<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/1098">
    <dcterms:title><![CDATA[THE PROSODY AND QUANTITY OF ENGLISH COMPOUNDS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Following the earlier works of Booij (1985) and Nespor &amp; Vogel (1986) I provide further evidence that English compounds are made up of prosodic words. The length of the first components must be preserved because they are identical to basic lexical forms. In some other languages, as for example in Serbian, the length of the first components may be shortened because the inclusion of linking vowel can contribute to the building of the required ’derived environment’ (Kiparsky 1985). This invoking of the strict cyclicity condition is however necessary only for those English dialects in which the accented syllables are not necessarily closed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3544]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1097">
    <dcterms:title><![CDATA[DEVELOPING EFFECTIVE DIAGNOSTIC STRATEGIES IN  AN ELT CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Student assessment plays central and important role when teaching and learning. Diagnostic  assessment is one way to measure the effectiveness of Implemented programs as well as students’ academic  background. In this paper I will discuss the importance of diagnostic testing in measuring students’ language  skills. I used a diagnostic test in my class in order to test students’ strengths and weaknesses as well as see  how much they know and what I need to re-teach in my class. It helped me plan learning activities tailored  according to students’ current level of knowledge. Implementing diagnostic testing was particulary effective  with mix abilities group of students’ that come from diverse cultural and academic background.  Keywords: Assessment, diagnostic testing, assessment for learning, objectives and criteria, self and peerassessment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3507]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1096">
    <dcterms:title><![CDATA[Zaštita manjina u Bosni i Hercegovini prema međunarodnim standardima ljudskih prava]]></dcterms:title>
    <dcterms:abstract><![CDATA[Niz problema koji proizilaze iz tranzicije zemalja jugoistočne Evrope vezan je za neriješena etnička i manjinska pitanja. Nakon raspada Jugoslavije, međunarodna zajednica koristila je međunarodno pravo da bi osigurala zaštitu manjina koje su se zatekle i ostale da žive na prostorima bivših jugoslovenskih republika.     Tako i u Bosni i Hercegovini postoji snažan zakonski okvir za zaštitu ljudskih prava svih građana po najvišim standardima, a međunarodne konvencije za zaštitu ljudskih prava se direktno primjenjuju u domaćem pravnom sistemu, što je jedinstven slučaj u komparativnom ustavnom pravu.   Sa druge strane, nivo ostvarenih prava u praksi je na veoma niskom nivou, što pokazuju različiti indeksi i statistike institucija nadležnih za zaštitu ljudskih prava i provođenje međunarodnih standarda u ovoj oblasti.     Istorijske turbulencije pokazuju da su zaštita manjinskih prava, etnički diverzitet i kulturna raznolikost od fundamentalne važnosti za stabilnost, razvoj demokratije i očuvanje mira na evropskom kontinentu.    Ukoliko se stvarni položaj manjina ne dovede u sklad sa normativnim, ovaj dio Evrope će se i dalje pojavljivati kao nestabilno područje, ispunjeno ekonomskim teškoćama i krizama, nacionalizmom i ksenofobijom što predstavlja prepreku racionalnoj politici koja bi preostale zemlje regiona trebala uvesti u jedinstvenu Evropu.]]></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[3119]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1095">
    <dcterms:title><![CDATA[NAJBOLJI INTERES DJETETA I PRAVO DJETETA DA ŽIVI SA  RODITELJIMA]]></dcterms:title>
    <dcterms:abstract><![CDATA[U cilju obezbjeđenja efikasne pravne zaštite prava djeteta, u modernim  porodičnim zakonodavstvima posebno se vodi računa o normiranju i primjeni  pravnog standarda najboljeg interesa djeteta, koji je utvrđen Konvencijom o  pravima djeteta i promovisan univerzalnošću ratifikacije ovog međunarodnog  akta. Pravni standard najbolji interes djeteta podrazumijeva da su u svim  aktivnostima koje se tiču djeteta od primarnog značaja interesi djeteta, bez  obzira na to koji organi postupaju kao nadležni. Ispunjavanje ove obaveze iz  Konvencije, odnosno konkretizacija najboljeg interesa djeteta i njegova  dosljedna primjena kroz različite pravne institute predstavlja vrlo kompleksno  pitanje, kako zbog zakonodavnog pristupa, tako zbog tumačenja odnosno  utvrđivanja njegovog sadržaja. U tom smislu, autor u ovom radu razmatra odnos  pravnog standarda najboljeg interesa djeteta i prava djeteta da živi sa svojim  roditeljima, sa aspekta zakonodavstva Republike Srpske, uvažavajući  istovremeno relevantna zakonska rješenja u pravima Federacije Bosne i  Hercegovine i Brčko Distrikta Bosne i Hercegovine. Autor preispituje da li u  pozitivnopravnoj regulativi postoje nedostaci u primjeni standarda najboljeg  interesa djeteta prilikom regulisanja roditeljskopravnih odnosa, odnosno  istražuje kako unaprijediti neka od rješenja u smislu postizanja efikasnije i  kvalitetnije zaštite prava i interesa djeteta. Posebna pažnja posvećena je  utvrđivanju razloga, odnosno kriterijuma na osnovu kojih se može ograničiti  pravo djeteta da živi sa svojim roditeljima i definisanju nadležnosti organȃ koji  donose odluku o ovom važnom pitanju. Istražujući ove probleme, autor iznosi  argumente koji upućuju na zaključak da pozitivnopravna rješenja u Republike  Srpske nisu sasvim usklađena sa Konvencijom i da je, sljedstveno  tome,neophodno reformisati relevantne porodičnopravne propise u Republici  Srpskoj.  Ključne riječi: najbolji interes djeteta, pravo djeteta da živi sa  roditeljima, sud, organ starateljstva.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3038]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1094">
    <dcterms:title><![CDATA[THE UPS AND DOWNS OF LEARNING PHRASAL VERBS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper we explore how cognitive linguistics (CL) can facilitate the teaching and learning of phrasal verbs with UP and DOWN in English as a foreign language. We conducted a small-scale research with students whose mother tongue is Serbian and who study English as a foreign language at the Faculty of Philology, Belgrade University. Our goal was to explore the didactical potential of cognitive linguistics which we think is considerable. We wanted to see if making our students aware of the conceptual metaphors that motivate the meaning of phrasal verbs with UP and DOWN would enable them to learn these phrasal verbs more easily. Furthermore, we hoped that students would employ these strategies later on, when they encounter new phrasal verbs whose meaning they do not know. In this paper we will first talk briefly about the position of metaphor in foreign language learning and teaching. Next, we will focus on the theoretical background that supports the concept of CL inspired teaching and mention some relevant research that has been carried out in this field. Finally, we will present our own research and discuss the results.     Keywords: phrasal verbs, UP and DOWN, metaphorical motivation, cognitive linguistics, vocabulary acquisition]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3509]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1093">
    <dcterms:title><![CDATA[COMPARATIVE COLLOCATIONAL COMPETENCE AS AN ESP SKILL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a language always means learning not only grammar and vocabulary but specific terms and phrases as well, characteristic for the target language and very different from the mother tongue of the learner. This is even more true of the language taught at the tertiary educational level, i.e. language for specific purposes or professional foreign language. Even though learning phraseology and new vocabulary is difficult enough in itself, collocations usually represent an even greater problem since the words that appear together (i.e. collocate) have completely different meanings than they do when they appear by themselves. The major problem areas appear to be teaching, learning and translating special words as examples of lexical units. The aim of this paper is to investigate the importance of collocations, contexts and probable situations in the creation and usage of collocations. Our particular field of interest were collocations found in texts dealing with petroleum engineering and traffic engineering. The emphasis of the paper was on comparative collocational competence in Croatian, Serbian and English. Efforts were made to show how the core meaning expressed in one language is communicated in another and how this non-specific meaning becomes more specific in three different languages. The diversities between the three languages were also to be analyzed. Apart from the theoretical linguistic approach, we also wanted to point out the importance of extra linguistic context, which is crucial in shaping the actual shades of meaning. We also endeavored to explain the complex relationship between lexical elements that combine to form collocations used in highly specific, scientific fields, in this case, in mining, geology, petroleum engineering, transport and traffic engineering.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3404]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1092">
    <dcterms:title><![CDATA[ONLINE TEACHING IN THE CONTEXT OF ITALKI-PLATFORM AND TEACHING OF FRENCH AS A FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Online tutoring, nowadays has become widespread around the world. The interest and demand for it is growing day by day. Many students and teachers have realized efficiency and ease of learning foreign languages in this way, therefore they do not impose any time or spatial constraints, which have been more interesting than the classical way of learning, and students are more active and more relaxed. The paper will analyze the platform with emphasis on the teaching of French as a foreign language. We will try to identify and include the representation of all types of syllabus, lessons and classes. We will discuss educational aspect of the platform for teaching foreign languages, their strengths and limitations compared to traditional models of teaching.    Keywords: online tutoring, online teachers, French as a foreign language, iTalki-platform]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3493]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1091">
    <dcterms:title><![CDATA[MOTIVATING STUDENTS TO PARTICIPATE IN CLASSROOM DISCUSSIONS THROUGH THE SOCRATIC CIRCLE APPROACH]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to the staff of the Department of English Language and Literature at the University of Zenica, second year students are not easily motivated to participate in classroom discussions.  Most of the time, students are encouraged to participate, but only a selected few do.  When asked why that is so, students reported that they feel uncomfortable, mostly because they feel that they have noting important to share or that they are embarrassed to speak in front of their colleagues.  The author of this paper took it upon herself to try to encourage students to open up and participate in classroom discussions.  For the purpose of this research, the author has worked closely with two groups of second year students at the Department of English Language and Literature, introducing the Socratic Circle approach to ensure maximum student participation.  This paper describes the steps that were taken, the results of the first study, and the results of the second study which was conducted a semester later. The author claims that by using the Socratic Circle approach it is possible to motivate every student to participate in classroom discussions on a regular basis, and that the students appreciate the use of the Socratic Circle Rubric because they know what is expected of them, as well as how their participation will be graded.    Keywords: Classroom Discussion Participation, Socratic Circles, Socratic Circle Rubric]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3356]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1090">
    <dcterms:title><![CDATA[WHY THING IS NOT THE –ING FORM OF THE?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Knowing that the progressive aspect adds the morpheme –ing to the verb&#039;s base, why is it that it  needs to be further complicated by the fact that there are verbs which in their very base form already have  this morpheme (bring, fling, etc.)?  Why is it that nouns and verbs can look like building, and yet we may be completely baffled when we  see that word at the very beginning of a sentence? How do we know when such words act as gerunds, which  are, mind you, basically nouns?  As if this were not enough, English has created more ways in which to confuse its learner: adjectives  in –ing may be interesting, and adverbs may be surprisingly frequent too, but wait till we mention the power  of prepositions, such as during, according to which we cannot fail to mention subordinators, either!  This paper leaves nothing to chance, as nearly two thousand examples have been analyzed in order to  try to describe as many –ing forms of the English language as possible. Specifically, we address the basic  principles of word formation and discuss why morphology alone is not sufficient for a proper understanding  of the syntactic roles of this morpheme in a sentence. The paper shall also offer some of the most efficient  ways in which to avoid getting stuck in this &quot;gridlock&quot; of –ing words, which may be implemented  immediately for a variety of purposes.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3461]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1089">
    <dcterms:title><![CDATA[FOR MOM AND THE APPLE PIE]]></dcterms:title>
    <dcterms:abstract><![CDATA[As an extremely important social interaction food is not about eating only but may be viewed as discourse, because in many ways, just as language, it is socially determined and pre-conditioned. Awareness of the conceptual significance of food as social practice is important for teaching and learning languages because the familiar or unfamiliar foodways and food patterns are an integral part of one’s socio-cultural identity. This is why food description and food-related practices are always included in course books on intercultural and cross-cultural communication and in culture studies curricula.   (See, for example, Damen, 1987; Byram, 1989; Levine, 1992; Valdes, 1988)    As eating is probably the most important political act, it is not surprising that for better or worse, social or ethnic identity may be imposed on certain foods or withdrawn from them by virtue of political, socio-cultural or simply rhetorical manipulation, because food symbolizes many aspects of everyday culture and is a vehicle for social relations.As a statement of national identity few things may match food in clarity. Even children are aware of the relevance of certain foods as a guide to collective identity. Pupils of a state school visited by Gordon Brown in November 2006 mentioned fish and chips and full English breakfast as traditional British food, a symbol of Britishness. Eateries serving pizzas and other Italian foods are often called  a slice of Italy, not to mention numerous  names with the word Taste (of Thailand, China, Asia, etc.).Consequently food and meals have always signified and symbolized national identities, politics and collective affiliations (served as personal statements of identity). Hamburgers and hot dogs have become for many an embodiment of America, sauerkraut and frankfurters conjure up the images of Bavaria or Berlin. By the same token, eating guinea pigs in the Central Equadorian Andes is a statement of the Indian identity, comments anthropologist Nicole Bourque. This is why, when  Indians say that “some mestizos do not like eating guinea pig”, they are not referring merely to a like or dislike of the flavour and texture of guinea pig meat but rather the association of ethnic identity that accompanies the act of eating  some, … prepared in the Indian way  (Bourke, 2001: 95-96).]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3449]]></dcterms:extent>
</rdf:Description></rdf:RDF>