<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/918">
    <dcterms:title><![CDATA[ACCEPTED OR TRADITIONAL CONCEPTIONS OF  NATIONAL BELONGING]]></dcterms:title>
    <dcterms:abstract><![CDATA[Britain is like other multicultural countries such as USA, Canada, France, Malaysia, etc. one of the  multicultural countries in the world. Britain’s overall ethnic population is nearly %10 percent and from that  percentage British Asians constitute approximately %6 percent of the total population. British Asian  community in Britan is mainly Indian, Pakistani, Bangladeshi, Arab and Sri Lankan. Generations of British  Asian people have been living in Britain for decades and trying to restore the balance as identity issues have  become a matter of debate.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3424]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/917">
    <dcterms:title><![CDATA[THE EFFICIENCY OF PRE-EMPTIVE AND REACTIVE TYPE OF FOCUS ON FORM INSTRUCTION ON THE USE OF A TARGET STRUCTURE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The question regarding how to teach structure has played a leading role in teaching field for years. They are on-going debates among linguists on how to teach linguistic forms. Rod Ellis (2003) suggests two questions; 1) Does form-focused instruction work (i.e. do learners learn what they have been taught? 2) What kind of form-focused instruction works best? In this paper, second question is emphasized. The study investigated two groups of pre-intermediate Turkish learners of English in English language context. They were administered with pre-emptive and reactive focus on form (henceforth FFI) instruction while learning a target structure. The data were collected and analysed to decide whether pre-emptive or reactive FFI instruction is more efficient on learning a target structure. The findings revealed that reactive FFI instruction led to superior performance than pre-emptive FFI instruction that can be interpreted as reactive instruction is more efficient.     Keywords:  Reactive, pre-emptive, form- focused instruction, focus on form.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3384]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/916">
    <dcterms:title><![CDATA[BENEFITS OF USING COMPUTERS IN PRIMARY SCHOOL CLASSROOMS AND POTENTIAL PROBLEMS ARISING FROM IT]]></dcterms:title>
    <dcterms:abstract><![CDATA[There are many sources that may prove to be beneficial for primary school students learning English and certainly technology may be considered as one of the most important sources. While mentioning about using technology in ELT,  computer is the first product that comes to mind. In this paper, we will talk about the good sides of using computers during the lessons of English and the potential “bad sides” of that may arise at the time of teaching. Our concern in this work is whether computers as technological devices really help students learn English well. Along with this point the question whether there are any problems students face and teachers are unaware of in computer assisted language teching is dealt with. For achieving this, the comparison of two different classrooms in two different schools is given. Of these two classrooms one is devoid of even the simplest technological devices and the other fully equipped with all technological devices available. Both schools are located at the same city in different districts in the city of Erzurum, a town in Eastern Turkey. The results of this comparison will be discussed in detail.    Keywords: Teaching, Computer Technology in ELT, ELT Technological Devices, Primary School ELT, Benefits of Using Computers in ELT.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3556]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/915">
    <dcterms:title><![CDATA[ARE FUTURE FOREIGN LANGUAGE TEACHERS PREPARED TO EDUCATE THE GIFTED AND TALENTED IN SCHOOLS  IN HERZEGOVINA?]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study was to contribute to advancement of foreign language teaching and to direct attention to exceptional children as a group of students very often neglected in the elementary and highschool educational system in Herzegovina-Neretva canton. Data are collected using reflection and we attempt to answer the question whether the future foreign language teachers upon completion of their foreign language teacher education feel prepared to work with the gifted and talented. The results suggest that work with gifted and talented children should be included in FL teacher education in the future.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3563]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/914">
    <dcterms:title><![CDATA[PARENTS’ AND TEACHERS’ ATTITUDES TOWARDS EARLY FOREIGN LANGUAGE LEARNING]]></dcterms:title>
    <dcterms:abstract><![CDATA[It has already been indicated that parents have a significant impact on their children’s learning of a foreign language (among others,Desforges and Abouchaar, 2003, Gardner, 1985; Lindgren &amp;Muňoz, 2013; MihaljevićDjigunović, 2009; and Xuesong, 2006). The main aim of the present study was to research and compare parents’ and teachers’ attitudes towards children learning a foreign language in the first three years of formal education (ages 6–8). Within the scope of the study, we investigated some further issues, including children’s attitudes to foreign language learning, materials used in teaching a foreign language to children and similar. The study included the main stakeholders in early foreign language learning: parents, teachers and pupils. The data were collected from a sample of 150 parents whose children attended preschools and 263 parents whose children had just finished Year 3 of primary education (age 8) in Slovenia (a total of 413 parents); 104 teachers who teach English to children in the lower grades of primary school; 58 primary school children (age 6–8) who already had experience in early foreign language learning and 62 primary school pupils (age 6–8) who did not yet have such experience. Questionnaires were administered to all of the participants in the study (i.e., parents, teachers and primary school pupils).     The findings from the study confirm that parents believe that foreign language learning is important. This is especially true of parents who have themselves learnt several foreign languages over a longer period of time. However, the methodology of teaching children is still not sufficiently creative, which suggests that more teacher training in teaching foreign languages to young children is needed. Furthermore, there is a discrepancy betweenparents’ and teachers’ expectations regardingthe level of foreign language proficiency achieved by children, indicating that in the future more will need to be done in educating parents about the nature of foreign language learning among children and the achievements that can be realistically expected.    Keywords: young learners, foreign language learning, parent and teacher attitudes]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3488]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/913">
    <dcterms:title><![CDATA[LISTENING - A NEGLECTED SKILL IN ESP COURSES AT IT DEPARTMENTS IN SERBIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Listening in another language is a hard job so English teachers have to use various strategies to make it easier and to be very careful in choosing the material for listening in order to motivate their students and keep their attention. Most of the listening activities have for their main purpose the comprehension, but one should have one more perspective in mind, and that is acquisition. The main reason is that the youth is immersed into the world of multimedia which has become a part of their everyday life which implies that they listen to and/or watch various materials in English. It is especially true for the students studying Information Technologies (IT). The generation attending ESP courses are fully oriented towards a wide range of audio-visual sources in English whether for the purpose of entertainment or informing about stateof-the-art technologies or both.  The author of the paper conducted a research that investigated the needs of IT students at eight IT departments in five towns in Serbia during the academic year 2011/2012.. The author used mixed-method research which included quantitative and qualitative research methods. The researcher used two questionnaires were used, one for professors and assistants teaching IT subjects (N=77) and one for IT students of II and III year of IT studies (N=735), a structured interview (10 professors, 10 assistants and 16 students) and simultaneously analysed 25 English courses specifications at IT departments were the research was conducted. This paper will present merely the results that address the needs of IT students regarding  the properties of listening material that the informants have found appropriate and significant. The obtained results can help ESP teachers to reconsider the amount of listening activities in their classes and to think about the potentials of offered listening materials and the way of incorporating them into their classes.      Keywords: listening, ESP, Information Technologies, listening material;]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3549]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/912">
    <dcterms:title><![CDATA[Evropa i Bosna na kraju XX stoljeća: Genocid na tenderu]]></dcterms:title>
    <dcterms:abstract><![CDATA[Navikavanje žrtve da prihvati rezultate genocida je novi genocid. (Simon Wiesenthal). Uključivanje Evropske unije u rat u Bosni i Hercegovini početkom 1992. godine, pobudilo je nadu da će agresija i rat prestati. Međutim, međunarodni medijatori su u potpunosti zanemarili činjenicu agresije, dok su genocid eufemistički nazvali „etničkim čišćenjem“. Zanemarivanjem osnovnih načela međunarodnog prava, oni su legalnu vladu Republike Bosne i Hercegovine sveli na zaraćenu stranu (tri zaraćene strane), izjednačavajući žrtvu i agresora.     Prihvatanjem žrtve i agresora na osnovu njihove trenutačne vojne snage, medijatori su na taj način podsticali zločine i teritorijalna osvajanja. Dodatno je Evropska unija, problem agresije na Bosnu i Hercegovinu tretirala kao humanitarno pitanje i time u potpunosti dovela do iskrivljavanja pravne prirode rata u Bosni i Hercegovini, odnosno, manipulacijom, agresiju pretvorila u građanski rat. Historija Bosne i Hercegovine i njen najbrojniji narod Bošnjaci (većinom muslimani) predstavljani su u „iskrivljenom ogledalu“, tako da je evropska javnost bila „umirena“ tezom o „divljem Balkanu“, o višestoljetnoj mržnji balkanskih naroda, o Bosni kao evropskom Orijentu, o islamu kao azijatskoj religiji, o nekompatibilnosti islamskih i evropskih vrijednosti, itd. Sve te stereotipe i laži, agresor je veoma vješto koristio, i onima u Evropi, koji su željeli čuti takve glasove, slao poruku da agresor u Bosni i Hercegovini brani evropsku civilizaciju i evropske vrijednosti. A stvari su stajale potpuno drugačije: Upravo je legalna vlada Republike Bosne i Hercegovine branila „evropske vrijednosti“ i zato su vjerovali da će ih „Evropa“ braniti. Ta iluzija plaćena je sa preko sto hiljada žrtava, raseljenim skoro dva miliona ljudi, uništenom zemljom i na kraju, prvim genocidom nakon Drugog svjetskog rata. I sve to pred kamerama najvećih svjetskih medijskih kuća i na ekranima širom svijeta, tako da niko nije mogao, niti će moći kazati da nije znao. Naprotiv, jer „niko nije oslobođen historije“ (Dubil, H.). Evropa u Bosni nije umrla, nadamo se, ali je itekako pomogla da se ubijaju i eksterminiraju oni koji su drugačiji, muslimani. Ne mogu reći, to je očito, da nisu znali. Jesu li, ili bolje žele li evrokrati u Bruxsellesu naučiti lekciju? Njihove postdejtonske tirade to ne potvrđuju. Budućnost Evrope je veoma upitna ako neki shvate da je genocid ekonomska kategorija!?]]></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[3116]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/911">
    <dcterms:title><![CDATA[UREDBA BRISSEL IIa U SVJETLU PRAKSE SUDA EUROPSKE UNIJE]]></dcterms:title>
    <dcterms:abstract><![CDATA[U radu su predstavljene i analizirane odluke Suda EU u vezi sa  tumačenjem Uredbe Brissel IIa u kojima se Sud EU rukovodio najboljim  interesom djeteta. Sud EU vezan je načelom najboljeg interesa djeteta kao  vrhovnim kriterijem u svim postupcima vezanim za djecu, što se i navodi u  propisima primarnog i sekundarnog prava – čl. 24. Povelje EU o temeljnim  pravima i preambula 33 Uredbe Brissel IIa. Osobito važnim smatra se stav Suda  EU da se Uredba Brissel IIa treba tumačiti u svjetlu prava navedenih u Povelji  EU o temeljnim pravima, posebno prava djeteta. Radi se o izuzetno dinamičnoj  oblasti te je, za razvoj bosanskohercegovačkog međunarodnog privatnog prava,  od posebne važnosti imati kontinuirani pregled ne samo zakonodavne već i  sudske aktivnost unutar Europske unije koja je već sada izgradile neke opće  pravce razvoja europskog međunarodnog porodičnog prava.  Ključne riječi: Uredba Brissel IIa, Sud EU, Povelja EU o temeljnim  pravima, 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[3037]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/910">
    <dcterms:title><![CDATA[Ekonomska kriza i unutrašnji neredi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Svjetska ekonomska kriza sa svim svojim posljedicama je izmjenila upravljanje u većem broju zemalja u svijetu, smanjila demokratičnost, a mjere za njeno rješavanje ostale su u domenu kratkoročnih što je dodatno otežalo situaciju u kojoj su se našli privatni poduzetnici i veći dio stanovništva.     Smanjenje prihoda po glavi stanovnika uzrokovano ekonomskom krizom i lošim upravljanjem povećalo je mogućnost političkog nasilja i smanjilo finansijsku mogućnost države odnosno institucija da brane poredak. Porast nereda znači i porast nesigurnosti za vlast. To znači da masovni protesti prethode promjenama režima. Kad jednom neredi počnu vrlo ih je teško suzbiti. Dvije su vrlo važne stvari koje se moraju uzeti u razmatranje kod nereda. Prvo, ustavni stav i zakonska ovlaštenja policije o pravu da djeluje prema demonstrantima i drugo, karakter državne vlasti. Oba ova elementa uticati će na vjerovatnost pobune, trajanje pobune i njenu ozbiljnost. Različiti oblici ekonomskog i političkog nasilja su samo mogući ishodi koji prate konflikte između različitih grupa koji se ne mogu riješiti unutar slabih državnih struktura.]]></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[3133]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/909">
    <dcterms:title><![CDATA[Multikulturalnost – prednost ili prepreka?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pod pojmom multikulturalnost podrazumijeva se poticanje građana da priznaju i prihvate u potpunosti etnokulturne raznolikosti, običaje, tradiciju i druge posebnosti koje egzistiraju u multietničkom društvu. No, multikulturalizam nije samo teorijski okvir kojim se kulturna raznolikost doživljava kao društveno bogatstvo, već je i politički okvir za izgradnju društvenih odnosa u kojima različite kulture mogu slobodno razvijati svoje vlastite identitete, istodobno sudjelujući i u jačanju zajedničkih društvenih i kulturnih institucija.    Razvoj demokratskog društva u Bosni i Hercegovini donio je i neke neželjene pojave poput one gdje su građani pozvani odabrati strane, utvrditi što ih razdvaja, a ne ono što ih ujedinjuje. U društvima u kojima nije razvijena mreža slobodnih lokalnih institucija ili nema razvijenih institucija civilnog društva, prva razlika koja se najčešće uočava nije bogatstvo, klasa ili društvena funkcija, već je to nacionalnost.     Promjene koje se događaju na ovom prostoru, kao i promjene povezane s globalizacijom neizbježno dovode do novih oblika etničkih kontakata i potreba za unutarnjim promjenama. Etnički animoziteti najvjerojatnije će biti prisutni na ovom području još izvjesno vrijeme, no država bi trebala biti ta koja će imati dovoljnu snagu za osmišljavanje politike koja će ih nadvladati. Multikulturalizam može biti djelatan kao osnova za društvenu koheziju i integraciju, ali ne može biti jedini put koji će tu koheziju, povezanu s etničkim razlikama, tvoriti. Unatoč prisutnim problemima, potrebno je formulirati određeni skup politika i programa koji će omogućiti upravljanje ovim etnički i kulturno raznolikim društvom, te će uvažavati i društveni kontekst i ciljeve države i njezinih građana.]]></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[3153]]></dcterms:extent>
</rdf:Description></rdf:RDF>