<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/948">
    <dcterms:title><![CDATA[PRIMJENA STANDARDA „NAJBOLJI INTERES DJETETA” U  STARATELJSKOJ ZAŠTITI DJECE BEZ RODITELJSKOG  STARANJA (PRAVNI OKVIR I PRAKSA)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Starateljska zaštita djece bez roditeljskog staranja se aktualizira u  slučajevima taksativno navedenim u odredbama porodičnog zakonodavstva i  zakonodavstva u oblasti socijalne zaštite u Bosni i Hercegovini. Pravnom  analizom tih odredaba očigledno je da se starateljstvo nad maloljetnicima  primjenjuje kao jedan od oblika zaštite djece bez roditeljskog staranja, te da je  primjena standarda „najbolji interes djeteta” u kontekstu zaštite djece bez  roditeljskog staranja samo djelimično zastupljena. U radu se ukazuje na  nedostatna zakonodavna rješenja u pogledu primjene pomenutog standarda, na  praksu izostajanja adekvatnih oblika zaštite djece bez roditeljskog staranja te  potrebu poštivanja pojedinih prava djeteta shodno UN Konvenciji o pravima  djeteta i drugim relevantim dokumetima u zaštiti djece bez roditeljskog staranja.  Ključne riječi: dijete bez roditeljskog staranja, starateljska zaštita i  drugi oblici zaštite, standard najbolji interes djeteta]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3042]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/947">
    <dcterms:title><![CDATA[REDUCING ORAL APPREHENSION IN LIBYAN EFL CONTEXT USING SCHEMA THEORY: AN INPUT FOR LANGUAGE SKILLS  COURSE ENHANCEMENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[Building contacts with people is not always a rewarding experience that may lower one’s self esteem leading to anxiety. This anxiety results in communication apprehension which McCroskey (1984) defined as the individual&#039;s level of anxiety associated with either real or anticipated communication with another person or persons.  Several studies have justified the occurrences of communication apprehension.  However, none has been conducted in the Libyan EFL context, or at least in the locale of this study.  This paper focused on identifying the students&#039; level of oral apprehension and seeks to describe students&#039; oral apprehension towards the following contexts: group discussion, meetings, dyads, and public speaking. Using the PRCA, it was found out that both male (69.24%) and female (74.36%) respondents were moderately apprehensive.  Moreover, it can be said that there is no significant relationship existing between gender and apprehension. A deeper understanding of its causes was elicited through the participants’ schemata.  Through a semi-structured interview, public speaking activities were found to be the main source of apprehension because these expose the students to the opposite sex. Findings from these procedures may be used in enhancing the Language Skills courses in the university that may reduce students’ oral apprehension.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3410]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/946">
    <dcterms:title><![CDATA[PRODUCT - ORIENTED APPROACH TO EVALUATION: A CASE OF LANGUAGE ACQUISITION COURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present study aims at evaluating learners’ self-perceptions on the outcomes of language acquisition course implemented at the ELT department of Trakya University. In order to evaluate the language acquisition course, learners’ expected outcomes have been examined via a questionnaire with a participation of 87 learners. The overall findings proved that, in general, the expectations of the learners who have completed the language acquisition course are consistent with the expected outcomes of the course.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3419]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/945">
    <dcterms:title><![CDATA[MYTHS AND IMAGINATION AS THE CORE OF SOCIAL AND INDIVIDUAL EXISTENCE IN CERVANTES’ D ON QU I X O T E AND YAŞAR KEMAL’S TRILOGY T H E O T H ER F A C E O F T H E M O U N T A I N]]></dcterms:title>
    <dcterms:abstract><![CDATA[Myths can play the role of liberator to free individuals from the repression and the feelings of helplessness in the face of strict social rules, customs, and mores. It may not be possible to lead a satisfying life under the overwhelming burden of social facts and realities. As individuals want to be alienated or distanced from the painful effects of social experiences and realities, they resort to the hypnotizing influence of myths that alleviatestheir individual and social problems. In Cervantes’ Don Quixote andYaşar Kemal’sIron Earth, Copper Sky and The Undying Grass it is possible to witness how imagination shapes human behaviors and subverts social taboos. The creation of another imaginary world reflects a desire to escape from the delayed confrontation with unwanted social facts. Individuals console themselves and reinforce their hopes by myths, folk tales, and false stories. In all three novels, social and individual freedom and responsibility outweigh restrictive conventional rules and boundaries in society by transcending time and space. Imagination seems to be the only way of liberation from social and personal depression.Both Yaşar Kemal and Cervantes bear the moral discipline to expose their societies through extravagantly insane characters. Don Quixote is trapped in society and its institutions. He fights against institutionalized society through his imagination, just as Kemal’s villagers desperately create stories and believe in themto avoid their oppressive living conditions under the control of domineering people such as Adil and Sefer in The Undying Grass and Iron Earth, Copper Sky.Therefore the aim of this paper is to explore the effects of myths and imagination upon human behaviors in Cervantes’Don Quixote and Kemal’sIron Earth, Copper Sky and The Undying Grass, which are existentialist works centered on individual and social freedom.    Keywords: myths, imagination, dreams, freedom, reality, existentialist, institutionalized, life, death]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3514]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/944">
    <dcterms:title><![CDATA[“OUR NEIGHBOURING COUNTRIES”: RAISING MULTICULTURAL AWARENESS THROUGH A CLIL PROJECT FOR YOUNG LEARNERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents a CLIL project, which was designed and piloted for 18 weeks with 6th grade students of an experimental primary school, in northern Greece, aiming to interweave language and content learning. The objectives of the project were to: a) develop the students’ skills in EFL, b) develop their multicultural awareness c) enhance their knowledge in aspects of cultures of neighbouring countries and corresponding aspects of Geography. Stories were at the ‘core’ of the project, since they are considered motivating and fun, as well as an optimal way to introduce children to a diversity of cultures. The CLIL courses were designed in the form of a ‘story-based’ mini syllabus, including common traditional stories from our neighbouring countries in the Balkan and North-East Mediterranean area. Multimodal materials, such as stories, ppt, video clips, songs were used to arouse the students’ interest within a ‘task-based’ framework, which called for working together on a common group task, helping each other and interacting while being involved in “problem-solving”.  The effectiveness and feasibility of the project were estimated by collecting both qualitative and quantitative data. The results indicated the positive effect of the CLIL approach on the students’ skills in the target language along with the students’ considerable familiarization with the target cultures.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3413]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/943">
    <dcterms:title><![CDATA[THE LINGUISTIC LANDSCAPES OF MOSTAR AND LEUVEN: A COMPARATIVE STUDY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Linguistic landscaping is a pioneering subfield of sociolinguistics exploring language in its written form in urban contexts. Since 1997 (Laundry and Bourhis, 1997), as a swiftly expanding research area worldwide, it has proved to be a relevant instrument for measuring various social and linguistic phenomena in multiethnic and multicultural ecologies (Backhaus, 2007; Ben-Rafael e.a., 2006; Edelman, 2010; Grbavac, 2012; Pavlenko, 2010 etc.) This paper aims at a comparative analysis of the linguistic landscapes of two seemingly different sociolinguistic surroundings: the city of Mostar in Bosnia and Herzegovina and the city of Leuven in Belgium. The motivation and justification for this research lies in the fact that the linguistic landscapes of these two cities have not been inspected so far through the LL research methods. Furthermore both cities are embedded in similar yet different political, ideological, cultural, social and linguistic settings. Therefore the aim of the paper is to outline the similarities and differences of these two sociolinguistic contexts visible in the linguistic landscape. We propose the hypothesis that the two linguistic landscapes will show some similarities in language usage patterns and in the collective identity construction modes. Both LLs are set in regions where different languages and cultures are intertwined, therefore we expect to find some possibly universal matrices. Additionally, the contribution of this paper is to be seen in the documentary value of the research.    Key words: linguistic landscape, comparative studies, multiethnic ecologies, linguistic diversity]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3455]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/942">
    <dcterms:title><![CDATA[ELEVATING THE DEVELOPMENT OF LISTENING SKILLS TO FOSTER SLA IN AN ASIAN CONTEXT]]></dcterms:title>
    <dcterms:abstract><![CDATA[In EFL curricula where language is taught as a knowledge set, links between pedagogical theory and practice can be quite strong. However, links between pedagogical theory and practice seems more tenuous when applied to the teaching of skills, in particular, L2 listening skills which are often left to develop as byproducts of a student’s grammatical and lexical understanding. And, in many contexts, this oversight can have serious consequences. Given that English is a stress-timed language, learners coming from syllabletimed or mora-timed languages, such as Japanese or Korean, can be robbed of learning opportunities when listening skills are deficient. The crucial role of comprehensible input in second language acquisition is well established, so when learners have developed listening skills, all language that is basically understood is available as a learning opportunity as comprehensible input. However, when learners have incipient listening skills, learners are often unable to comprehend auditory input containing words that are largely understood, thus losing opportunities for L2 language development. Learners coming from syllable-timed or mora-timed languages often lack a natural understanding of suprasegmental phonology, impeding comprehension. It is well established in the research literature that listening skills are best taught as a set of sub-skills to help students develop a basic phonetic awareness, however such research findings have not always made it into practice. This qualitative study reports on a set of first year university students at a Japanese university where listening was taught as a set of sub-skills. An overwhelming majority felt this type of instruction helped to improve their listening skills, suggesting that this fundamental pedagogy needs greater emphasis in countries with syllable-timed or mora-timed native languages. The results of this study are described and interpreted in the context of the English education system in Japan.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3352]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/941">
    <dcterms:title><![CDATA[THE RELATIONSHIP AMONG EFL LEARNERS’ CREATIVITY, EMOTIONAL INTELLIGENCR, AND SELF-EFFICACY]]></dcterms:title>
    <dcterms:abstract><![CDATA[The thrust of the current study was to investigate the relationship among EFL learners&#039; creativity (CR), emotional intelligence (EI), and self-efficacy (SE). To this end, a group of 120 male and female learners, between the ages of 19 and 35 studying BA in English Translation and MA in Teaching English at Islamic Azad University, Central Tehran were selected using convenient sampling and were given three questionnaires: Bar-On’s EQ-I questionnaire by Bar-On (1997), the General Self-Efficacy Scale questionnaire (SGSES) by Sherer et al. (1982), and a questionnaire of creativity (CR) by O&#039;Neil, Abedi, and Spielberger (1992). Analysis of the results through Pearson Moment Correlation Coefficient showed that there was not a significant relationship between students’ CR and EI, and EI and SE. In addition, CR and SE were correlated significantly but negatively. Multiple regressions revealed that CR could significantly predict SE. Regarding the findings of the study, the obtained results may help EFL teachers, teacher trainers, materials developers, and educational policy makers to possess a broader perspective and heightened degree knowledge toward the TEFL practice and to take practical steps toward the attainments of the desired objectives of the profession.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3559]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/940">
    <dcterms:title><![CDATA[A CRITICAL OVERVIEW OF ENGLISH LANGUAGE TEACHER  EDUCATION IN TURKISH EDUCATION SYSTEM: PRE-SERVICE  AND IN-SERVICE]]></dcterms:title>
    <dcterms:abstract><![CDATA[A teacher is an essential part of any education systems. Teacher training is always in the center of  politics and various attempts have been made for it to become more efficient. Furthermore, great effort has  been spent for improving language teacher education for more than 150 years in the Turkish Education  System. Therefore, the purpose of this paper is to reveal the changes which have occurred in both pre-service  and in-service language teacher training between the times of Ottoman Empire and Republic of Turkey]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3452]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/939">
    <dcterms:title><![CDATA[CONTRASTIVEANALYSISAS A DIDACTICTOOL IN THE ACQUISITION OF THE SPANISH ARTICLEFOR SLOVENIANLEARNERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to present an approach to the teaching for meaningful learning of the article from the perspective of Contrastive Analysis between the Spanish and Slovene article. This work will take into account, firstly, on the role of plurilingualism set by the CEFR, and secondly, the pedagogical potential of notion of linguistic awareness, and all the didactics implications that entails. The research wants to focus on the similarities and differences between the uses of article in Slovenian and Spanish language, in order to contribute to the development of plurilingual awareness of the Slovene students. Although several hypotheses in Contrastive Analysis have been rejected in the past, we still consider it as a very useful tool for language teaching.   Keywords: Contrastive Analysis, Spanish article, mother tongue, Second Language Acquisition, plurilingualism, linguistic awareness.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3435]]></dcterms:extent>
</rdf:Description></rdf:RDF>