<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/2728">
    <dcterms:title><![CDATA[LEGAL 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, legal 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 basis on federal and state laws, ARD (Admission, Review, and  Dismissal) committee, Disability categories, ARD meetings specific to disability  categories, identification of eligible students, confidentiality, documentation,  Modifications and Accommodations, Discipline Issues]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[675]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2729">
    <dcterms:title><![CDATA[The Intercultural Education And The New Social Reality  Of The Value Dimension]]></dcterms:title>
    <dcterms:abstract><![CDATA[The intercultural education emphasizes a social reality within which a  paradigm is assumed by a certain community. In this way, the social responsibilities  relate to a strategic pragmatism of an educational nature. Moreover, the architectonics  of the epistemology of the intercultural education legitimizes the existence of  axiological structures found within the social policies. There are significant from this  point of view the different intercultural modalities &quot;responsible&quot; for the concretization  of a value hierarchy in a social system. Therefore, the comprehension of an  intercultural dimension of the social reality reminds of a rational substantiation of the  axiological structures through which the epistemological connections acquire meaning  and significance.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[66]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2730">
    <dcterms:title><![CDATA[Klâsik Türk Edebiyatı Metinlerindeki ―Efendi/ Sultan (Sevgili) – Kul/ Köle  (ÂĢık)‖ Mazmunu Hakkında Bazı Tespitler]]></dcterms:title>
    <dcterms:abstract><![CDATA[BaĢlangıçta sevgiliye ―sahip olmak‖ arzusuyla yola çıkan aĢıkın aĢkı, aĢk  yolunda ilerledikçe ilahî bîr boyut kazanmaya baĢlar. Bu zorlu yolda aĢık, sevgiliye  ulaĢtığını zannettiği anda, kendisinin bir ―Hiç‖ olduğunu tekrar tekrar anlar. Bu his,  aĢıkın ―(…) ruhundaki boĢluğu durmadan bùyùtmektedir (GĠRARD, 2001: 141)‖.  AĢık, kendini kaybettiği aynı aĢk denizinde, tekrar kendini bulmaya çalıĢır. AĢk  oyununun baĢında, meclisin mumu olan sevgilinin ıĢığını, oyunun sonunda ondan  devralacak ve ondan aldığı bu ıĢığı, ilahî olana yônlendirecektir. Dolayısıyla aĢıkın  kulluğu hiçbir Ģekilde değiĢmeyecek; baĢlangıçta, efendi (sevgili) sinin kul (kôle) u  olan aĢık, sonraları ilahî sevgili (yaratıcı) karĢısındaki kulluğuna devam edecektir.  Nesneler değiĢse de aĢıkın gôrevi değiĢmemektedir.  Klâsik Tùrk edebiyatı metinlerinde, ―Sevgili-AĢık‖ mazmunu etrafında geliĢen bu  tarzda pek çok ôrneğe rastlamak mùmkùndùr.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[73]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2731">
    <dcterms:title><![CDATA[Rhythm and Stress at Practice: Rhythmic Anomalies of Foreign Speakers  of English : A Case Study of Mostaganem University Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Today, more than ever, languages are becoming more and more an  essential means for the human kind to get in touch with each other and/or to  improve his professional situation. Indeed, learning has always been basic for the  shaping of social life and so have foreign languages. Knowing a foreign  language implies speaking and being understood by others who know that  language. Learning a foreign language implies learning a foreign culture, a  foreign way of thinking, a foreign grammatical structure, a foreign phonological  system. However, knowing the phonological sound system of a language  includes knowing more than the phonemic inventory of sounds, it includes  knowing which sound start the word, end a word and the possible consonant  clusters, the syllable structure, etc. Most foreign language learners of English  aim at achieving a perfect native-like pronunciation as well as displaying a  certain degree of fluency and naturalness as they speak English. The great  majority of foreign learners centre their attention on the actualization of  individual segments that is achieved by a tedious repetition of sounds/ phonemes  of the target language in isolation or within simple words. However, a relative  mastery of the English pronunciation lies in mastering what the American  phoneticians call: supra-segmental features, and the British call: the prosodic  features. As a way of illustrating, one can mention stress, intonation and rhythm.  The latter is said to be of significant importance in the sense that it procures a  native touch to the speech of a foreign learner of English. That was stressed by a  number of phoneticians and specialists, as Peter Roach, who states clearly that  « rhythm is not an optional extra; it is all part of the prosodic package of being  native speaker in English ». Indeed, the ignorance or the neglect of such a  prosodic feature which shows to be of a significant importance seems to be at the  roots of the difficulties foreign learners face while speaking English. In this  respect, two main questions are addressed in this paper. What are, then, the main  problems learners of English face while learning and / or acquiring English  rhythm (knowing and mastering English rhythm will be brought to the fore in  this paper). Furthermore, in this paper, rhythmic structure of Arabic and English  will be compared to try to explore the possibilities of finding the reasons lying  beneath the mispronunciation or the mis-reproduction of English rhythm by  Arabic speakers. Although Arabic and English rhythmic modes are said to be  similar to each other, Arabic speakers of English tend to miss the amount of  reduction in duration (of unstressed syllables) and thus seem somehow unable to  master the English rhythm fully and achieve thus a native like pronunciation. Put  differently, although English and Arabic are said to be stress- timed languages,  the Arabic learners of English still have difficulties in reproducing correct  English rhythm. It should be interesting to explore further the sources lying  beneath that incompetency.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[695]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2732">
    <dcterms:title><![CDATA[Student ―Resistance‖ to Reflection: Pre-service Teacher Training at the  Mostar University, Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Reflection is seen as an important contributor to teacher development, but  many students offer resistance when asked to become reflective. Adopting the principled  framework of Exploratory Practice, we investigated the student reaction when being  asked to reflect on their own learning and teaching in the fourth and fifth year  introductory foreign language acquisition and teaching methods courses at the Mostar  University, (B-H). Some students showed resistance to keeping reflective journal and to  examining their beliefs. This practitioner research is a contribution to current discussions  on how to encourage students to become productively reflective. It is an attempt to help  our understanding of reflection and its role in the professional lives of (E)FL teachers. It  also suggests that the perceived resistance to reflection may involve personal and sociocultural  issues.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[98]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2733">
    <dcterms:title><![CDATA[Why objectives in teaching English?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Being under constant political, economical and social change  especially after the 90-s our country has had an urgent need to change its  education system. So in recent years, the Albanian Government has shown  great interest in teaching and learning English in accordance with European  standards by amending new laws (law no. 10 307, dated 22.07.2010) to  promote English teaching and learning in order to meet the needs and  interests of students. In order to make English teaching available for our  students it is important to lead EFL teachers towards successful teaching,  which means having a well designed lesson plan via well organized  objectives. As Agni Malderez and Caroline Bodòczky say in their book  (1999, 22), objectives will be addressed concurrently and throughout the  course, which means that without objectives there will be no language  lesson. So the paper deals with the reasons why teachers need to be upgraded  professionally and how objectives help them enhance language teaching in  their language classes. The paper also gives answers to the following  questions: What principles should the language teachers consider while  setting objectives? Why should they follow them? How do students benefit  from a well planned lesson plan? Data collection from these questions  pointed out the importance of professionalism in teaching English in our  schools. Identifying the reasons of the big changes made teachers become  aware of their professional development in order to implement contemporary  teaching methods.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[591]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2734">
    <dcterms:title><![CDATA[The Difficulty of North American – r: an Analysis as a Pronunciation  Difficulty]]></dcterms:title>
    <dcterms:abstract><![CDATA[The American-r phoneme, whose IPA sign is , which is a retroflex case of  pronunciation, represents a very serious stumbling block in teaching standard American  pronunciation to Turks. Due to use of different primary articulators (tongue tip vs.  tongue dorsum, the American English phoneme / / has long been associated with  relatively large amounts of articulatory variabilities as tap, flap, approximant, and the  like. The endpoints of the articulatory continuum for / / can be analyzed via functionally  different articulatory configurations with the accompaniment of different primary  articulators (tongue tip vs. tongue dorsum). These endpoints as a different type of / /  have been characterized in the literature as ―bunched‖ which means the use of tongue  dorsum and ―retroflexed‖ that signifies the use of the tongue blade/tip, which gets to be a  pronunciation difficulty for Turkish teachers of English.  The primary purpose of the current study is to investigate the problematic pronunciation  issue of American English /r/ phoneme for Turks. The goal of the present study is twofolded.  The first goal is to solve the serious confusion in the definition of taps and flaps,  and the second is to explore the phonetic context of word-initial-medial-final flapping of  / / into retroflexion in North American English (NAE) and tapping in British English  (BrE) via its ambiguous perception by Turks due to such observable entities, namely,  preceding or following sound, intervocalic positioning through phonotactics and crosslanguage  phonetic interference.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[554]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2735">
    <dcterms:title><![CDATA[FOREIGN LANGUAGE TEACHING METHODOLOGY IN THE  CONTEXT OF SOCIOCULTURAL DISTANCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[During a research period in Japan I had the opportunity to follow a number of students  learning the Italian language, both from Universities and private contexts.  According to an anthropologic interpretation, meetings between cultures is based on  practices that cannot be reduced to feelings or individual ideas; the sociocultural aspect is  an open system, and not sheltered from external influences; so there is not a privileged  point of view for a detached observation, because a meeting is equal and is an exchange of  meanings produced from both the parts.  Meeting another culture carries a number of differences that can be misunderstood. The  singular knowledge of the foreign language, even if useful, does not constitute a guarantee  to understand the culture of a society.  Incomprehension of attitudes or an improper use of the language are maybe not sufficient  to damage a relationship, but they have the ability to complicate it, and for the same  reason stereotypes often block other possible interpretations.  Teaching implies a bi-directional communication that needs to give an input to the student  but also an understandable feedback for the teacher.  The communicative exchange between two cultures is furthermore difficult when we try to  understand the psychological influence of linguistic signals in verbal and non-verbal  communication. In that way, the relationship between teacher and student is a delicate  balance that can easily be upset, especially in cultures such as the Italian and Japanese  ones which are very far from one another.  I shall illustrate, in a summarised form, the description of the subjects under study by  means of appropriate tables in this report, analyzing the oral production, the learning  processes and the cultural differences that could create misunderstandings.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[35]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2736">
    <dcterms:title><![CDATA[HOW TO DEAL WITH CULTURAL SHOCK? – THE CASE OF BOSNIAN  IMMIGRANTS IN THE USA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Question of overcoming the cultural shock and assuming the position in  relation to the new culture is very important, not only for a great number of modern  societies coloured by multicultural elements and need to most adequately answer the  demands of minority groups, but it is also important for understanding the problems  of immigrants and IDP groups within a society. Seen from the perspective of the  sociology of education and sociology of family but also culturally sensitive pedagogy,  understanding the stages of cultural shock is therefore applicable in working with  minority groups, immigrants and IDP families and individuals but also in  understanding the needs of a large number of Bosnians who have fled Bosnia in  recent decades and found a refuge and a chance for a new life in some of the countries  of the EU, the USA or Australia. In our researches, by using Questionnaire of Cultural  Sensitivity with members of two generations, and applying the systematic observation  of behaviour and communication in natural conditions, we came to a number of  interesting conclusions. Specifically, it is obvious that the first generation (today‘s  parents) experienced a cultural shock when faced with the norms of the new society in  which they had to integrate, but for their children, due to the absence of stronger ties  with the country of origin, the cultural shock began the moment they opened up the  process of familiarization with the culture of origin, culture of their ancestors. The  logical consequence of such strategies of facing the new culture, especially because of  the lack of sense of emotional and intellectual capital regarding parents‘ generation,  seeks to compensate with the increased activities in the area of creating social capital.  This capital is most easily achieved through forms of association in a jam, cultural  clubs and the like. Unfortunately, social capital which is not followed by the  accumulation and production of appropriate emotional and intellectual capital, with a  number of immigrants has resulted in placing the position of assimilation on one or  seclusion on the other side as stereotypical strategies to find an outlet in situations of  intellectual encounters.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[21]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2737">
    <dcterms:title><![CDATA[Yabancı Dil Öğretiminde Dilbilgisi-Çeviri Yöntemi ve ÇağdaĢ Yabancı Dil  Öğretiminde Vazgeçilemezlik Nedenleri]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dilbilgisi-Çeviri Yôntemi, yabancı dil ôğretim ve ôğreniminde kullanılan sistemli ilk  yôntem olarak bilinir. Hedef dilin, dilbilgisi kuralları yoluyla ôğretimi ve buna dayalı olarak  anadile çeviri yapma yôntemiyle, yabancı dil ôğretme geleneğini baĢlattı, hala değiĢik biçim  ve farklı yôntemler içinde varlığını sùrdùrmektedir. Dilbilgisi-Çeviri Yôntemi, yabancı dilin  ôğretiminde dilin, dilbilgisi sisteminin ôğretilmesi gerekliliği ùzerine kurulmuĢtur.  Gùnùmùz çağdaĢ yabancı dil ôğretim yôntemlerinin hem kaynağı hem de tùm  istenmezliğine rağmen yabancı dil ôğretiminin bir vazgeçilemezidir. Bu bildiride yôntemin  tamamen birbirine zıt olan kabul ile ret konumları arasına sıkıĢan Dilbilgisi-Çeviri  Yônteminin yabancı dil ôğretim ve ôğreniminde yeri ve değerinin belirlenmesine  çalıĢılacaktır. Yôntemin temsil ettiği ya hep ya da hiç iki aĢırı uçlu dùzleminin, kabul  tarafında yer alan Dilbilgisi-Çeviri Yônteminin bağımsız bir yabancı dil ôğretim ve ôğrenim  yôntemi olarak yùklendiği iĢlevleri, ôğretim uygulamaları ve ôzellikleri ayrıntılı olarak  incelenecektir. Ret yônùnù oluĢturan Dilbilgisi-Çeviri Yôntemine tepki olarak ortaya çıkan  çağdaĢ yabancı dil ôğretim ve ôğrenim yôntemlerinin içinde bile vazgeçilemez bir parça  olarak yer almasının nedenleri ayrıntılı olarak belirlenmeye çalıĢılacaktır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[39]]></dcterms:extent>
</rdf:Description></rdf:RDF>