<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/2718">
    <dcterms:title><![CDATA[Nominalni stil u jeziku reklame u Italiji]]></dcterms:title>
    <dcterms:abstract><![CDATA[M. Garavelli (1971:2003) definińe nominalni stil kao sintaktiĦku jedinicu  koja u osnovi ima „una frase in cui la funzione predicativa è affidata a una forma  della classe morfologica dei nomi‖. U italijanskom jeziku uopńte, nominalni stil je  toliko rasprostranjen da je postepeno izgubio sopstvenu stilsku moĤ. Razlog za  njegovu tako veliku upotrebu moņe biti taj ńto se imenske reĦenice smatraju idealnim  sredstvom koje moņe odgovoriti zahtjevu jeziĦke ekonomiĦnosti, posebno u nekim  kanalima prenońenja (prije svega usmenom, ali i pisanom: u jeziku novina pa i samoj  reklami). U radu Ĥemo prenijeti klasifikaciju razliĦitih vrsta nominalnog stila u  zavisnosti od pozicije u kojoj se nalaze subjekat i predikat i ograniĦiti se na primjere  u jeziku televizijske i novinske reklame.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[77]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2719">
    <dcterms:title><![CDATA[FOSTERING THE DEVELOPMENT OF ANALYTICAL AND  CRITICAL THINKING SKILLS IN AN UNDERGRADUATE READING  COURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language departments of most universities have a purpose in offering a  reading course to freshmen. Students need to get prepared for heavy academic reading  load, and learn how to tackle with texts of different lengths and genres. Reading,  generally, is an analytical and critical process. It requires reflection and desicionmaking.  Reading comprehension enhances through better thinking skills. However,  thinking skills are not explicitly taught in reading classes. Modern trends in teaching  reading skills integrate explicit instruction of analythical thinking and critical thinking  skills. This paper seeks the ways of designing a reading course for freshmen in which  identifyable analythical and critical thinking skills are integrated into reading skills,  and the reading subjects and activities emphatically foster thinking and reflection.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[31]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2720">
    <dcterms:title><![CDATA[Perceived lexical similarities between L2 Italian and L3 English in the  reading comprehension of Croatian-Italian bilingual EFL learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Recent studies investigating transfer in language acquisition have shown  that not only the knowledge of a first language, but also all other languages known to  a person may facilitate the acquisition of a new language. This is also the case with  languages belonging to different language families such as English and Italian,  which, nonetheless, have many conspicuous lexical similarities. Whereas studies  have concentrated on language production and error analysis, it is necessary to  acknowledge the importance of investigating third language comprehension as well.  The present study examines the perception of lexical similarities in written text  comprehension by Croatian-Italian bilinguals who are at two distinct levels of  English proficiency. A form involving similarity judgments for lexical items varying  in the degree of formal and semantic similarity has been designed drawing on real  language use as provided by corpora. The results obtained are compared to objective  formal similarity as provided by a string matching algorithm, the normalized  Levenshtein distance. Results suggest that the ratings of lexical similarity perceived  by the learners are related to formal and semantic word similarity. They also indicate  that in the case of semantically similar words older students rely more on previously  acquired lexical knowledge, whereas younger learners tend to give more uniform  ratings relying more on formal similarity. We suggest that an explicit approach to  raising the learners‘ awareness of language similarity and to promoting transfer as a  learning strategy would improve the third language learning process and its outcome]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[25]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2721">
    <dcterms:title><![CDATA[The Challenge of Intercultural Communicative Competence for Polish  Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Intercultural Communicative Competence is a well established field of study  with a well documented and constructed theoretical model which also provides clear skills  and goals attainable for ICC learners. The skills, goals and attitudes can be evaluated by  the use of Self-Awareness Inventories with an ICC training programme utilising SAI data.  The question is what are the challenges of developing an intercultural ability which faced  by largely homogeneous cultural societies, such as Poland. Much of current Polish  research into ICC is limited and focused on investigating Polish intercultural business  experiences or examining Hofstede‘s dimensions in relation to specific cultural groups  and regions. Little work has been undertaken on the issues that Polish people face in  developing ICC.  This paper will present findings of research conducted regarding challenges that Polish  learners of ICC face in the developing the necessary skills and goals. The paper is based  on an SAI which was developed by the author specifically to evaluate socio-cultural  background factors and their relationship to the development of ICC skills. The results of  the survey provide indicators to certain areas which may hamper or effect intercultural  communicative competence.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[42]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2722">
    <dcterms:title><![CDATA[Teaching Italian as a foreign language. The experience at the University of  Banja Luka]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the present article is to show how to organize, from the structural  and didactic point of view, the study of a foreign language (FL), in this case the Italian  language at some different private, university and school institutions where the foreign  language had not been taught before.What are the difficulties for teachers in ―making  themselves accepted‖ by students, how to meet the needs of a student who wants to learn  that specific FL, and what are the teaching methods allowing the student to learn  according to his needs. As we will see, the teaching methods already in use to teach a FL  very often do not match the ones of a new FL. This non-coincidence is not always a  disadvantage, but it may become a challenge between method and learning, whose results  do not only concern the learning of the FL, but they also offer a possible opening for the  creation of a new ―forma mentis‖ as well as a more adaptable ―modus studiandi‖ for the  student.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[47]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2723">
    <dcterms:title><![CDATA[An Overview of Case Studies About the Influence of Multiple  Intelligences on Teaching Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[There are more intelligences than g-factor and those  intelligences learn in different ways. Teaching language to those different  intelligences needs different methods and activities. Howard Gardner  introduced eight different intelligences and each of the intelligences has  different characteristics. This study provides a brief overview of the case  studies which have been done through different ages and grades. Also this  article suggests some new specific ways to the aducators to incorporate the  multiple intelligences into thier daily lesson planning. Finally it allows  each learner to recognize their strengths and limits, solving the age of  dilemmas.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[594]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2724">
    <dcterms:title><![CDATA[ASPECTS OF GT PROGRAM IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[GT (Gifted and Talented) program is one of the three major educational  programs, implemented in each and every US Kindergarten thru 12 public schools,  that is subject to extra funding along with other two programs of SPED (Special  education) and ESL (English as a Second Language). In this review, technical details  of Gifted and Talented Program currently implemented in Kindergarten thru 12 US  Public School System that may be applicable to educational systems of other regions  and countries are discussed within the context of goal and benefits of the program,  terminology, identification of GT students via nomination, assessment, testing,  selection, and notification; other related issues such as appeals, re-evaluations,  transferring from other schools, grade acceleration, GT program implementation, and  pull-outs.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[676]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2725">
    <dcterms:title><![CDATA[INSTRUCTIONAL ASPECTS OF ESL/BILINGUAL EDUCATION  PROGRAM IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Instructional aspects of ESL/Bilingual Education Program currently  implemented in K thru 12 US Public School System that may be applicable to  educational systems of other regions and countries are discussed within the context  of Legally Enforced Instructional Standards, Modifications/Accommodations in  Regular Class Settings, Standardized Testing of Eligible LEP Students; LAT  (Linguistically accommodated testing) and English Language Proficiency  Assessment System (TELPAS), Direct and Indirect Linguistic Accommodations for  LAT Reading, Mathematics, and Science Tests, Types of Holistic Rating  Components of TELPAS (Grade 2-12 Writing Collections), TELPAS Rating  Standards and Assessed Levels..]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[672]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2726">
    <dcterms:title><![CDATA[INSTRUCTIONAL ASPECTS OF SPED PROGRAM  IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Special Education program is implemented in each and every  US Kindergarten thru 12 public schools and it is the major educational  program that is subject to extra funding. In this review, instructional  aspects of Special Education Program currently implemented in  Kindergarten thru 12 US Public School System that may be applicable to  educational systems of other regions and countries are discussed within the  context of eligibility categories in regards to characteristics and  educational approaches, referral process, RTI (response to intervention),  standardized testing, accommodations during testing and regular class  settings.  Key Words: Special Education, Referral, Response to Intervention,  identification, ARD (Admission, Review, and Dismissal), IEP  (Individualized Educational Plan), FIE (Full and Individual Evaluation),  Modifications, Accommodations, Learning Disability, Other Health  Impairment, Attention Deficit disorder, Attention Deficit Hyperactivity  Disorder, Speech Impairment, Autism, Dyslexia, Tier-I-II-III  Interventions, Standardized Testing]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[673]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2727">
    <dcterms:title><![CDATA[LEGAL ASPECTS OF ESL/BILINGUAL EDUCATION  PROGRAM IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Legal aspects of ESL/Bilingual Education Program currently implemented  in K thru 12 US Public School System that may be applicable to educational systems  of other regions and countries are discussed within the context of basis on federal  and state laws, Bilingual Education vs ESL (English as a Second Language)  Education, hiring certified personnel, training of employed personnel, identification  of ESL/Bilingual Education students, ESL/Bilingual Education nomination process,  testing for ESL/Bilingual Education, testing criteria to be selected LEP (Limited  English Proficient), LPAC (Language Proficiency Assessment Committee), LEP  notification of LPAC decisions, accommodations, Documentation and  Confidentiality, Standardized Testing of LEP students based on federal AYP  (Adequate Yearly Progress) Requirements, LEP exemptions, LAT (Linguistically  accommodated testing) test that LEP exempt students take replacing regular  standardized tests, Exit Level LEP Postponement, TELPAS (English Language  Proficiency Assessment System) tests that all LEP students take based on federal  NCLB (No Child Left Behind) Act and Annual Measurable Achievement Objectives  (AMAOs), TELPAS Raters, TELPAS Verifiers, Summer Programs for LEP students,  LPAC Annual Review/ LEP Status Exit Criteria.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[674]]></dcterms:extent>
</rdf:Description></rdf:RDF>