<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/430">
    <dcterms:title><![CDATA[SOCIAL CAPITAL INCREASE OF CONDUCT FOR SCHOOL HEAD TEACHER  PERCEPTIONS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In a society, group or institution in other words, all that is needed  the cooperation of the people in the social structure and social  capital important have a decisive impact. Especially intense social  relationships and interactions are deemed important in schools.  To reveal teachers&#039; perception regarding the objective increase  social capital they exhibit behaviors of school principals is aimed  in this study. This study in our schools of social capital  headmaster of investment in the school all aspects successful  interaction, school culture to the development, school goals and  objectives easier realization will pave the environment permits the  formation of providing crucial to be seen. This research is a  qualitative study. In the study science subjects design was used.  Qualitative research in the tradition of the maximum variation  sampling method for sampling in accordance with the working  group composed of 12 teachers were selected. Data collection  methods have been used as a semi-structured interview technique.  In the study, &quot;content analysis&quot; was performed. According to the  results of the study of the behavior of school principals to increase  social capital, increase engagement among teachers in schools,  providing collaboration, and improve communication in school  will contribute to establish confidence as shown. School  principals, school owners understand the social capital to protect,  not to harm the accumulated capital, social capital will work to  develop and manage effectively providing behaviours are  required.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2841]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3031">
    <dcterms:title><![CDATA[Social Context of the Paradise Lost]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the Paradise Lost, John Milton tried to explain how evil is seductive. It is one  of the reasons why he portrayed Satan with ultra human dimensions in Book I and II.  And what makes Satan so heroic is not the particular situation he is in or any facts about him:  his magnificence comes from the inspired verse which Milton puts into his speeches. No one  reading these speeches can miss their power and eloquence.  It is no accident that when Winston Churchill was looking for something to rally the British  people after the military disaster of Dunkirk, he used these lines on the radio. There is nothing  in English literature to match the heroic determination, power, courage, and energy  manifested here and throughout Satan&#039;s early speeches. And his followers are appropriately  energized.  At very end Paradise Lost was more than a work of art. Indeed, it was a moral and political  treatise, a poetic explanation for the course that English history and Human kind had taken.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[728]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/244">
    <dcterms:title><![CDATA[SOCIAL CRITICISM IN FAHRENHEIT 451 by RAY BRADBURY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Fahrenheit 451 is a dystopian novel by Ray Bradbury published in 1953. It is regarded as one of his best work. When examining Fahrenheit 451 as a piece of dystopian fiction, a definition for the term “dystopia” is required. In Merriam Webster dictionary, the term “dystopia” is defined as “an imaginary place where people lead dehumanized and often fearful lives. Dystopia is often used as an antonym of “utopia”, a perfect world often imagined existing in the future. A Dystopia, therefore, is a terrible place. Accordingly, one of the major themes of the novel is “censorship”. Owing and reading books are forbidden and thought to be unnecessary. Members of society focus only on entertainment, mostly watching T.V, immediate gratification and speeding through life. Compared to the situation of our society today, the similarities can easily be seen. Perhaps reading books aren’t still forbidden but the importance of reading is fading away gradually and thought to be unnecessary and boring especially by most young generations whose only concern is social networks. The principal objective of this paper is to explain some ideas that work as social criticism in the novel. It will further explain how Bradbury criticizes society, what messages the characters give and  then unfold what is being criticized in the future is actually very similar to what exists in our world today. The entire paper will give an effective explanation of social criticism of the novel by comparing the social criticism of the novel to other dystopian novels such as George Orwell’s “1984”.    Keywords: Social criticism, Fahrenheit 451, censorship, dystopia]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3518]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1625">
    <dcterms:title><![CDATA[Social Discourse in History Teaching: Case of Bosnia-  Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[The results of studies of the OSCE Mission in Bosnia and Herzegovina and  the Institute for International Textbook Research Georg Eckert in 2008  have shown that teachers consider the content of textbooks and its&#039;  attempt to express multiperspectivity as the most important criteria for  selection.  Two main aims of this study are: to determine the differences in the  presentation of significant events from BiH history (disintegration of  Yugoslavia, the war in Bosnia 1992-1995) in three history textbooks for  fourth grade secondary schools that are currently in use in the Federation  BiH, the Republic of Srpska and in areas that teach history according to  Croatian curriculum, as well as to observe the ways in which the  educational process affects formation of adolescent identity and  development of tripartite discourse.  In this paper, a method applied includes content analysis as quantitative  method, as well as qualitative method (comparison of content related to  description of same event in three textbooks). Special attention is paid to  the way in which the textbook authors describe the role of neighboring  countries (Serbia and Croatia). Textbooks are analyzed in terms of the  language in which they are written, publishers, and the degree to which  content follows the guidelines for writing and evaluating history textbooks  in elementary and secondary schools in BiH prescribed by the Commission  for the Development of Guidelines for history teaching in BiH from April  2005.  The conclusion is that the three textbooks differ qualitatively, especially  when describing topics such as the collapse of Yugoslavia and the war in  Bosnia (1992-1995). Textbooks do not follow the prescribed Guidelines.  Also, tripartite narrative formed through history classes leads to tripartite  social discourse and therefore seriously impacts ways to reconciliation and  international relations.  Keywords: History, Textbook, Tripartite Narrative, Tripartite Discourse,  Identity, International Relations]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1486]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-23-3     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1158">
    <dcterms:title><![CDATA[SOCIAL ETIQUETTE ACROSS CULTURES: TEACHING ENGLISH FOR BUILDING RELATIONSHIPS AND RAPPOR]]></dcterms:title>
    <dcterms:abstract><![CDATA[To live a happy, fulfilling and purposeful life is something both teachers and students wish for. As relationships seem to be a factor which is most likely to make one’s personal life and career happy, successful and fulfilled, it is essential to re-examine language teaching in this respect. Therefore, this paper aims at reflecting on the extent to which teachers may equip students with language and skills and thus allow for developing successful relationships and rapport. The focus of the paper is to understand, analyse and describe why at least some of the great amount of universal as well as culture-specific etiquette rules should be explored in English language teaching and how teachers can do that. This paper, therefore, investigates which topics can be used to allow for fruitful interactions between teachers of languages and their students in this area. To ensure that suggested topics and activities are applicable in a diverse educational context, the activities are described in a rather general way. The primary objective is to inspire foreign language teachers to create authentic and meaningful classroom interaction on the base of digging into social etiquette with regard to the cross-cultural aspect. As a result, learners’ knowledge and skills will be enhanced in terms of building relationships and rapport in a foreign language. What is more, they will be able to interact in social situations with grace. To sum up, this paper looks into preparing often linguistically homogenous classrooms for a culturally diverse world in an effective way and a manner enjoyable for all parties involved.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3388]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/852">
    <dcterms:title><![CDATA[Social Innovation in the Public Sector: The Case of Seoul Metropolitan Government]]></dcterms:title>
    <dcterms:abstract><![CDATA[Innovation is being utilized as an important governance tool for improving government functions. The purpose of this research is to identify social innovation programs and initiatives in Seoul, South Korea, through a review of literature on social innovation and a case study of the Seoul Metropolitan Government (SMG). This research suggests that the SMG fosters social innovation through a variety of metropolitan examples and such innovation projects help to sustain metropolitan governance and develop partnership opportunities and collaboratives. This study contributes to the literature on social innovation in the public sector by looking at the motivations for innovation, the culture to facilitate innovation, collaboration as a tool for innovation, and finally how to sustain innovation. The study also emphasizes how collaboration with the civil society and the private sector helps to promote social innovation through creativity, leadership and sustainability. Other metropolitan governments can benefit from exploring the social innovations presented in this study because the examples demonstrate a way for government to become more effective and efficient by using innovation as a tool for governance.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-03-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2396]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3070">
    <dcterms:title><![CDATA[Social Life in the Poems of Classical Turkish Poets from the Balkans]]></dcterms:title>
    <dcterms:abstract><![CDATA[In many poems, it is possible to see how most of the classical Turkish poets and  especially Ottoman Divan poets played active roles in the social life with their poems and  vigorously work to direct the society and to open up new prospects by preferring a literary  style which transcribe the deficiencies and failures of society instead of a passive attitude  against the social issues. To reveal the bond of literature, which we analyzed sociologically,  with social life, we chose Classical Turkish poets from the Balkans as the reference of our  study.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[729]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/186">
    <dcterms:title><![CDATA[Social Perspectives full]]></dcterms:title>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-15]]></dcterms:date>
    <dcterms:extent><![CDATA[3300]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1533">
    <dcterms:title><![CDATA[Social Security Expenditure and Income Distribution: An  Application of Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Social security, in essence, people are likely to encounter in their economic  and social risks prior to them taking the necessary measures to ensure that  the income generated public expenditure programs. Social security,  poverty, unemployment, economic uncertainty about the future and old  age and illness that may occur due to the social dangers which includes  measures to eliminate or alleviate the negative.  Re-distribution of income in the fiscal policy of the State to intervene using  the tools of fiscal policy objectives is included. In this respect, the state,  directly affect the distribution of income through the tax system and the  secondary distribution of income transfer performs. In addition, public  expenditures for social services and their financing for the development of  infrastructure for the distribution of income through public revenues  collected direct.  Provision of social peace in a country largely depends on a fair distribution  of income. However, a fair distribution of income as self-realization is not  possible. State to intervene in the distribution of income through income  distribution policies of the welfare state is seen as a requirement.  This paper examines the relationship between social security expenditures  and the distribution of income in Turkey for the period of 1975-2010. The  study aims to reveal whether there is any relationship between the two  variables in the long term, utilizing basic cointegration and VAR (Vector  Autoregression) model.  Keywords: Social Security Expenditures, Distribution of Income.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1550]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/215">
    <dcterms:title><![CDATA[SOCIAL SELF-ESTEEM AND EFL]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study has been an attempt to investigate the learning styles and strategies, word learning  strategies and social self-esteem of students in EFL classes at Intermediate level in the Sarajevo International  Colleges in Vraca and Ilıdža in Sarajevo, Bosnia-Hercegovina. For this purpose, 100 students at two colleges  have been applied a questionnaire containing various vocabulary learning strategies and their learning  preferences, styles and social self-esteems have been examined. SPINO instrument (PANAS - Positive and  Negative Affective Schedule, SOSA scales Social Self-Esteem Scale, The Learning Style Inventory (LSI  2011), and Inventory for Vocabulary Learning Strategies were used to carry out the implementation part of  our study. In order to collect the data, this study was based on a design including quantitative data analysis  by using questionnaires. The study intends to describe an experience connected to the systematic use of  vocabulary learning activities connected with the learning styles to enhance students’ self- esteem and thus,  promote language learning. The correlations between active learning strategies, emotional states and social  self-esteem have been significant and positive. In our study, it has been concluded that vocabulary learning  strategies produce positive emotions and there is a positive correlation between these two variables.Positive  emotions and higher social self-esteem give rise to more usage of different learning strategies. As teachers, we  are in a constant search to work on the social-emotional development of students. By developing a feeling of  social self-esteem in what they learn lexically, they build self-acceptance and trust through expanding their  vocabulary knowledge. The content relates real life situations to their own feelings, beliefs, needs, values and  experiences. It is worth mentioning the fact that the students were observed to get in touch with the positive  qualities of themselves with self-esteem and introspection, learning unknown words emphasizing selfdiscovery  and their own strengths concretely. The results of learning styles identification instruments  showed that learning styles of students can be diagnosed quite reliably. The research proved that students  can learn better when they are taught through the certain methods that reflect their specific learning styles.  In this paper we are discussing the pedagogical implications of this work and offering a model for the EFL  teachers to manage this field in their work.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3444]]></dcterms:extent>
</rdf:Description></rdf:RDF>