<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/978">
    <dcterms:title><![CDATA[NATO na svjetskoj geopolitičkoj sceni]]></dcterms:title>
    <dcterms:abstract><![CDATA[NATO je poznat kao do sada najmoćniji vojni savez u istoriji, kako u apsolutnom značenju borbenih sposobnosti, vatrenih i manevarskih, tako i u relativnom značenju u datom, sadašnjem vremenu. Manje ili više je poznato da NATO na odbrambene i/ili vojne aktivnosti troši više budžetskih sredstava  nego sve ostale države svijeta. NATO do sada nije izgubio ni jedan rat i potpuno je opravdao svrhu svog postojanja kako je zadano u Washington Treaty 1949. NATO kao političko-vojni savez je uglavnom poznat kao relativno samostalan ili zajednički instrument provođenja zajedničke politike svojih članica, pri čemu je dominantna upotreba sile sa naglaskom na upotrebu nuklearnih kapaciteta u strateškom interesu.     Ipak, manje vidljiva ali ne manje značajna stvar je sagladavanje NATO u svjetlu ukupnih međunarodnih odnosa na planeti, pitanje ekonomije članica NATO i njihovog učešća u svjetskoj ekonomiji, sagledavanje uloge njenih članica u drugim regionalnim i svjetskim institucijama i odnos prema pretpostavljenom neprijatelju. Širenje NATO i širenje uticaja NATO kroz partnerske programe nije bazirano samo na vojnoj sili.    Ovaj tekst će predstaviti poziciju NATO u širem medunarodnom kontekstu i dati objašnjenja odakle stvarno potiče uloga i moć NATO kao glavnog igrača u obezbjeđenju bezbjednosti kako na regionalnoj evro-atlantskoj, tako i na svjetskoj sceni.]]></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[3139]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/977">
    <dcterms:title><![CDATA[Balkanski identiteti u kontekstu integracija i konintegracija]]></dcterms:title>
    <dcterms:abstract><![CDATA[U procesima evroatlanskih integracija vrlo često koristi se sintagma zapadni Balkan kao politička kategorija i označava uglavnom sve države jugoistočne Evrope, koje  su   ili nisu članice  Evropske Unije ili su u pristupnim pregovorima. Određene kontraverze, nerazumijevanja ili ideološka instrumentalizacija i kontaminiranost, te i zbog straha da Evropska Unija u procesu približavanja i ulaska u članstvo ne bi tretirala sve države jugoistočne Evrope-zapadnog Balkana podjednako, na temelju napretka svake pojedine države, nastavkom takve politike prema   balkanskim   identitetima   u kontekstu integracija i konintegracija zahtijeva seriozna istraživanja.      U referatu: Balkanski  identiteti u kontekstu integracija i konintegracija, riječ je o procesu konstituiranja i transformacije   identiteta na balkanskom  prostoru. Nepoznavanje ili često nerazumijevanje ideja zapadnog Balkana  izazvano je  nedostatkom sistematski  istraživanja u koja bi se uključile i mnoge humanističke i  društvene znanosti. Promatrajući taj problem sa šireg aspekta, unutar društvenih znanosti u svijetu, uza sve mnogobrojne radove o tome, lako je uočiti da nigdje nije bilo tako teško postići pouzdano objašnjenje kao u slučaju slijedećih fenomena i procesa: konstituiranje, transformacije i funkcije balkanskog identiteta u javnosti svih nivoa i/ili svih stepena razvijenosti identiteta u kontrekstu integracija   ili konintegracija: svih etnija i subetnija, njihovih identiteta i subidentiteta, a napose naroda i narodnih zajednica, modernih nacija i nacionalne zajednice i nacija-država, koje povezuje sintagma zapadni Balkan.       Referat: Balkanski identiteti u kontekstu integracija i konintegracija, dvokomponentnim istraživačkim i interpretacijskim historisjko-pravnim metodama pojmovno treba ukazati na integracijske procese, koji su obilježili historiju Balkana (slovinstvo, panslavizam, ilirski pokret, austroslavizam, neopanslavizam, ideja jugoslavenstva, slavenski integralizam, balkanizacija) ali i najnovije, konintegracijske procese (ideja zapadnog Balkana)  i odrediti  veze i relacije sa načelima balkanskog identiteta kao pretpostavke budućeg evroatlanskog razvoja.]]></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[3158]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/976">
    <dcterms:title><![CDATA[IMPLEMENTING A LISTENING AND SPEAKING CURRICULUM IN A LINGUISTICALLY HOMOGENOUS ENGLISH FOR ACADEMIC PURPOSES PROGRAM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Linguistic homogeneity in English for Academic Purposes (EAP) programs can be a challenge to curriculum design and implementation. In university EAP programs where the majority of students share an L1 with classmates, instructors sometimes struggle to balance the use of the L1 and L2 in class. Despite the potential for immersion, students in these settings may also socialize primarily in their L1 rather than English, the target language.  These factors demand special consideration in courses focused on oral production and comprehension where sustained interaction and negotiation of meaning is crucial. Ninety percent of the students in the Intensive English as a Second Language Program at Michigan Technological University come from China and share an L1. In this context, the classroom provides important opportunities for interaction and negotiation of meaning in the target language.  The program recently redesigned, piloted, and evaluated a new curriculum.  Using examples from the curriculum and the classroom to present this case, I argue that linguistically homogeneous classrooms focusing on oral and aural communication require different curricula than more diverse EAP settings.  Examples from the development and delivery of the new listening and speaking curriculum are potentially applicable in both ESL and EFL settings.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3386]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/975">
    <dcterms:title><![CDATA[TEACHING MODAL VERBS EFFECTIVELY IN ESL]]></dcterms:title>
    <dcterms:abstract><![CDATA[A modal verb is a type of auxiliary verb that is used to indicate modality. The modal auxiliary verbs express a variety of moods or attitudes of the speaker towards the meaning expressed by the main or lexical verb in a clause. Many modal verbs have more than one meaning or use and in some cases two different modal verbs have some meanings or uses in common but are not completely interchangeable. Auxiliary verbs are as their name suggests, helping verbs, and help complete the form and meaning of main verbs.     Many students are not aware of the subtle shades of meaning that are found within the meaning of a modal; for example, there are many layers to the meaning of can.  What is a modal? What is modality? How do we form modals? And what do modals mean? These are the questions that many students ask when trying to learn modals. Modals are difficult for students to grasp because a modal and modality are rarely explained to the student, the form of modals does not follow the conventional rules of grammar, and there are so many meanings of modals that students often get confused about which modal to choose.    The aim of the paper is to present the various uses of these verbs, the features of modal verbs that causes difficulty and how auxiliary verbs are distinguished from other verbs. Also the scope of this paper will analysis the two ways to teach the meanings of the modal auxiliaries. The most common way to teach modals is as a list. Modals, when taught as a list, are presented like regular vocabulary which does not present the various ways each modal can be used. A better way to teach modals is as a system which is more efficient to teach modals by placing the modals in context (e.g. making guesses, giving advice, permission, request, etc.).     Keywords: teaching, modals, verbs, methods, students]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3475]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/974">
    <dcterms:title><![CDATA[APOLOGY IN USE]]></dcterms:title>
    <dcterms:abstract><![CDATA[There have been many researchers (Holmes, Brown and Levinson, Olshtain, Blum-Kulka, House, Kasper) who have devoted themselves to the analysis of one of the basic units of human linguistic communication - the act of apologizing. An apology, as argued by Holmes (1989), is seen as a facesupportive act. As such, it does not impose on hearer’s face. It has been understood that the act of apologizing serves as a social goal of maintaining harmony between the speakers and in order to make it convincing and workable it has to be used with appropriate strategies. Olshtain (1989) claimed that apologies do not differ drastically across languages and therefore it could be said that they are mostly universal. Interestingly enough, what Blum-Kulka, House and Kasper (1989: 21) noticed is that apologies are used with different degrees of intensity. Speakers may use intensifiers or upgraders to increase the power of their apology (‘I’m so sorry’, ‘I’m really sorry’), but they may also use other modality markers such as downgraders to avoid using of apology and minimize their guilt (ex. I didn’t know you’d be eager to go out tonight.).    Moreover, an act of apologizing might not accompany the set of realization patterns typical for apologizing and does not have to coincide with speaker’s pragmatic intention. ‘Sorry ‘bout that!’ is an example that one may find in contexts in which a speaker is not apologizing for something s/he did, but s/he is sarcastic or just superficially using the pattern to avoid a sincere apology. In other words, meaning does not have to be tightly connected to the pragmatic intention whatsoever. Still, the aim of this paper will be to analyze the structure of an apology using data collection instruments, such as discourse completion test (DCT), rating scales and role-plays, in order to elicit apologetic data produced by non-native speakers who are highly proficient in English and who are responsible for teaching and guiding young generations. Indeed, the paper will examine teachers’ apologetic competences as a type of knowledge that everyone needs to acquire, process, develop, use and display on a daily basis. The analysis of teachers’ contextual perceptions and choices of apology strategies openly indicates their socio-pragmatic performance through written and oral tasks, and their pragmalinguistic performance as well.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3564]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/973">
    <dcterms:title><![CDATA[Sigurnosni propisi i osiguranje transporta opasnih materija]]></dcterms:title>
    <dcterms:abstract><![CDATA[U ovom radu dat je prikaz međunarodne klasifikacije opasnih materija prema Evropskom sporazumu o međunarodnom cestovnom prijevozu opasnih materija – ADR, te su obrađeni osnovni vidovi transporta opasnih materija u svijetu sa posebnim osvrtom na Bosnu i Hercegovinu. Akcent je stavljen na sigurnosni aspekt transporta opasnih materija, posebno na transport zapaljivih tečnih materija iz klase 3. klasifikacije, iz razloga njihovog značajnijeg učešća u ukupnom transportu opasnih materija. Navedeni su međunarodni sigurnosni propisi iz oblasti transporta opasnih materija, ali je ukazano i na potrebu usvajanja nacionalnih sigurnosnih propisa. Cilj ovih propisa je da osiguraju siguran transport i da minimaliziraju rizik nesreća, koje su povezane sa narušavanjem zdravlja ljudi ili zagađenjem životne sredine. U kontekstu nastanka šteta nezaobilazno je pitanje osiguranja transporta opasnih materija, odnosno osiguranja od odgovornosti za štete učinjene trećim licima, koje je namijenjeno, prije svega, svim pravnim licima koja imaju zakonsku obavezu da pribave policu osiguranja odgovornosti za štete, koje mogu nastati u prijevozu opasnih materija.]]></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[3135]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/972">
    <dcterms:title><![CDATA[NEPRAVEDNA ZAJEDNICA: BOSNA I  HERCEGOVINA IZMEĐU POLITIKA  NACIONALIZMA I NEOLIBERALIZMA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Autorica teksta polazi od stajališta da su društveni problemi u Bosni i  Hercegovini uzročno-posljedično povezani s obilježjima složenog ustavnopravnog  uređenja i društvenog konteksta, ponajviše s teškoćama odvijanja  procesa tranzicije, modernizacije i globalizacije, te s posljedicama rata i  svekolike društvene krize. Protektoratski angažman Evropske Unije nad  perifernom Bosnom i Hercegovinom nije urodio očekivanom stabilizacijom i  modernizacijom.  Demokratizacija i stvaranje funkcionalne zajednice za strane i domaće  aktere politike, stavljena je u drugi plan iza političkih i tržišnih interesa.  Neoliberalna ekonomska politika u uvjetima ekonomskog i društvenog sloma  socijalizma, tranzicijske transformacije i intenziviranih globalizacijskih  procesa, nastoji se nametnuti kao dominantna. Za primjenu neoliberalnog  koncepta u domaćim nacionalističkim diskursima, dejtonski poredak je od  prvorazredne važnosti. Savezništvo politike nacionalizma i neoliberalne  ekonomske paradigme determinirajući je činilac sistemskih društvenih  sukoba u Bosni i Hercegovini.  Dejtonska ustavno-pravna zamka sa svojim prisilama deregulacije i  konfliktnim funkcijama predstavlja instrument za provođenje navedenih  politika. Ovaj nedemokratski shizofreni sistem, usmjeren protiv dobrobiti  građana, dobiva podršku iz finansijskih središta međunarodnog sistema  moći, ne nudi rješenja koja bi poboljšala položaj većine stanovništva.  Međunarodna zajednica i političke strukture u Bosni i Hercegovini dio su  istog sistema globalne i lokalne moći koji braneći se od ustavne preobrazbe i  društvenih promjena ima za cilj očuvanje društvenog statusa quo. U  proučavanju eskalacije društvenih problema važno je uočavanje ideološke sfere koja skriva realne odnose moći i njegove stvarne namjere, odnosno  načine na koji se dejtonska paradigma i nacionalizam (kao moćno ideološko  oružje u rukama političko-kriminalnih struktura) koriste kao oruđa  dominacije u stvaranju, perpetuiranju i produbljivanju jaza među klasama, te  rastućim oblicima siromaštva, nejednakosti i ugnjetavanja.  Ključne riječi: Bosna i Hercegovina, društvena tranzicija, nacionalizam,  neoliberalna paradigma.]]></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[3083]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/971">
    <dcterms:title><![CDATA[THE LEARNING AND MASTERY OF OFFICIAL LANGUAGES: A KEY STEP TO PROFESSIONAL INSERTION IN CAMEROON]]></dcterms:title>
    <dcterms:abstract><![CDATA[Relationships with others, in this modern globalized world, command respective challenges in communication and bring closely everyone into connection with people of other languages and cultures. The latter make people require exchanging cognitive notions, thoughts and principles through this connection, and to achieve this goal a strong medium is needed: language. Language is at the heart of human beings interaction and mostly for children’s learning. Through language, one can receive knowledge and acquire skills. Language enables both to communicate with others efficiently for a variety of objectives and to scrutinize their own and others’ experiences, feelings and ideas, giving them order and meaning. Because language is central to children’s intellectual, emotional and social development, it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive. This is a reality in Cameroonian schools and even at professional level. The fact that local, national, official and foreign languages are spoken in Cameroon makes the country unique and exceptional in Africa and even in the world. One can realise in Cameroon sub-system of Education, for instance, that a student can learn French, English, German, Spanish, Chinese or one of the 300 native languages that counts the country. Thus, Foreign and second language education has developed to unravel the challenges the present and prospective interlocutors encounter, by emphasizing on learning how to communicate successfully with others speaking a different language and living a different culture. Better still, the mother tongue as well as official languages (French and English) and some foreign languages ( Italian, Spanish, Chinese…) remain, in Cameroon,  part of the curriculum throughout primary, secondary and tertiary schooling, and this enables the learners to communicate worldwide and also be in acquaintance not only with their own cultural awareness but also with the others. Languages have become very important in Cameroon in looking and getting jobs in the public administration. The premise of the paper is, then, to highlight the benefits that are hidden behind the learning of languages in Cameroon. It also shows the place languages play in the development of Cameroonians’ awareness and competence in the use of two or more languages: an asset for a better insertion in society at professional level.     Keywords: Challenges, Communication, Plurilingual, Professional Level, tutored environment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3546]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/970">
    <dcterms:title><![CDATA[ULOGA SUDOVA U KONSOCIJATIVNIM USTAVNO -  PRAVNIM SISTEMIMA SLUČAJ BOSNE I HERCEGOVINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Polazna stajališta konsocijativnog ustavnog uređenja su iscrpna i kao  takva su uslovljena brojnim faktorima koji su u središtu interesa političkih  nauka. Bosna i Hercegovina i njeno ustavno uređenje spadaju u ovu  kategoriju i predstavljaju par excellence političko pitanje. Dodatno  opterećenje postojećeg ustavnog uređenja se ogleda u obavezi harmoniziranja  postojećeg Ustava sa odlukama Evropskog suda za ljudska prava. Ovaj rad  problematizira postojeće konsocijativno ustavno uređenje u svjetlu obaveze  sprovođenja odluke Evropskog suda za ljudska prava u predmetu Sejdić i  Finci, te harmonizacije postojećeg ustavno-pravnog uređenja sa Evropskom  konvencijom o zaštiti ljudskih prava i osnovnih sloboda. Ovaj rad ne  pretendira da ponudi konačno ili sveobuhvatno rješenje nadasve složenog  političko-pravnog problema zvanog Bosna i Hercegovina, no, odluka  Evropskog suda za ljudska prava u predmetu Sejdić i Finci nudi impetus za  uspostavljanje novog ustavno-pravnog okvira na nivou Bosne i Hercegovine,  okvira u kojem će politička i druga prava ostalih biti izjednačena sa pravima  konstitutivnih naroda u Bosni i Hercegovini.  Ključne riječi: Konsocijacija, Sejdić i Finci, Evropski sud za ljudska prava,  politička prava, konstitutivni narodi, ostali, Ustav BiH, međunarodna  zajednica, Evropski sud za ljudska prava]]></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[3080]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/969">
    <dcterms:title><![CDATA[TEACHING GRAMMAR IN GE AND ESP CONTEXT: A CASE STUDY OF CHEMISTRY UNIVERSITY STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching grammar of a foreign language has always been a matter of controversy. One of the most prominent, yet unsettled issue is whether grammar should be taught explicitly or implicitly. To that end, the study aims to investigate relation between contextualizing grammar teaching and students’ achievement at the end of the course. The study has been conducted among the first year students of Chemistry at the State university of Novi Pazar. Research instruments include a questionnaire administered to 25 students, as well as classroom observations. Students of chemistry have to take two courses in English language during their studies; the first course is in General English (GE), where grammar is taught explicitly, and the second course in English for Specific Purposes (ESP), where grammar points are contextualized. After the analysis of students’ achievement at the end of each term, it can be concluded that the students scored better results in the ESP course than in the GE course. Moreover, the questionnaire results revealed that students’ preferences go in favor of teaching grammar in context, which is indicated as more efficient than giving isolated examples. Another result highlighted a significant change in students’ attitude towards learning English language at the end of the ESP course.    Keywords: General English, English for Specific Purposes, Chemistry students, achievements, preferences]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3468]]></dcterms:extent>
</rdf:Description></rdf:RDF>