<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/2708">
    <dcterms:title><![CDATA[Eliot&#039;s Rose Garden: A Sufi Interpretation]]></dcterms:title>
    <dcterms:abstract><![CDATA[Eliot&#039;s theosophical poetry supports the idea that God&#039;s willingness to relate  to the world gives his creatures the possibility of personal knowledge of him, although  this can be acquired only through difficult and serenuous spiritual exercises.  The variety of poetic works, which Eliot produced such as Four Quartets  and Hollow man, are a blend of philosophical and mystical ideas which attempt to  explore the inner meaning of faith and represent a creative and influential stream that  both draws upon and contributes to Sufism.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[68]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2709">
    <dcterms:title><![CDATA[Literary Antecedents of the Absurd]]></dcterms:title>
    <dcterms:abstract><![CDATA[As is well-known the concept of the Absurd is an off-shoot of Existentialism which  was born in the 19th century and reached almost global acceptability in the early 20th  century thanks to the works of Kafka, Camus, Sartre and the Absurd playwrights like  Beckett and Pinter. This paper tries to show that the Absurd had literary  manifestations in earlier literatures also. This does not aim to be an exhaustive survey  of ―the tradition of the Absurd‖ as in Martin Esslin‘s The Theatre of the Absurd. A  unique feature of this paper is the linkage which it establishes between the Absurd and  the Persian poet Omar Khayyam.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[69]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2710">
    <dcterms:title><![CDATA[BoĢnaklara Türkçe Öğretiminde Nasreddin Hoca Fikralarının Yeri Ve  Önemi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Yerelden evrensele uzanan yolda, tùm insanlığa mal olmuĢ mizah karakterimiz  Nasreddin Hoca, bugùn sadece Anadolu‘da değil, tùm dùnyada tanınır ve fıkraları dilden  dile anlatılır olmuĢtur. Biz, bu bildirimizde, Bosna Hersek‘te fıkraları anlatılan ve BoĢnak  halkının sıkıntılarına, dertlerine ve sevinçlerine ortak olan Nasreddin Hoca fıkra tipini ele  alarak, bu tipin BoĢnak kùltùrù içindeki yerini ve ônemini incelemeye çalıĢacağız.  Bununla beraber, hem Tùrk, hem de BoĢnak halk kùltùrùnde hala canlılığını koruyan  Nasreddin Hoca fıkralarının BoĢnaklara Tùrkçe ôğretiminde nasıl yararlı olabileceği ve  bu fıkraların iki kùltùr arasında nasıl bir kôprù vazifesi gôrdùğù bildirimizin ana  konusunu oluĢturacaktır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[691]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2711">
    <dcterms:title><![CDATA[Ethnocentrism and Xenophofia in Bosnia and Herzegovina  Implication on Cross-cultural Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[World is full of people, group, nations, who think, feel and act differently.  However, all these people in global world have to cooperate in order to solve global  warming, poverty, terrorism, swaine or avian flu, AIDS, pollution, extintion of animals,  economic problems. In global economy customers, partners, suppliers, workers come from  different location. People, groups and nations must have awareness of cultural differences  and have ability to work with people from diverse background.  Bosnia and Herzegovina is a place where many cultures encountered. The country  population has a distinct ethnic and confessional composition consisting of Bosniak (44%),  Serb (31%), and Croat (17%) and other ethnisities (8%), of Muslim (40%), Orthodox (31%),  Roman Catolic (15%) and other religions (14%). People are closed in their ethnic and  confesional groups, as a result of the war and nourish fear, anger and hate. It has strong and  negative implication on education.  The aim of this paper is to research ethnocentrism, xenophofia and social trust in Bosnia and  Herzegovina and its implication on education. Secondary research will be done based on UN,  OSCE and media reports. Primary research will be done using as a target group students from  International University Sarajevo. Inductive method of expert system will be applied to  analyze the questionnaire. Recommendations for overcoming this situation will be made in  the end of paper.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[32]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2712">
    <dcterms:title><![CDATA[Mass Media (TV and Radio) News and Language Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Two important issues regarding the selection and preparation of TV news  for language learning are: the content of the news and the linguistic difficulty.  Content is described as being specialized or universal. Universal contexts are likely  to be more comprehensible than specialized contexts. As for the linguistic difficulty,  it consists of acoustic, lexical/syntactic and text-type difficulties. With regard to texttype,  four types of spoken and visual elements are identified: symbolic, referential,  schematic, and iconic. Audiovisual texts with greater iconic combinations are likely  to be more comprehensible for language learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[595]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2713">
    <dcterms:title><![CDATA[Intercultural Learning and Non-Formal Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The modern world of globalization offers a vast field for bringing cultures  together and making the previous distances disappear. Nowadays, people with  different cultural backgrounds share the same neighborhood. The question is whether  people representing different cultures live next to each other hating the others and the  diversity or whether they appreciate the value of intercultural society; whether the  interaction between the two presupposes an inevitable clash or it is rather a process  leading to harmony; whether different cultures can coexist based on mutual  acceptance or respect; whether there are some processes to go through and whether  there are certain difficulties to cope with.  The paper introduces the dimension of cultures, the possible fusions and clashes  among the societies or individuals representing different cultural backgrounds and  sharing different mindsets on reality. It targets the question of how to deal with  difference; how to build trust and tolerance between the representatives of an oriental  culture with that of western; how to have a Christian live next to a Muslim? How can  we valorize those cultures and learn throughout the process?  Speaking of learning in intercultural communication, the paper underlines the key  competences that should be developed in the ―citizen of the world‖. When doing so,  we introduce alternative approaches to the process of information acquisition, sharing,  and breaking the barricades – non-formal education tools found in the paper tend to  bring interculturality to the level of consciousness and develop the sense of  ―devouring diversity‖ from a more practical point of view.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[80]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2714">
    <dcterms:title><![CDATA[The Use Of Collocations By Advanced Learners Of English: Noun –Noun  And Adjective-Noun Collocations]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study‘s main aim is to find out how advanced learners of  English whose mother tongue is Turkish are dealing with collocations and  where these learners‘ main errors stem from. In order to have a basic insight  into the sources of error, the learners‘ written works will be exploited. The  students are at the department of langugage teaching education and they will  be the prospective teachers of English. This paper attempts to investigate these  students‘ written works to figure out to what extent they make use of  collocations, their sources of errors and mistakes.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[78]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2715">
    <dcterms:title><![CDATA[Reciprocal images of Turkish and Portuguese university students: for an  intercultural mediation between Portugal and Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper proposes to present an ongoing research project aiming at  diagnosing the reciprocal language and cultural images of Portuguese learners of  Turkish and Turkish learners of Portuguese as foreign languages in the Higher  Education context. As a case-study format project following an eminently  qualitative approach, it includes the application, analysis and interpretation of  the results of three distinct and sequential data-collection instruments: two  questionnaires/surveys, a collective interview, and an on-line platform that will  serve as a space for the interaction of the students of both countries. Conclusions  are to be taken on how the images/social representations the two groups of  students construct of each other pertain on their knowledge and attitudes towards  each other, and, ultimately, on their intercultural competence. Based on these  conclusions, ―cultural awareness‖ and intercultural competence development  guidelines, at the level of foreign language learning – teaching, are to be devised  and provided to be applied in Portuguese and Turkish higher education  institutions.  In this article we intend to account for the first questionnaire/survey, a more  quantitatively devised data collection instrument, which has been already applied  to the students involved in the study.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[45]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2716">
    <dcterms:title><![CDATA[Technology Usage of Teachers in High Schools of Erbil City]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this research, high school teachers‘ technology usage rates in lessons or prelesson  period in Erbil City, Kurdistan Region-Iraq, is studied. A questionnaire was  prepared and the survey was done in April 2010 in 7 high schools on 65 teachers. The  research included most of the technologies in education such as board, book, projection  and internet. According to the results, it is obtained that high school teachers in Erbil have  never used some technologies and are not using some technologies sufficiently except  from boards and books. One of the reasons for this is identified as these technologies are  not available in schools. It is remarkable that most of the teachers have computers and  internet connection at home but they are not using these technologies for their lessons  despite the striking improvements in educational technologies.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[34]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2717">
    <dcterms:title><![CDATA[The concept of ―embryo‖ between the Indo-European and the Semitic  worlds:  a multilinguistic and multicultural analysis.]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present contribution aims to a multilinguistic and multicultural  analysis of the concept of ‗embryo‘ both in Indo-European and Semitic  worlds.  The question about embryo‘s status is strictly linked to the present ethic and  medical scientific environments. Leaving out bioethical problems, this  contribution sketches the main features of the concept of embryo mostly from a  linguistic point of view and then tries to value some cultural consequences.  Starting with the presentation of the Garbhopaniṣ ad, an ancient Sanskrit text,  composed between the 7th and 4th centuries BC, that illustrated the  development of embryo from the fertilization and the very first weeks of  pregnancy to birth, through a representative selection of Greek and Latin  Authors who explicate embryo‘s nature, its features, its development and the  moment in which a foetus can be considered a human being (the exempla are  selected from both medical and philosophical classical texts), we close with a  few words about the ―embryo‖ in semitic languages and cultures.  The analysis is about linguistics (with a close terminological examination) and  cultural studies.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[70]]></dcterms:extent>
</rdf:Description></rdf:RDF>