<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/1121">
    <dcterms:title><![CDATA[“LEARNERS&#039; NEEDS AS A STARTING POINT FOR DESIGNING A SYLLABUS FOR ESP: A CASE STUDY OF  LAW STUDENTS AT SEEU”]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study focuses on the issue of designing a syllabus for English for specific purposes courses and shares the view that according to the nature of such courses, their content should be based on a thorough investigation of the learners’ needs.  The aim of the research is to launch a firm base for the subsequent production of a syllabus for an ESP course for Law at South East European University by exploring and investigating the needs of course participants or respondents to this research. The research examined needs analysis views of ESP students and teachers involved in ESP program.     The study consists of two parts, theoretical and empirical part. The theoretical part draws out the general structure of syllabi, determines the place of needs analysis in the process of ESP syllabus design, and clarifies the difference between objective and subjective needs analysis. It describes the conventional techniques engaged for conducting a needs analysis. The theoretical part forms a strong basis for an empirical study, the main findings of which are reported in the following part of the research. The study applies both quantitative and qualitative research instruments The survey about ESP learners’ preferences and needs and the Individual Background Questionnaire provided a good quantitative basis for needs analysis in order to help ESP course designers to design a syllabus with more relevant content. Qualitative data was provided from semi-structured, open-ended interviews to reveal learners’ views and expectations for ESP subject. Data were analyzed using descriptive analysis, cross tabulation and content analysis.    The findings of this study firmly suggest that there are many perceived subjective and objective needs of ESP learners’ at law faculty which should be considered in the design process of the new syllabi for ESP. Most students and teachers seemed to believe that their needs for ESP do not entirely match the general learning outcome of ESP course at law faculty and the study suggest the general learning outcome be tailored in line with the beliefs of what students think they need in ESP for Law. Most importantly, this study suggests that the needs analyses of learners’ and teachers’ views for ESP syllabi, facilitates the process of designing a better syllabus for ESP students in Law. The idea is to conform learners’ “wants” with those perceived by teachers or courses designers in the learning outcome.    Keywords: English For specific Purposes, Learners’ needs, Needs analysis, Syllabus]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3377]]></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/1985">
    <dcterms:title><![CDATA[“Redefining The Role of Culture in Language Education Programs in South East Europe” - subtitle &quot;Shall We Consider Culture as the Fifth Skill in Language Education?&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the field of language education there are 4 basic skills that are essential in the process of teaching and learning. These are: reading, writing, listening and speaking. In many teaching methodology publications, all these skills are integrated in one particular learning context. However, in the curriculum of the many newly formed countries in the Balkan Peninsula Macedonia although the reality is multicultural there is an element that shadows almost every learning/teaching material and that is the cultural aspect. What this study aimed to investigate and reflect upon is the importance and the need to treat culture as a fifth skill in order to widen the horizon of teaching foreign languages in the majority of the multicultural states in the South East Europe. Introducing these cultural contexts in educational curriculums might be interesting and thorny at the same time. The study reflects also on a number of studies conducted by United Nations local offices and a joint project of the South East European University and the University of Columbia conducted in 2012. Besides the literature review and the research work conducted in Macedonia this paper provided a list of some well known teaching techniques and practices that occurred to be successful in the western world educational practices.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1710]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2114">
    <dcterms:title><![CDATA[“Redefining The Role of Culture in Language Education Programs in South East Europe” - subtitle &quot;Shall We Consider Culture as the Fifth Skill in Language Education?&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the field of language education there are 4 basic skills that are essential in the process of teaching and learning. These are: reading, writing, listening and speaking. In many teaching methodology publications, all these skills are integrated in one particular learning context. However, in the curriculum of the many newly formed countries in the Balkan Peninsula Macedonia although the reality is multicultural there is an element that shadows almost every learning/teaching material and that is the cultural aspect. What this study aimed to investigate and reflect upon is the importance and the need to treat culture as a fifth skill in order to widen the horizon of teaching foreign languages in the majority of the multicultural states in the South East Europe. Introducing these cultural contexts in educational curriculums might be interesting and thorny at the same time. The study reflects also on a number of studies conducted by United Nations local offices and a joint project of the South East European University and the University of Columbia conducted in 2012. Besides the literature review and the research work conducted in Macedonia this paper provided a list of some well known teaching techniques and practices that occurred to be successful in the western world educational practices.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3576]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/370">
    <dcterms:title><![CDATA[“THE MAP IS MORE INTERESTING THAN THE TERRITORY”  THE CASE OF THE NOVEL THE MAP AND THE TERRITORY BY MICHEL HOUELLEBECQ]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the novel The Map and the Territory (2011) by Michel Houellebecq the issue of merging the status of faction and fiction is present in all the poetic categories of the novel, i.e. in the plot and in the narration, the status of the narrator and characters, up to the narrative time-space continuum. The aim of this paper is to literary analyze and interpret this Houellebecq&#039;s work. Our approach is triple. First, we deal with the structure of the plot, the categories of characters and narrator, and then the narrative perspectives and spatial-temporal frame of the novel and its style. As a next step, our analysis is expanded to the interaction of mentioned narrative forms, i.e. their mutual relations are observed. Particular attention is put on the transformation of the metonymy to the metaphor. Finally, we complete this work observing the relations between the novel and &#039;&#039;the real&#039;&#039; in its sociological and historical meaning. In this way, the pragmatic level and the functioning of the novel outside of a strictly literary framework is problematized.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2912]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1368">
    <dcterms:title><![CDATA[“VE ŞAİRLER BOYUNA KİMLERE YAZARLAR?”: NECATİGİL VE SÜREYA’NIN GÖZÜYLE ŞİİR OKURU]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Cemal Süreya, Behçet Necatigil, Michael Riffaterre, modern şiir, üstün okur.  ÖZET  Bu çalışma, dış dünyayla ilişkisini metafor ve metonomiler aracılığıyla kuran “şiir”in karşısında okurun konumunu, edebiyatımızın iki usta şairinin değerlendirmelerinden hareketle tartışmayı amaçlamaktadır. Semiotics of Poetry kitabında, göstergebilimin verileriyle okur odaklı bir çözümleme yöntemi geliştiren Michael Riffaterre‟e göre şiir, “söylediğinden farklı bir şeyi kasteden” bir türdür. Dolayısıyla okurun, şiirdeki göstergeleri, yansıtmacı ( mimetic ) düzlemden yorumsamacı ( hermeneutic ) düzleme aktararak kavrayabilmesi mümkündür. Bu çalışma, 1950‟lerin ikinci yarısından sonra tasvire ve öykülemeye dayalı biçemi terk ederek geleneksel söz ve anlam sanatlarının modern bir işlevde kullanıldığı birden fazla anlam katmanına sahip “çokgen şiirler” yazmaya yönelen Behçet Necatigil ile, edebiyat dünyasına 1958‟de Üvercinka kitabıyla giren; biçimciliği, soyutlamayı, serbest çağrışımı ve anlam kapalılığını ilke edinmiş II. Yeni‟nin öncü isimlerinden Cemal Süreya‟nın yazılarında şiir okuruna bakış açılarını, örtüşen ve ayrışan yönleriyle ele almayı hedeflemektedir. Her iki ismin de ortak yönü, bilinçli şekilde, ortalama şiir okuruyla sözleşme yapmamış şairler olmalarıdır. Şiirlerini yazarken gösterdikleri titizliği, muhatap aldıkları okurun niteliklerini sıralarken de görebilmek mümkündür. 1970‟de yayımlanan bir söyleşisinde, “Bugünün şiiri mümkün olduğu kadar geçmişe atıflarla ilerlemelidir.” diyen Behçet Necatigil‟in şiiri, binlerce yıldır süregelen toplumsal, dilsel ve yazınsal devinimden haberdar bir okur tipiyle karşılaşmayı beklemektedir. Bir başka deyişle Necatigil şiiri, tasavvufi motiflerden Yunan ve Latin mitolojisindeki simgelere; tenasüb, tevriye ve leff ü neşr sanatlarından Alman yazınındaki „düşünce çizgisi‟ne bir solukta atlayabilecek kıvrak bir okur zekâsına yöneliktir. Necatigil, şairin metinlerarası koridorlarda dolaşırken şiirine dipnot düşmeyeceğini, okurun şiiri kavrama noktasında kendisini mutlaka yetiştirmesi gerektiğini vurgulamıştır. “…. şiirimi yazarken belli birileri okusun isterdim; onlar okumasa bile birileri var diye yazardım biraz da.” diyen Cemal Süreya ise, yazdığı şiiri okuyacak veya bir gün okuma ihtimali bulunan okurla daha yazma aşamasında sözleşmiş gibidir. Bu, 1967 tarihli bir söyleşisinde bahsettiği gibi, modern şiire ilgi duyan bir okurdur. Sanat eserinin okurla ilişkisini belirleyen değişkenlerden bir kısmının o eserin niteliğinde aranması gerektiğini savunan Süreya‟nın bu nitelikten kastı; basmakalıplıktan arınmış, öz şiir arayışının ürünü olan, dilin ve biçemin bütün imkânlarını kullanmaktan çekinmeyen; bu anlamda kendisine kadar süregelen şiir birikiminden ayrışmaya başlamış olan modernist şiirdir. Behçet Necatigil gibi, Cemal Süreya da, sözleştiği bu yeni şiir okurunu, “…şiir okuru olmak artık hiç değilse ufak bir hazırlık, ufak bir çaba istiyor. Eski şiirin alışkanlığından yeni şiirin havasına girebilmek için onların da kendi yönünden ufak bir adım atması gerekiyor.” sözleriyle göreve çağırmaktadır. Özetle, her iki şairin de kafasında kurguladığı ve şiirlerinin ürettiği okur, Riffaterre‟in deyimiyle, içinde yaşadığı toplumun sözlü-yazılı kültürel zenginliğine, başka metinlere ve dilin ses, sözdizimi, anlam vb. temel özelliklerine hâkim olmuş, dilbilimsel ve yazınsal yetkinliğe sahip bir “üstün okur”dur.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2183]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1071">
    <dcterms:title><![CDATA[„FUNKCIONISANJE DEMOKRATSKOG SISTEMA U USLOVIMA SLOŽENOG DRŽAVNOG UREĐENJA“]]></dcterms:title>
    <dcterms:abstract><![CDATA[Funkcionisanje demokratskog sistema vlasti u složenim državnim  zajednicama vrlo često nailazi na poteškoće koje izviru iz samog oblika  njihovog unutrašnjeg uređenja, posebno kada se u korijenu ovakvog uređenja  nalaze etničke, religijske ili jezičke razlike. Sa ovakvim preprekama susreće  se i Bosna i Hercegovina, kao složena država sui generis čiji demokratski  sistem izvire iz volje tri konstitutivna naroda i koji je formiran Ustavom  donesenim u cilju zaustavljanja rata. U ustavnim porecima država složenog  unutrašnjeg uređenja, zahtijeva se nužno postojanje određenih mehanizama i  instituta koji osiguravaju nesmetano funkcionisanje demokratske države  zasnovane na vladavini prava. Ovakvi instituti su utoliko značajniji i  kompleksniji kada se uzme u obzir činjenica da ih nerijetko prati i funkcija  zaštite prava i interesa određene jezičke ili nacionalne skupine. Ovaj rad  prvenstveno nastoji analizirati probleme unutrašnjeg uređenja Bosne i  Hercegovine kao složene države sa naglaskom na razloge njegovog nastanka,  uz komparativnu analizu ustavnih rješenja u pozitivnom pravu drugih  evropskih složenih državnih zajednica i ispitivanje mogućnosti njihove  primjene u bosanskohercegovačkom pravnom poretku.  Ključne riječi: demokratija, ustav, Bosna i Hercegovina, Švajcarska, Belgija]]></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[3071]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1185">
    <dcterms:title><![CDATA[(Ne)povjerenje građana u pravosudne i sigurnosno-zaštitne institucije savremenog bosanskohercegovačkog društva (studija slučaja Kanton Sarajevo)]]></dcterms:title>
    <dcterms:abstract><![CDATA[U ovom radu bit će prikazani rezultati istraživanja stavova građana o povjerenju prema pravosudnim i sigurnosno-zaštitnim institucijama na području Kantona Sarajevo, te koji aspekti bitno utječu na ovakve stavove građana prema pomenutim institucijama. Također, analizirat će se i stavovi nosilaca funkcija u pravosudnim i sigurnosno-zaštitnim institucijama o percepciji povjerenja građana u institucije države, kao jednog od ključnih sociokulturnih potencijala svakog društva. Posebna pažnja bit će posvećena načinu i kvaliteti interne i eksterne komunikacije nosilaca pravosudnih i sigurnosno-zaštitnih funkcija prema građanima i unutar samih institucija. Istraživanje će pokazati u kojoj mjeri je pristup pravosudnih i sigurnosno-zaštitnih institucija, prema posmatranim slučajevima, utjecao na stavove građana i da li je novonastala situacija započeta u februaru ove godine, iskazivanjem nezadovoljstva građana socio-ekonomskom situacijom u državi, poljuljala povjerenje građana u pravosudne i sigurnosno-zaštitne institucije.]]></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[3134]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/369">
    <dcterms:title><![CDATA[(RE)CONSTRUCTION OF NATIONALISM IN BOSNIA AND HERZEGOVINA -  INSTRUMENTALISATION OF LANGUAGE IN THE ONLINE-MEDIA FOR PROMOTING NATIONALISM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The nation as an &quot;imagined community&quot;  mirrors the creation of personal senses of identity, which can lead to feelings of belonging to one group but excluding the other one. Exclusive nationalism has created many brutal conflicts in the 20th century, and a particular example of it was seen in Bosnia and Herzegovina. This kind of nationalism still exists in everyday life supported by an uncontrolled rapid spread of (dis)information on web portals. This paper deals with the reconstruction of the nationalist discourse on web portals in Bosnia and Herzegovina through different concepts of nationalism with a comparative approach using methods of linguistics and cultural and social anthropology. It is a continuation of the contemporary discourse on the concept of nationalism, personal and collective national identity in Bosnia and Herzegovina, as well as a personal empirical research in Bosnia and Herzegovina.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2919]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2013">
    <dcterms:title><![CDATA[(Self)Evaluation in a New Round of Accreditation of the Lcc Study Program]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:selfevaluation, study programme, Faculty of Philology, foreign languages  ABSTRACT  In many views of distinguished scholars it has been pointed out that student self-evaluation is considered as a crucial condition of learner autonomy. Our paper shares the view of the Council of Europe that there is an urgent need for further updating the traditional approach to language learning. Since compliance to the standards set by the National Council for Higher Education of the Republic of Serbia is being verified by the obligatory accreditation of institutions and study programmes, this paper tries to analyze the first results of five years of teaching in the study of Language, literature, culture of the Faculty of Philology, University of Belgrade. The Faculty of Philology has provided the quality of this study through the ongoing monitoring and verification of objectives set in this programme study, paying particular attention to its structure, workload of students and regular modernization of the content and collecting information about the quality of the system through the (self)evaluation system.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1996]]></dcterms:extent>
</rdf:Description></rdf:RDF>