<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/928">
    <dcterms:title><![CDATA[UNCONVENTIONAL TEACHING METHODS:  USE OF VIDEO AND GAMES IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The use of video and games plays an important role in the language learning process. Not only are they favored methods of learning for students, rather this paper attempts to show that videos and games are a couple of the best language learning aids for teachers to include in their lessons. Ideas presented here are in there to help give guidelines on how to incorporate video and usage in into the lessons of English language as well as why it is important to include these methods in conventional curriculum. The use of video and games in the classroom can be used to motivate students, enhance their grammar and pronunciation, and teach culture. This paper provides the insight into different researches on the topics of video and games as language learning aids. It also provides some guidelines for future research. It is intended to provide teachers with some idea for using these tools in combination with course books, and it contains a variety of suggestions for activities to use in the EFL classroom in Bosnia and Herzegovina.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2869]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/927">
    <dcterms:title><![CDATA[LACK OF ORAL PROFICIENCY IN ENGLISH AMONG SECONDARY  STUDENTS IN MISURATA:  REASONS AND REMEDIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study was conducted to investigate why the secondary students in Misurata were unable to  communicate in English orally, fluently, in spite of studying it as a general subject during their school  education.The traditional teacher-fronted method of teaching, insufficient allocation of time for oral skills  training, and teachers themselves, not taking any interest in developing oral skills, are the major reasons for  the students’ poor speaking skills. The data for the study, among other things, were mainly based on the  classroom observations of the lessons presented by twelve secondary teachers, stretching for over two  months, involving five schools. The data analysis was carried out using tables in percentage to obtain  accurate results. The findings clearly proved that the points stated in the hypothesis for the poor oral  production of speech by the secondary students in Misurata were correct. Based on the conclusions drawn,  recommendations which can positively help in developing the oral skills among the students of secondary  schools were presented.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3494]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/926">
    <dcterms:title><![CDATA[POSTOJI LI POTREBA ZA VOJNIM PRAVOSUĐEM U BIH?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Evropska Konvencija za zaštitu ljudskih prava i osnovnih sloboda, u  pravnom poretku BiH zauzima centralno mjesto. Pred cjelokupnu legislativu  u BiH postavljen je zahtjev kompatibilnosti sa odredbama navedene  konvencije. Član 6. Evropske konvencije, garantuje, između ostalog i pravo  na postupak pred nezavisnim i nepristrasnim sudom koji je ustanovljen na  osnovu zakona. Obzirom da je praksa Evropskog Suda za ljudska prava  ustanovila primjenu rationae personae i na pripadnike oružanih snaga,  postavlja se pitanje ispunjavanja zahtjeva koje postavlja čl. 6 Evropske  Konvencije, u slučajevima kada profesionalnim vojnim licima u  disciplinskim postupcima sude ad hoc, i neprofesionalna vojno-disciplinska  vijeća, koja ne ispunjavaju zahtjeve nepristrasnosti i nezavisnosti na koje  upućuje čl. 6. Konvencije. Rad komparativno prikazuje vojno-pravosudne  sisteme i modele, prikazuje odgovornosti vojnih lica u OS BiH, sa posebnim  osvrtom na disciplinsku odgovornost, te razmatra materijalno-pravne i  procesno-pravne odredbe legislative koja tretira vojno-disciplinski sistem u  OS BiH, upoređujući iste sa zahtjevima čl.6. Evropske Konvencije.  Ključne riječi: Evropska Konvencija, Evropski sud, pravično suđenje,  nezavisan, nepristrasan, vojno disciplina, vojno-disciplinski postupak, vojnodisciplinsko  vijeće, vojno pravosuđe.]]></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[3081]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/925">
    <dcterms:title><![CDATA[TECHNOLOGY HELPS BUT DOES  NOT DO A TEACHER&#039;S JOB]]></dcterms:title>
    <dcterms:abstract><![CDATA[Modern technology plays an important role in the life of a young language learner and therefore it should be regularly used in the process of language teaching. There are many arguments in favour of using technology and there are some arguments that do not support it. This paper aims to present some basic arguments on both, using and not using technology in the classroom. Unfortunately, most of language teachers in Bosnia and Herzegovina do not have anything more than an old CD player that could be considered as teaching technology. In some situations they have very good equipment but they are not very enthusiastic to use it. If we have teachers who are well-equipped and willing to use their equipment, there is usually lack of good software or proper sources to follow the lessons which are to be taught.     The main stress of this paper is on the fact that good teaching depends on teachers, not on technology they use. To support this statement the paper gives examples which are to prove that most of the teaching activities can be successfully performed either using modern technology or basic materials such as textbooks, paper, board and chalk combined with teacher’s creativity. The activities cover multiple language skills so we can see what we can do with or without technology when we teach (or revise) vocabulary, when practising reading, pronunciation, speaking or writing.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3360]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/924">
    <dcterms:title><![CDATA[Nediskriminacija – uslov za ostvarenje demokratije i ljudskih prava u BiH]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ustav Bosne i Hercegovine (BiH) obavezuje na najviši nivo međunarodno priznatih ljudskih prava i osnovnih sloboda i nalaže da se Evropska konvencija za zaštitu ljudskih prava i osnovnih sloboda (ECHR) i njeni protokoli u BiH “moraju direktno primjenjivati” i moraju imati prioritet nad svim ostalim zakonima, a osnovna ljudska prava navedena su u posebnom stavu. Osnovni princip svih međunarodnih standarda ljudskih prava je princip nediskriminacije čije poštivanje je osnov osiguranja uživanja garantiranih prava. Obaveze države vezano za osiguranje principa nediskriminacije su dodatno pojačane stupanjem na snagu Protokola 12 uz ECHR, kojim se diskriminacija prepoznaje kao zasebni oblik kršenja ljudskih prava. BiH je u cilju osiguranja nacionalnog mehanizma za sprečavanje diskriminacije 2009. godine donijela Zakon o zabrani od diskriminacije i cilj ovog rada je da ponudi objašnjenja efeketa dosadašnje primjene ovog zakona u praksi.  The Constitution of Bosnia and Herzegovina (BiH) obliges the highest level of internationally recognized human rights and fundamental freedoms and warrants that the European Convention for the Protection of Human Rights and Fundamental Freedoms (ECHR) and its protocols in BiH must directly apply and shall have priority over all other laws. The basic principle of international human rights standards is the principle of non-discrimination which respect is the basis for ensuring the enjoyment of all guaranteed rights. The obligation of the state party to ensure the principle of non-discrimination is further enhanced with the entry into force of the Protocol 12 to the ECHR which discrimination recognized as a distinct form of human rights violation. In 2009, BiH adopted the Law on Prohibition of Discrimination with the aim to ensure a national mechanism for the prevention of discrimination. The aim of this paper is to offer explanation of effects application of this law in practice.]]></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[3120]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/923">
    <dcterms:title><![CDATA[Vanjskopolitički software: vrijednosti i principi vanjske politike EU]]></dcterms:title>
    <dcterms:abstract><![CDATA[Značajan broj autora i istraživača koji se bave vanjskom politikom EU pod lupu stavlja mehanizam EU, njenu institucionalnu infrastrukturu, ličnosti koje ga vode, pa i instrumente koji su na raspolaganju, pružajući, na taj način, znatno bolji uvid u specifičnosti vanjskopolitičkog režima jednog postnacionalnog entiteta. Takav pristup svakako je svrsishodniji od dokazivanja i brojanja (istina, mnogih) vanjskopolitičkih neuspjeha EU. No, i njihov je fokus stavljen na tzv. hardware. Softwareom, tj vrijednosnim dimenzijama bavi(o) se iznenađujuće mali broj autora. Međutim, upravo su ontološka promišljanja EU ono što na najbolji način doprinosi razumijevanju i samorazumijevanju EU, a time i njenoj projekciji na vanjskopolitičkom planu. Ako se pođe od pretpostavke da Unija predstavlja novog, kvalitativno drugačijeg, aktera na međunarodnoj sceni, veoma je značajno utvrditi da li taj akter ima sopstvene, kvalitativno drugačije, vrijednosti, principe i poglede na svijet? Kako se one projiciraju na vanjskopoliitčkom planu? Šta nam one govore o EU kao vanjskopolitičkom akteru? To su neka od ključnih pitanja koja će razmotriti ovaj tekst, a koja treba da doprinesu boljem razumijevanju političkog i međunarodnog identiteta same EU, kao i problema koji se javljaju u nastojanjima da se vrijednosti i principi primjene u praksi.]]></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[3149]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/922">
    <dcterms:title><![CDATA[KINSHIP LOANWORDS IN ENGLISH,CROATIAN AND BOSNIAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents three small corpora of kinship terms borrowed into three languages: English, Croatian and Bosnian. In all three cases, kinship terms were borrowed from the languages of the respective conquerors. The English language borrowed kinship terms almost exclusively from French after the Norman Conquest; Croatian loanwords in this semantic field came mostly from Italian, German and Hungarian; while most of the borrowed kinship terms in Bosnian came from the Turkish language. On the one hand, words are, in most cases, borrowed from other cultures along with new commodities, ideas or concepts; but on the other hand, the existence of kinship is universal to the humankind. There are simply no human societies without some form of kinship. Out of this apparent paradox a question arises – why borrow words for the already existing concepts. By using methods of anthropological linguistics and examples from the kinship corpora, this paper argues that language borrowing is a far more complex phenomenon than it appears at first glance. Language borrowing is not just about language itself, but about both culture and language as its vehicle. This paper reveals some of the intricacies in connections between kinship systems and accompanying terms, having to do with their stability, change, and other factors. Thus, it improves our understanding of interdependences between the language change processes and culture in its anthropological sense.    Keywords: kinship terminology, loanwords, English, Croatian, Bosnian]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3411]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/921">
    <dcterms:title><![CDATA[CONCEPTUAL METAPHORS OF SCIENCE PROLEGOMENA TO A COGNITIVE HISTORY OF SCIENCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The cognitive abilities explained by cognitive science and cognitive semantics can inform us concerning the use of metaphors in science. The thesis is that abstract ideas rest on experiences of the concrete world. In this paper I will explain the use of conceptual metaphors in science, with examples from the mechanistic worldview of the 17th and 18th century. If we proceed from the way people think in general, their mental abilities, reason and cognition, we could get close to an understanding of how scientists during the scientific revolution shaped their ideas about the invisible geometry of matter. This is a cognitive history of ideas. What is called the ‘cognitive turn’ in the humanities has generated vigorous growth of research, for example, in cognitive poetics, neuroaesthetics, and cognitive anthropology. These approaches try to arrive at an understanding of creative processes. In the historical sciences there is also a growing interest in cognitive-historical analyses, particularly in archaeology and history of science. The aim of the cognitive history of science is to reconstruct scientific thinking on the basis of cognitive theories. The starting point for a cognitive history of ideas that I defend here is that philosophy, science, and mathematics do not really happen just in texts, in language, in laboratories, or in social contexts, but in brains and minds in interaction with the world around the subject, and are thus connected to the body, to perception, thoughts, and feelings. We humans are captured in our brains situated in the world, we are dependent on our thoughts and senses, our prior knowledge, our mental images, when we try to create a picture of the world. Science, in other words, is shaped by our distinctive way of reasoning, not least in metaphors.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3393]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/920">
    <dcterms:title><![CDATA[THE INDIVIDUAL BETWEEN THE RESTRICTED AND THE ELABORATED LINGUISTIC CODE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The individual as a part of the society owns a very important element so that he can become part of it: the verbal communication. If we focus here we will see that the language user is the past, the present and the future of language itself. From one generation to the other, from one linguistic areal to the other, the language is in constant movement together  with its users.     The question arises:     Does the change between the linguistic codes of the same language create a problem for the linguistic performance?     Does the society accept the users of restricted linguistic codes, or even prejudge them?    Can we talk about a linguistic prejudice in between of the users of the same language, even though modern societies are trying to fight any kind of prejudice and discrimination?     These questions take a great importance in the Albanian reality where even though there have been 50 years from the determination of the linguistic standard (the elaborated code), the debates and polemics between the academic and social groups continue to exist. The placement of one of the narrow codes ( the south’s tosk dialect) as a standard or  as a elaborated code based on a political act  of the communist dictatorship of that time has made  the contradictions of the north dialect users even more apparent  linguistically and politically. The users of Geg dialect live in between of two different realities the elaborated and restricted code. In this study we will analyze the results of a large scale questionnaire made in the north area, whose purpose was the identification of the linguistic individual’s problems while he is confronted with the standard language and also the results of another questionnaire made to the users of elaborated language and the dialect close to it, the tosk dialect.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3527]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/919">
    <dcterms:title><![CDATA[THE ACQUISITION AND APPLICATION OF POSSESSIVE PRONOUNS IN CONTEMPORARY SERBIAN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper analyzes the acquisition and application of possessive pronouns in contemporary Serbian language. When analyzing the current situation in standard Serbian, some characteristics that differ from the official language norm are noticeable. Serbian grammars prescribe rules of application/distribution of all possessive pronouns which exist in the language. Although these rules are defined, they are not precise enough, because many situations which occur in the language have not been taken into consideration. The distribution (or the actual use) of possessive pronouns in reality often differs from the above mentioned prescribed rules: the possessive pronoun svoj is often substituted with other possessive pronouns which coexist in the language. It is assumed that in some cases these substitutions are arbitrary. The aim of this article is to explain when these substitutions are arbitrary and when they are not, and which psycholinguistic reasons exist that concern this issue. Aiming to prove this phenomenon, children (of pre-school and school age) and university-students have been tested. Some interesting examples have been taken from the CHILDES language-corpus. Examples from the Corpus of contemporary Serbian language and from many other sources (books, mass-media, free speech) have also been taken into consideration, but only a few of them will be mentioned/quoted in this article. The language/pronoun use has been observed by adults as well.    Keywords: possessive pronouns, acquisition, application, grammar, psycholinguistic factors, Serbian]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3471]]></dcterms:extent>
</rdf:Description></rdf:RDF>