<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/2848">
    <dcterms:title><![CDATA[The position of a woman in modern culture - that of a subject or of an  object?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Is gender clearly defined and merely biological or is it a much greater  phenomenon? Can a modern woman, within her (clearly) defined role, be a subject in  some important aspects of the culture she belongs to or is she still an object, following a  long tradition of a (slightly changed) masculine principle?  In order to find an answer to these crucial questions, this paper first deals with the history  of masculine and feminine principle, their relations and the issue of dominance. Some  gender differences are presented as well, in order to provide a frame for what we wish to  examine.  As only a synthesis of different cultural aspects can provide us with the real picture, this  paper looks at three different spheres in the life of a modern woman – her private life, her  professional life, as well as media and popular culture and the way modern woman is  presented in them. Our aim is to examine certain views we can find in literature  concerning these spheres, in order to approve of these views, deny them or provide some  new examples from this region and the world.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[48]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2849">
    <dcterms:title><![CDATA[Women Soldiers and Male Nurses – Adjustment of Gender Identity]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is said that gender identity can be seen as either unidimensional or  multidimensional depending on its realization within society. The question is how gender  identity is connected to social groups.  Membership in a social group profoundly influences human behavior, with both positive  and negative implications. On the one hand, positive social identity is promoted by the  feeling of belonging to a group, which enhances individuals‘ self-esteem and a sense of  connectedness to others.  On the other hand, membership in a social group can promote negative bias toward outgroup  members, in-group members who violate group norms can be derogated, and the  whole group can be negatively stereotyped in certain areas (for example, women in the  military).  In our research we will try to prove that such positioning within social groups, in a way,  enforces the adjustment of gender identities, breaking the stereotyped frames of gender,  which is especially evident in ‗male‘ or ‗female‘ occupations.  We will also show how continuous construction of a range of masculine and feminine  identities is reflected in discourse.  The examples will be taken from ‗male‘ or ‗female‘ occupations, e.g. military opposed to  nursing, to illustrate that specific shift from typical construction of identity into a new  sphere of genderness.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[119]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2850">
    <dcterms:title><![CDATA[Cultural diversity as a key factor in planning foreign language teaching policy  in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosnia and Herzegovina is a multiethnic and multicultural community which has  traditionally displayed deep sensitivity to the need for appreciation, promotion, learning,  connecting, and preservation of the different cultures. The aim of the paper is to indicate the  multilayered nature of the cultural identity of Bosnia and Herzegovina as well as the fact that  cultural, traditional, and religious diversity, as well as the civilisation imbuement with the  elements of the European and Oriental-Islamic culture have strongly affected the planning of  foreign language teaching policy in this country for centuries. Having been subjected to strong  political and cultural influences both from the East and the West, Bosnia and Herzegovina  opens up possibilities for combining European and Oriental languages by applying modern  curricula at primary schools. The primary goal is for the students to encounter cultures of  entirely different regions and to be taught tolerance, understanding, and appreciation for what  is foreign and different by establishing a correlation among those cultures themselves and a  correlation between those and their native culture. The paper also addresses a close  relationship between a foreign language and culture of the people using that language and  indicates the necessity to teach a foreign language by teaching elements of foreign culture.  Such a method introduces a student to the process of intercultural learning of a foreign  language and produces a positive effect on the development of the student&#039;s cultural  communication competences. BiH has shown strong tendencies towards harmonising the  foreign language curricula with modern European concepts of foreign language teaching and  learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[549]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2851">
    <dcterms:title><![CDATA[Self-perception of Non-native Speaker Teacher of English in the Expanding  Circle]]></dcterms:title>
    <dcterms:abstract><![CDATA[In norm-dependent countries, where English is being taught as a foreign  language, the main attention is mostly being paid to the native speaker teacher of English  language as the ultimate teaching resource. In such countries, native speaker‘s norm is  being considered as the standard by which the language should be taught to non-native  speakers. However, in recent years, more emphasis has been given to the significance of  non native teachers of English and to the advantages such teachers could have in the  process of language teaching (e.g. Ellis, 2005; Llurda; 2005; and Seidlhofer, 1999). In  this study, attitudes of the non native teachers of English toward their own status were  explored, drawing on an empirical study of the self-perception of Iranian teachers. At the  same time, advantages of nonnative speaker teachers as significant resources in the  expanding circle are discussed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[124]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2852">
    <dcterms:title><![CDATA[The use of first language in the EFL classroom:  A facilitating or debilitating device?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Despite widespread use of only English in teaching EFL classes, the use of  first language in EFL class has been a perennial topic of discussion in the field of  language education. Most established L2 teaching methods discourage the use of L1 in  class. However, some scholars oppose ―English Only‖ trend in language classes  (Auerbach, 1993; and Kumaravadivelu, 2003). In a setting where the students share a  common L1, first language can create a less threatening atmosphere. In this article, the  non native speaker teachers‘ attitudes toward the use of the first language of the learners  in the classroom were asked through a questionnaire. Further, an attempt was made to  investigate whether non native speaker English teachers notice the use of the first  language as a facilitating or a debilitating factor. This article argues that first language is  one of the useful resources that students bring to the L2 classroom and can be used in a  judicious fashion.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[125]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2853">
    <dcterms:title><![CDATA[Reasons for Using or Avoiding Games in an EFL Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this research was to determine the reasons pro and against using  games in an EFL classroom, as well as to discover possible obstacles teachers encounter  when applying these activities. The study was performed on both teachers and students of  English in Leskovac and Niń, towns in Southern Serbia. The total of 197 participants, 178  students and 19 teachers, took part in the survey. The main instrument employed in the  research was questionnaire. The research proved that both the teachers and students  prefer using to avoiding games in the classroom. During this research we were able to  define some obstacles for introducing game in the classroom which must be overcome.  The results suggest that games should be introduced in the classroom since both the  teachers and students have found sufficient reasons for their usage.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[559]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2854">
    <dcterms:title><![CDATA[THE EFFECTS OF THE SYLLABUS, METHODS AND TEACHING  STYLES OF FOREIGN LANGUAGE COURSES ON THE  ACHIEVEMENTS AND ATTITUDES OF STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[English is taught as a foreign language nearly in all higher education institutions  in Turkey. Though the aim of teaching English is mainly based on communicational skills,  it is rarely performed with innovative and technologically up to date methods. Many  instructors find it easier to construct courses with a traditional style without using  technological devices and materials. English lessons become rather boring and dull, and as a  result of this, the achievement and attitudes of students decline.  The aim of this study is to assess the effect of the syllabus, methods and teaching styles of  foreign language courses on the achievements and attitudes of students. This research is an  experimental study with a mixed group and an attitude test, open – ended questions survey  model. The study was conducted on university students in the 2nd grade of the School of  Health, Erzincan University. 21 male and 24 female students took part in this research.  As the first step of the research the syllabus design, method and teaching style of the class  was defined by an interview with the instructors of English courses. Then the opinions of  students on English courses were obtained with a questionnaire using the Likert scale  model. Based on statistical analyses of the questionnaires and evaluation of observations on  the syllabus, methods and teaching style of the instructor, it was concluded that the  achievements and attitudes of the students vary according to the syllabus design, method  and teaching style of the class.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[12]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2855">
    <dcterms:title><![CDATA[Have them move, see and speak!]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study is to show that the 21st century modern TEFL classroom  has to provide entertaining, visual and kinesthetic elements for the language learners.  Four different TEFL games are presented in order to prove that total physical involvement  of the students aided by visuals help teaching and language acquisition. The description  and the presentation of the ‘Sandwich‘,‘ the Kali goddess‘, the ‘Traffic lights‘ and the  ‘Luggage‘, the ‗Scales‘ and the ‗Swatch‘ game all serve the aim to justify the necessity of  students‘ moving and being given plenty of visuals during the lessons. The need to  physically involve the students is supported by such respected professionals as Scott  Thornbury, Michael Swan and Mario Rinvolucri. The academic support is also aided by  the two greatest TEFL experts on motivation, Dôrnyei and Csizér]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[103]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2856">
    <dcterms:title><![CDATA[Shakespeare‘s Othello: A Representation of the Clash between the Orient  and the Occiden]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper attempts to trace how Shakespeare‘s Othello reflects the deeprooted  Eurocentric ideology of the Elizabethan people and show how such views  created distinctions like self vs. other, master vs. slave, civilized vs. savage, white vs.  black, good vs. evil, strong vs. weak, occident vs. orient. These views had such a deep  impact that many writers have portrayed the Europeans as superior and the ‗self‘ as  belonging to the ‗centre‘ or ‗Occident,‘ whereas people in far-away lands are shown  as inferior and the ‗other‘ belonging to the ‗margin‘ or ‗Orient‘. In Elizabethan  England, African men were regarded as illiterate, barbaric, lustful womanizers who  were the white man‘s property and apt to be used as servants. These views have been  handed down century after century. However, in the play Othello Shakespeare breaks  away from these beliefs and introduces an African man who disregards such  stereotypical views and thus shocking his audience with this deviation from the norm.  He presents a reality that African men are indeed polite, educated, loyal and faithful  husbands. Shakespeare even makes Othello more prejudiced against his own culture  than against another race]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[20]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2857">
    <dcterms:title><![CDATA[Grammatical orientation: fundamental language differences on  learnability]]></dcterms:title>
    <dcterms:abstract><![CDATA[The world languages can be roughly divided into three types  based on grammatical orientation, e.g. reality-oriented type (e.g. Russian,  Chinese); speaker-oriented (e.g. Japanese, Serbian); hearer-oriented (e.g.  English, Swedish). Differences borne out of grammatical orientations are  hardly ever taken into consideration in making teaching materials. Each  type has its peculiarities in grammatical system (e.g. reality-oriented  languages have a description of situation as a basic unit, while speakeroriented  languages consider speaker‘s experience as a base). Such  differences can create fundamental differences in the language use in  learners‘ L2, and this influence cannot be underestimated. In this paper, it  is aimed to raise awareness of such differences and point out that crosslinguistic  comparison can offer numerous points for improving L2  learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[667]]></dcterms:extent>
</rdf:Description></rdf:RDF>