<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/898">
    <dcterms:title><![CDATA[Kontumacione presude u pravima nekih europskih zemalja i Sjedinjenih američkih država]]></dcterms:title>
    <dcterms:abstract><![CDATA[U svim epohama historijskog razvoja građanskog suđenja bilo je prisutno pasivno držanje stranaka u postupku, a naročito tuženika. S obzirom na štetan uticaj pasivnosti stranaka na tok i okončanje postupka suđenja, to se oduvijek pred zakonodavce postavljalo pitanje kako reagovati na pasivnost stranaka - kako je preventirati ili sankcionisati, odnosno kakav smisao presumirati njihovom pasivnom držanju, a ponajprije držanju tuženika. Jedan od procesnih instrumenata za rješavanje toga „problema“ je upravo mogućnost donošenja kontumacione presude. U radu su izloženi tipovi ove presude u pravu nekih europskih zemalja i Sjedinjenih Američkih Država sa naglaskom na pretpostavke za njihovo donošenje i pobijanje, te procjena u kojoj mjeri ova sudska odluka u domaćem pravu udovoljava njenoj zamišljenoj svrsi i da li je djelotvoran propisani način njenog pobijanja u pravu Federacije BiH.]]></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[3096]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/897">
    <dcterms:title><![CDATA[NEWSPAPER AS THE MEANS OF INTERCULTURAL COMMUNICATION: ALTERNATIVE NEWSPAPER (STRASBOURG/FRANCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Newspaper is defined by the dictionary of Turkish Language Institution as “a publication which provides information on subjects such as politics, economy, culture and others, and which is published daily or for certain amount of periods.” However, modern era necessitates different definitions of the terms parallel to particular transformations. In this regard, the concept of newspaper needs to be redefined in terms of its definition and function.    Modern societies have certain characteristics such as living together, being mobile and existing together with different cultures. Newspapers in modern societies position themselves within different cultures and undertake bilingual publishing facilities, which include the coexistence of different cultures.    Published at Strasbourg in France, Alternative Newspaper, which occupies an important role in developing relations between Turkish citizens living in Europe and the societies that they live in, and which contributes to the preservation of identities and cultures of Turkish citizens abroad, will be the main subject of this paper. Dealing with problems of identity and culture due to the assimilationist policies that they face in host countries, Turkish citizens had the chance to enjoy their cultural identities and develop communication among them by means of this newspaper.    In this research, we’ll analyze ALTERNATIVE NEWSPAPER within the context of newspaper’s function in intercultural communication. There are various factors, which make possible the analysis of the unique characteristics of this newspaper in this research, including the 7-year period that it has been published so far (with the title Alternative Newspaper since 2011), and its bilingual publication.    Alternative Newspaper becomes an important counterpart of intercultural communication since it facilitates communication between the Turks living in Strasbourg and French society. This research will undertake a contextual analysis in terms of intercultural communication, as it will examine the ways in which Alternative Newspaper attempts to become a means of communication between different cultures.    Keywords: Intercultural Communication, Newspaper, Alternative Newspaper]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3353]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/896">
    <dcterms:title><![CDATA[Syllabus Design and Materials Development in English for Public Administration and Political Sciences Course]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research paper aims to show the importance of the syllabus design and materials development in English for Specific Purposes for students at the Faculty of Public Administration and Political Sciences at South East European University, Republic of Macedonia. Public Administration is a new field in this region and the studies provide the educational requirements to support students begin their professional career path in government, state and local government agencies, municipalities, public institutions, local schools administration, non-profit organizations, universities and corporations. When students graduate they should use written and speaking English language according to protocols and rules related to Public Administration. English Language is a core subject at the university level and students take the ESP course in the third and fourth semester, after they have finished with their Basic English courses. Qualitative and quantitative approaches were used for the data collection. The evidence for the paper was gathered by interviewing the students and preparing the target vocabulary for ESP 1 and ESP 2, and the scope and sequence of the course. Students were also given a questionnaire to answer on their preferences where would they prefer to work after they graduate. The University data was also used to show the percentage of the already employed graduate students, and according to that new syllabi and materials were selected to motivate students, engage and give assignments on topics that they will use on a daily basis. Course packs were designed for both ESP 1 and ESP 2 courses and other additional materials were selected that will prepare students for their future career.   Keywords: Syllabus design, materials selection, ESP, Public Administration, Political Sciences]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3380]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/895">
    <dcterms:title><![CDATA[THE ROLE OFVERBVALENCYIN CROATIANANDRUSSIAN LEARNING ATB1 LEVEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Difficulties in learning a second language (L2) may arise when a first language (L1) speaker attempts to directly transfer a syntactic pattern from L1 into L2. Since there is a very high overlap in verb valency between Croatian and Russian, the generalization of syntactic patterns often leads to systematic errors. In this paper we analyze verbs that were selected from a list of verbs required for B1-level mastery in Croatian and Russian.    The analyzed verbs are divided into semantic groups according to Levin (1993), but the paper focuses on the verbs of social interaction, verbs of communication and psych-verbs. Each verb is associated with its syntactic pattern supported by a corpus attestation.     Within each semantic group, verbs are further divided into four groups based on the number of complements and their realization on the syntactic and morphological levels.    This paper aims to facilitate the acquisition of basic verb complements in Croatian and Russian, with emphasis on non-matching pairs between the two languages.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3454]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/894">
    <dcterms:title><![CDATA[A CONTRASTIVE STUDY OF SOME LAKOFF AND JOHNSON&#039;S METAPHORICAL EXPRESSIONS FROM LOVE IS A JOURNEY METAPHOR AND THEIR CROATIAN EQUIVALENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many people would argue that metaphor is a characteristic of extraordinary rather than ordinary speech. However, Lakoff and Johnson (2003: 8) strongly disagree with that claiming that our conceptual system is fundamentally metaphorical in its nature. Moreover, metaphors do not only shape our communication but the way we think or act. Occurring primarily in thought, metaphors are grounded in culture; hence serve as a valuable resource for a cross-cultural linguistic research. This paper aims at studying similarities and differences of English and Croatian perspective of love in terms of a journey. For the purpose of this research, Lakoff and Johnson’s 8 metaphorical linguistic expressions of LOVE IS A JOURNEY conceptual metaphor from Metaphors we live by (2003) were used in a survey and offered to 28 native Croatian speakers and former English language and literature students majoring in the field of translation studies being asked to provide their Croatian equivalents. After the conducted survey, the research has shown the great similarity of metaphorical linguistic expressions in English and Croatian language. However, it has shown that, in order to maintain the same effect, sometimes different tenses or voice perspectives have to be used. Furthermore, it has shown the existence of the same metaphorical expression in the respective languages, yet used within different conceptual metaphor. Moreover, the research has shown not only interliguistic but also intralinguistic differences, i.e. synonimical options Croatian language has due to a close geographical, historical, cultural and linguistic contact with Serbian language. In conclusion, it has been proved that even though two languages might share the same conceptual metaphor, the actual linguistic expressions underlying the conceptual metaphor may be coined on the basis of cultural-ideological differences, thus referring to metaphors being both cognitive as well as cultural entities.    Keywords: metaphorical expressions, love, journey, cross-cultural linguistic comparison]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3402]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/893">
    <dcterms:title><![CDATA[THE BOOK EVOLUTION IN TOKUGAWA JAPAN (1603-1867)]]></dcterms:title>
    <dcterms:abstract><![CDATA[For about 265 years in Edo there was a period of relative peace. The four successors of Ieyasu (15431616), the first Tokugawa shōgun, through the bakufu, ruled the country organized in a rigid social system that saw society divided into four classes: 1) aristocracy divided into civil (kuge) and military (buke), 2) peasants, 3) craftsmen and 4) merchants.1    As philosophy of state the shōguns adopted the so-called Neo-Confucianism of Chu Hsi (1130-1200). This philosopher, who lived under the Sung and whose doctrines were disseminated in Japan by Fujiwara Seika (1561-1619), argued that the supreme good consisted in the social order, in the stability of the institutions and in the obedience to the authorities, philosophy that well suited to the spirit of the supremacy of the bakufu.    The phenomenon that characterized and influenced the most the whole period was the rise and the success of a new social class, the chōnin (lit. “townspeople” or more precisely “people in the city wards”), the city merchants, who at first were the users and then the authors of the so-called “chōnin culture”, which developed especially among the merchant classes of Edo and Ōsaka.     The cultural phenomenon was fed in particular, by three factors: the spread of printing, the organization of the pleasure districts and the great impact of the kabuki and the jōruri theatre.    In this paper in particular we will deal with printing.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3436]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/892">
    <dcterms:title><![CDATA[THE IMPACT OF INFORMAL EDUCATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[Informal education exceeds formal education both in impact and duration; therefore, it is important that educators take it into consideration in their effort to improve school performance. There are numerous activities that occur in a person&#039;s everyday life and offer opportunities for informal learning, shaping the individual from the cultural, cognitive and social point of view.                                The two main sources of informal education remain the family and the mass-media. However, the quality and the quantity of the mass-media intake are directly dependent on the social, economic and educational level of the family, especially in rural areas, where the other sub-environments, friends, community and society, are less productive in terms of influence, due to the strong boundaries that isolate the individual within the nucleus family. The outcome of a limiting environment translates mainly into reduced creative capacity and communication skills, a limited vocabulary and biased information input.     Taking all these into account, I conducted a qualitative and quantitative research on students from a rural Secondary School in Romania. Firstly, I performed a number of eight activities in class with the 6th and the 8th graders. Secondly, I applied a questionnaire to the same students in order to establish whether their family environment acts as a stimulus or, on a contrary, as a limit. The findings led me to the conclusion that equal chances to education are possible only theoretically, from the perspective of the formal education. However, informal education open or closes the door to success, leaving it in the hands of the educators to try and fill the gap.   The purpose of the present paper is to shift the attention of the educators from the formal and non formal education and to deconstruct the fallacious idea that informal education, consisting of spontaneous influences, does not have a direct impact on the students in terms of knowledge and skills acquisition. Given the challenges brought upon educators by the differences in response and results of children and students with various cultural, economic and social backgrounds, the theoretical, as well as the practical approach on education have to change in order to fit to the realities of the contemporary society.     The paper contains two parts, one concerned with a general theoretical framework while the other presents a case study designed in order to establish the impact of informal influences on school performance.  The findings are to be considered as possible grounds for further research attempts on a larger national and even international scale.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3383]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/891">
    <dcterms:title><![CDATA[A CROSSLINGUISTIC STUDY ON THE ACQUISITION OF SUBJECT AGREEMENT IN CROATIAN AND YUKATEK]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study was to apply a comparative method to the analysis of the acquisition of subject person marking in two typological different languages, Croatian and Yucatec Maya. Since no equivalent target entities have been identified in these languages, the comparison is based on surface features of person verb marking, such as suffixation and periphrasis.     We focus on how subject participants emerge in children’s speech.  Longitudinal data from child language corpora of both languages were chosen in order to test several factors which could influence the development of person verb marking: position, alignment and the pro-drop parameter.     Position has been shown to play the crucial role in the acquisition of person marking in this research since suffixation was identified as the most important factor for early person marking in both languages. In Croatian and Yukatek children use the verb inflection in the obligatory context and also for different persons from early age on. The acquisition of person marking in periphrastic constructions turned out to be quite different in these languages. We compared the use of the Croatian auxiliary in verbs in perfect tense with the use of the auxiliary and the ergative marking of the Yukatek verb complex.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3376]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/890">
    <dcterms:title><![CDATA[BENEFITS OF FEEDBACK ON CONTENT IN AN EAP COURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Feedback in second language writing is an important issue in learning and teaching practices. However, whether or not to use feedback in instruction is not the only criteria for success. Feedback focus, form, and other characteristics of feedback are also crucial in affecting how valuable this tool will be. The authors decided to carry out anexperimental research among hundred-fifteen undergraduate (first year) students enrolled in eight classes of English for Academic Purposes (EAP) at the Centre for Foreign Languages, at the University of Zadar and verify the feedback benefits in order to subsequently redesign the academic programme, and focus on process writing. Specifically, the study aims at answering whether feedback on writing with focus on content can help students improve their performance in essay writing and to what extent; and how significant essay revision is in this progress. The results suggested that all three groups improved in overall performance of the writing process but that one group (feedback-and-revision) showed statistically significant improvement.     Keywords: feedback practice, writing instruction, EAP]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3478]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/889">
    <dcterms:title><![CDATA[FREQUENCY OF ENGLISH LANGUAGE USE IN B&amp;H UNIVERSITY  STUDENTS AND ITS INFLUENCE ON LANGUAGE PERCEPTIONS  AND IDENTITY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Although many studies have been conducted on second language acquisition and bilingual education,  there is a lack of research-based information on developing foreign language identity, especially regarding  the frequency of language use and its influence on language perceptions and identity. EFL is taught in most  primary and secondary schools in Bosnia and Herzegovina, as well as at the university level, resulting in  foreign language learners who spend approximately twelve years studying the language. However, the length  of studies does not guarantee that the learners will use the language frequently or efficiently, and there is a  lack of an instrument which would indicate how often the students use the language and how this affects  their language perceptions and identity development. Therefore, the research questions of this study are:  what is the frequency of using English as a foreign language in B&amp;H students, how this frequency affects  students&#039; identities, and how language perceptions are reflected in students&#039; language practices. This study  explores the perceptions which students have about the significant roles English plays as a foreign language,  and how students’ identities are constructed through these perceptions. For this study we use semistructured  questionnaires. Questions are focused on the subjects’ background information, the frequency of  English language use, and students’ perceptions and attitudes to English. Subjects are students of different  faculties and universities in B&amp;H. This paper aims to raise the awareness of relevant bodies in forming  foreign language learning strategies which would benefit the efficient foreign language learning and  internationalisation of B&amp;H.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3479]]></dcterms:extent>
</rdf:Description></rdf:RDF>