<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/1038">
    <dcterms:title><![CDATA[NAJBOLJI INTERESI DJETETA OBAVEZA I ODGOVORNOST NADLEŽNIH INSTITUCIJA]]></dcterms:title>
    <dcterms:abstract><![CDATA[U radu su, pored Konvencijom o pravima djeteta utvrđenih obaveza  države u primjeni i poštivanju principa najbolji interesi djeteta, analizirane i  prisutne teškoće da se ovaj princip u okviru nadležnih institucija ispoštuje, u  svakom pojedinačnom slučaju. Stim u vezi, na primjeru tri najčešće korištena  prijevoda izvornog teksta Konvencije među profesionalcima zaposlenim u  nadležnim institucijama na području FBiH, pokazano je da nedoslijednosti u  prevođenju mogu negativno uticati na razumijevanje obaveznosti primjene  samog principa, odnosno na njegovo poštivanje. Ovo tim prije što je iz  prezentiranih prijevoda vidljivo da se princip najbolji interesi djeteta i dobrobit  djeteta poistovjećuju. Analizom je također utvrđeno da su određene  nepreciznosti u prijevodu prisutne/preuzete i u Porodičnom zakonu FBiH, što se  posebno odnosi na činjenicu da se u zakonskim odredbama koristi pojam  „interes“, a ne „interesi“, odnosno najbolji interesi djeteta.  Ključne riječi: Konvencija o pravima djeteta, najbolji interesi djeteta,  prijevod, institucije, profesionalci.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3047]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1037">
    <dcterms:title><![CDATA[Uvodna riječ urednika specijalnog izdanja 2/2014]]></dcterms:title>
    <dcterms:abstract><![CDATA[Intellectual property represents a �eld of law that has its �nger on the pulse of time and  current developments in science, technology, art, politics and economy in almost an unprecedented  manner. As a consequence, the legislation and practice in this area �nd themselves in a constant  endeavor of o�ering adequate response and adapting to these changing circumstances and challenges.  �e complexity and sensitivity of the nature of this �eld, also from a legal and political point of view,  makes this task even more demanding.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burc univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2982]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1036">
    <dcterms:title><![CDATA[Pravo, pravda, sloboda i moral kao temeljne vrednote euroatlantskih integracija]]></dcterms:title>
    <dcterms:abstract><![CDATA[U ovome radu izlažemo naslovljenu temu, polazeći od temeljnih vrijednosti euroatlantskih integracija, ali u kontekstu tranzicijskih procesa s osobitim osvrtom na Bosnu i Hercegovinu (BiH), koja je, stjecajem historijskih okolnosti i ratnih stradanja, još uvijek ostala &quot;nedovršena država&quot;.    S obzirom da će ubrzo biti dvadeset godina od potpisivanja Daytonskog mirovnog sporazuma kojim je kompromisno okončan četverogodišnji rat u BiH, a da pri tome nisu izgrađeni čvrsti temelji samoodržive i funkcionalne države, u radu kritički problematiziramo stanje općih civilizacijskih vrijednosti koje su osnovica euroatlantskih integracija, a koje BiH, ustrojena prema ovome sporazumu, teško može implementirati u bosanskohercegovačko društvo.    U prvom dijelu rada govorimo o pravu, pravdi i pravednosti.  Drugi dio sadrži osvrt o uzrocima nepravdi i diskriminacije, dok u trećem dijelu razmatramo legitimitet društvenih i pravnih normi u odnosu na opći (ne)moral u tranzicijskim društvima. U četvrtom zaključnom dijelu ukazujemo na probleme, koji, ako se ne riješe u skoro vrijeme, mogu prouzročiti nekontrolirane procese opasne po opstojnost BiH kao jedinstvene države.]]></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[3094]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1035">
    <dcterms:title><![CDATA[PROBLEMI OTKLANJANJA DISKRIMINACIJE IZ USTAVA BOSNE I HERCEGOVINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Autor se bavi analizom uzroka ustavne diskriminacije pojedinih  kategorija građana, koja je dovela do presude Evropskog suda za ljudska  prava u slučaju Sejdić i Finci protiv Bosne i Hercegovine. Objašnjava je  prirodom bosanskohercegovačkog društva i političkog režima, koji su  omogućili da se diskriminacija pojedinih kategorija građana od strane  političkih elita smatra legitimnom. Polazi od toga da ova diskriminacija, iako  nije opravdana, proističe iz odnosa političkih snaga i nije suprotna prirodi  političkog režima, iako nije nužno njegov sastavni dio.  U drugom dijelu analize, autor se bavi razlozima zbog kojih presuda  još nije sprovedena, ukazujući na svojevrsni „domino efekat“ u procesu  ustavnih reformi. Naime, iako na prvi pogled izgleda jednostavno da se  diskriminacija otkloni, to nije tako, jer je ona povezana sa koncepcijskim  razlikama u pogledima nacionalnih političkih elita o nizu pitanja, kao što su:  priroda političkog režima; priroda pojedinih političkih institucija  (Predsjedništva i Parlamentarne skupštine); načini obezbjeđivanja pune  nacionalne ravnopravnosti; i dr. To znači da nije realno očekivati da  sprovođenje ove presude ne bude praćeno rješavanjem i nekih drugih teških  ustavnih pitanja, o čemu ne postoji konsenzus nacionalnih političkih elita. Na  to ukazuju različiti prijedlozi o tome kako sprovesti ustavnu reformu, na šta  se autor takođe osvrće.  Ključne riječi: Ustavna reforma; Diskriminacija; Ustav Bosne i  Hercegovine; Konstitutivni narodi; Ostali.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3079]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1034">
    <dcterms:title><![CDATA[Koncept otvorenog univerziteta i učenja na daljinu  - izazov visokog obrazovanja u Bosni i Hercegovini]]></dcterms:title>
    <dcterms:abstract><![CDATA[Visokoškolske ustanove u Bosni i Hercegovini nalaze se pred imperativnim zahtjevom i potrebom da iz osnova promjene svoju tehnologiju obrazovanja za različite funkcije, koje su neophodne na putu izgradnje društva znanja, ali i razvoja koncepta cjeloživotnog učenja. Koncepcija učenja na daljinu zasniva se na brzom pristupu velikom broju informacija, kreativnosti, istraživanju i novim naučno-tehnološkim paradigmama. Učenje na daljinu je potreba i budućnost nove generacije studenata koji odrastaju u svijetu digitalne tehnologije, koja za njih danas predstavlja prirodno okruženje. Otvoreni univerziteti kao virtuelne visokoškolske ustanove rezultat su obrazovne politike mnogih evropskih i svjetskih obrazovnih sistema, koji su razumjeli potrebe globalizacije i prepoznali ulogu znanja u tom procesu. Ovakav model visokoškolskih ustanova, ali i osnovnih i srednjih škola već je prepoznatljiv u ekonomski razvijenim društvima. Upravo i cilj ovoga rada jeste da se ukaže na dosadašnja iskustva određenih obrazovnih sistema u svijetu i regionu, koji već koriste ovakav vid obrazovanja, ali uvide mogućnosti i perspektive učenja na daljinu na visokoškolskim ustanovama u Bosni i Hercegovini.]]></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[3145]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1033">
    <dcterms:title><![CDATA[FROM EXAMINATIONS TO ASSIGNMENTS: A SHIFT IN ASSESSING  UNIVERSITY STUDENTSIN LIBYA]]></dcterms:title>
    <dcterms:abstract><![CDATA[The assessment of learners’ competence provides objective evidence necessary in the decision-making  process in education.This is a key factor to decide the development and understanding of the students&#039;  learning. In most higher education institutions in Libya, the assessment process is usually done through  written examinations: mid-term and final examinations. This means that students need to sit for exams two  times per semester. In such a case, they have only one chance to pass depending on what they do in the two  exams. According to this approach, there is no continuous evaluation done throughout the study period,  which makes students less motivated to learn. Consequently, students would not pay much attention to  their studies prior to the exams&#039; time. They would only study in the day(s) before the exam, which might  affect their results. Therefore, this paper is an attempt to propose an applicable approach for assessment  throughout the whole term.This is because of the fact that &quot;changing the assessment method is a way to  influence the students&#039; attitudes towards their studies&quot; (Berglund et al, 1998). The approach suggested here  would change the evaluation process from sitting for examinations to writing small research papers or  assignments. Such assignments are supposed to be written in stages, which mean that students would be  assessed continuously. The assignment writing is supposed to be followed and directed by the professor  throughout the term.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3496]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1032">
    <dcterms:title><![CDATA[GUILTY AS CHARGED!  CONDUCTING MOCK TRIALS  AT THE UNIVERSITY LEVEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper explains how to organize a mock murder trial in a both ESL and ESP classrooms.  Although focusing on mock jury trials of a literary character, the paper does explore many other options for ESP and ESL university courses for non-English majors.  First the paper briefly states the theoretical basis and benefits of mock jury trials.  Conducting mock trials is content-based instruction which utilizes critical thinking skills.  Both CBI and critical thinking have been documented as effective teaching methods in teaching English to nonnative speakers.  Students actively employ all four skills while preparing and conducting mock trails:  reading, writing, speaking, and listening.  Mock trials are student-centered learning and each one is unique because students determine the course and outcome.    After theory, the paper delves into the practical aspects of conducting a trial.  Starting with possible applications in other disciplines and the possibility of interdisciplinary cooperation. It gives university professors a suggested blueprint or plan to follow for implementing mock trials in their classrooms from organizing students, determining their roles, where to find laws, legal definitions, and the roles of prosecution, defense, jury, and witnesses.  The structure of a trial is covered as well as follow up activities for students after the trial is finished.     Keywords:  mock jury trials, content-based instruction, critical thinking, ESP, ESL]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3367]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1031">
    <dcterms:title><![CDATA[METONYMIES WITHIN INDIRECT SPEECH ACTS: THE CASE OF COMPLAINING AND APOLOGISING]]></dcterms:title>
    <dcterms:abstract><![CDATA[Based on the theoretical background from pragmatics and cognitive linguistics, this paper describes the role of conceptual metonymy in the two linguistic branches mentioned. Within the mentioned theoretical frame of the two linguistic disciplines, the aim of this paper is to examine the way in which the two disciplines, via conceptual metonymy, overlap and the way in which this overlapping, i.e. interaction, leaves traces in discourse, namely the speech acts of complaining and apologising in the Croatian-BosnianSerbian, on one hand, and English language, on the other hand. Starting from the assumption that metonymy forms the basis for all indirect speech acts, the main goal of this paper is to, using the current pragmatics taxonomy of indirect strategies, show the extent to which the speech acts of complaining and apologising are realised in an indirect way in the Croatian-Bosnian-Serbian and English language, respectively, and, at the same time, how often metonymic relations are being used by interlocutors, with the aim of achieving successful communication flow. In order to answer the questions posed, the data was collected with the usage of a written Discourse Completion Test, composed of discourse scenarios formed to elicit the speech acts of complaining and apologising. Final results undoubtedly show the overlap between pragmatics and cognitive linguistics in the process of speech acts’ realisation, i.e. in the process of thinking and speaking.    Keywords: pragmatics, cognitive linguistics, conceptual metonymy, complaints, apologies]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3481]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1030">
    <dcterms:title><![CDATA[AN (UN)FETTERED ALBANIAN LANGUAGE IN THE POST-MODERN AGE: TAKING A GLANCE AT THE CONTRIBUTIONS OF JANET BYRON IN LIGHT OF REVISITING THE CURRENT STANDARD]]></dcterms:title>
    <dcterms:abstract><![CDATA[Nearly four decades have passed since the publication of Janet Byron’s contributions in the 1970s concerning official language policy and planning (LPP) efforts for Unified Literary Albanian (i.e., Literary Albanian or more recently Standard Albanian). Her analyses have been found to be well-grounded and substantiated, especially by linguists who have dealt extensively with Albanian. Further, over the years, numerous scholars have voiced their concerns regarding ULA’s monocentrism, basing the standard on primarily the Tosk dialect (at the expense of other plausible varieties and alternatives), where such a selection reflected elements of what has come to be known as standard language ideology, involving an imposition of linguistic uniformity and invariance, an attitude of moral superiority, and hegemony, among others. Given Byron’s characterizations of LPP for ULA, including its inception and later culmination in Tiranain 1972 at the Congress of Orthography, perhaps an approach that integrates an adequate dose of what has been referred to as de-standardization of language, combined with elements of a critical approach to LPP, could result in a more relaxed, balanced language, one that allows for the integration of what Byron refers to as the “rejected alternates,” one that is more user-friendly for the majority of its speakers, including for both NSs and NNSs (in that it would reflect actual language usage) in the 21st century. Such an approach is of particular importance in a contemporary linguistic landscape that takes into account the current sociolinguistic reality, recent literature on standard language ideology, critical sociolinguistics, local practices of language users, linguistic variation and diversity, linguistic ecology, identity, metrolinguism, plurilingualism, literacy, and multiculturalism in a constantly shifting urban space. (Word count: 271)    Keywords: Albanian; G(h)eg (variety); Tosk (variety); Unified Literary Albanian; language policy and planning; standard language ideology; (de)standardization; language variation; criticalsociolinguistics; critical social theory; language ecology; linguistic human rights (word count: 29)]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3463]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1029">
    <dcterms:title><![CDATA[Interkulturalno obrazovanje: Nužnost današnjice]]></dcterms:title>
    <dcterms:abstract><![CDATA[Autori se u radu bave neophodnošću uvođenja interkulturalnog obrazovanja u sistem visokog obrazovanja na prostoru bivše Jugoslavije. S tim u vezi, autori u radu najpre ukazuju na pojam interkulturalnost, praveći pritom poređenje sa značenjem ovog pojma i pojma multikulturalnost. Također, autori ističu važnost uvođenja predmeta Intekrulturalno obrazovanje, ljudska prava i pomirenje u kurikulume studijskih programa, kao neophodan uslov za upoznavanje različitih kultura i poštovanje različitosti. U drugom delu rada, autori prikazuju sopstvena iskustva u implementiranju predmeta Interkulturalno razumevanje, ljudska prava i pomirenje na studijskim programima Internacionalnog univerziteta u Novom Pazaru u sklopu trogodišnjeg regionalnog programa koji se realizuje u saradnji sa Helsinškim komitetom iz Norveške pod nazivom: „Gradimo mostove, a ne zidove: Uloga univerziteta u izgradnji mira“.]]></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[3155]]></dcterms:extent>
</rdf:Description></rdf:RDF>