlamentarni odbori, mehanizmi saradnje, međuparlamentarne aktivnosti, smjernice]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12-16]]></dcterms:date>
    <dcterms:extent><![CDATA[3167]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-50-9     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/339">
    <dcterms:title><![CDATA[TRANZICIONA PRAVDA KAO USLOV PRISTUPU EVROPSKOJ UNIJI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Tranziciona pravda je termin koji označava različite načine postupanja prema prošlim kršenjima ljudskih prava u društvima u tranziciji, a koji dovode do postkonfliktnog pomirenja u društvu. Ne podrazumijeva samo suđenja osobama koje su prekršile pravo u sukobu, već prvenstveno izgradnju održivog mira u postkonfliktnim društvima. Sastoji se od niza inicijativa kojima je cilj utvrđivanje istine o onome što se desilo u sukobu koji se zbio u prošlosti - a što, svakako, obuhvata i utvrđivanje odgovornosti počinioca i naknadu štete žrtvama zločina. U radu će poseban naglasak biti na vansudskim mehanizmima tranzicione pravde. Pokušat će se odgovoriti na pitanje da li bi uspostavljanje tranzicione pravde trebalo biti uslov za pristup Evropskoj uniji, kao i šta su države bivše SFRJ učinile po tom pitanju. Poseban akcenat bit će na državi Bosni i Hercegovini i njenim dostignućima na ovom polju.    Ključne riječi: Evropska unija, tranziciona pravda, mehanizmi tranzicione pravde.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12-16]]></dcterms:date>
    <dcterms:extent><![CDATA[3176]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-50-9     ]]></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/341">
    <dcterms:title><![CDATA[COLLEGE STUDENTS’ FIELDWORK IN THE NATIVE-AMERICAN RESERVATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[This is the narrative of the fieldwork conducted by the Global Citizenship Studies Department at Seisen University. The fieldwork in the Native-Americans reservation was started in 2008 in Colville in the State of Washington. Since 2008, we have sent average of 10 students every year for 7 years. The aims of this fieldwork are:  1)  to understand history, culture and life of the Native-Americans  2)  to learn the importance of symbiotic relation between people and the nature  3)  to acquire English skills through communicating with local people]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2961]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/342">
    <dcterms:title><![CDATA[MEETING STUDENTS&#039; DIVERSE NEEDS FOR READING THROUGH DIFFERENTIATED INSTRUCTION STRATEGIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The focus of this research is on meeting South East European University (SEEU) students’ diverse needs for reading.  Although in English as a Foreign Language (EFL) classroom, all four language skills are important, reading becomes most important when students enter university without enough strategies for reading. Therefore the reading material presented should be differentiated to suit everyone’s needs. According to Biancarosa &amp; Snow (2006) &quot;a full 70 percent of U. S. middle and high school students require differentiated instruction (DI), which is instruction targeted to their individual strengths and weaknesses&quot; (p.8). Consequently, since it is difficult for native learners to read in their mother tongue then it can be imagined how difficult it might be for EFL learners to read in English. Thus, differentiation in reading classrooms becomes an important responsibility for EFL lecturers. The methods of data collection used in this research were teacher questionnaires and classroom observations to help discover the level of knowledge and application of DI reading strategies among SEEU EFL lecturers to meet diverse learners’ needs. The results of the study conducted showed that there is a discrepancy between the researcher’s observations and lecturers’ responses regarding the application of DI strategies and also there is some inconsistency between some lecturers’ own responses that claim to have applied DI strategies but fail to provide examples of such tasks. Hopefully, this research will help raise teachers’ awareness that DI reading strategies should be implemented in their EFL classes generally as well as in their reading classes to enhance diverse students’ reading skills and help them with their academic development.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2952]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/343">
    <dcterms:title><![CDATA[ALBANIAN OBSERVATION PHRASEOLOGY WITH THAT OF ENGLISH LANGUAGE FORMED BY METAPHORS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In today’s communication in schools, workplaces and communities has increased significantly being intermingled and involved with English language. Albanian and English languages have many phraseology units. They are formed by the transformation of the syntagm with two or more denominator units (noun, adjective, verb, adverb, etc). This figurative transformation is realized with comparison, hyperbola, litotes, metaphor, metonymy, etc. Both languages use all these means of communication. Our thesis focuses particularly on the formation of phraseology units with metaphors and aims to analyze how they are formed in four steps of transformation using the structure of:  a)- free syntagm (phrase), (or free phrase).  b)- syntagm (phrase) with comparison (with connectors: as, like ).  c)- syntagm (phrase) with metaphor (connector falls).   d)- formation of phraseology units.  This process is similar in both languages, but there isn’t compliance and equality in their formation. By juxtaposing the phrases units in both languages, we aim at shedding some light on the main similarities and differences which seem to bring the languages closer but also create a gap between them, pointing out the common or universal features as well as the originality and the unique character of each language. If we analyze some phrasal units taken out from the dictionary (Phraseology English- Albanian dictionary by I. Stefanllari 1998) we notice that the units of English language are formed differently from the Albanian ones. This can prove the occurrence of linguistic relativism.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2965]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/344">
    <dcterms:title><![CDATA[READING COMPREHENSION STRATEGIES &amp; MOTHER TONGUE USE IN EAP COURSES IN ISRAELI ACADEMIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[The goal of this paper is two-fold. First, we outline the various reading comprehension strategies employed in teaching EAP courses in Israel, and discuss challenges faced by students- native speakers of various Semitic languages (Hebrew, Arabic, and Amharic).  Second, we advocate the use of L1 in our L2 classrooms and explore the contexts in which this practice is most beneficial for the learner.    	The ultimate goal of an EAP course in Israeli academia is to equip students with tools for coping with academic texts in English, thus rendering a central role to teaching a wide array of reading comprehension strategies (cf. Raftari, Seyyedi, &amp; Ismail, 2012; Rraku, 2013 for similar views). Proficient readers need to employ a variety of reading strategies (Anderson, 1991, 2005; Block, 1986, 1992; Carrell, 1998; Hock &amp; Mellard, 2005), including word-, sentence-, paragraph-, and text-level strategies. In order to achieve high level of proficiency, reading strategies are explicitly taught and practiced by means of authentic academic texts of varying length and structure/complexity.  	The need to teach and train students in the various text-coping techniques brings us to the second challenge: the use of L2 vs. L1 in our EAP classrooms. Efficient teaching involves imprinting reading strategies in the students&#039; metacognition (Carrell, 1998; Farrell, 2001; McNeil, 2011; Song, 1998; Winograd &amp; Hare, 1988), hence the importance of students&#039; understanding of the teacher&#039;s explanations. In this context, the use of the students&#039; mother tongue (L1) in EAP instruction gains higher importance. Numerous advocates of L1 in ESL/EFL classrooms have outlined a comprehensive list of efficient uses of L1 (Atkinson, 1987; Auerbach, 1993; Cook, 2001; Schweers, 1999). We strongly believe that, especially in the case of weaker students, the use of L1 will facilitate their understanding and internalization of various reading comprehension strategies. To this end, we advocate presentation of (some of) text-coping techniques using the students&#039; L1, as well as initial exemplification of these techniques using an authentic academic text in the students&#039; mother tongue.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2950]]></dcterms:extent>
</rdf:Description></rdf:RDF>