<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/488">
    <dcterms:title><![CDATA[Conceptual Blending in Children’s Games as a Model for Double-Scope Creativity and New Learning Opportunities]]></dcterms:title>
    <dcterms:abstract><![CDATA[Fauconnier and Turner (2002, pp. 389-396) provide an overview of how blending affects the course of a human life, and more specifically, how young children are engaged in building complex blends in very early stages of their lives. Their detailed analysis shows that only after the young child is able to master culturally recognized blends will s/he be effectively ‘living in the blend’ and prove capable of further achieving other blends with more flexibility.     During early childhood, it appears that learning and mental development are intrinsically linked to our human ability to blend and deblend. Besides engaging in direct cultural blends, the young child can operate on conceptual blends that are not physically (biologically) given. For instance, this may happen when their imaginative processes are at work in a wide variety of games or fun activities, starting with Lego construction sets to fictive interactions with imaginary companions. In such games and activities, children manifest an extraordinary capacity for double-scope blending. Therefore, by playing games or getting involved in free activities, young children will bring to mastery mental integrations that are essential for their lives as adults.     In this light, the paper examines a set of children-designed games and activities that can all account for cases of fictive or potential reality. That is, the mental spaces created do not refer directly to entities in the outside world. I argue that an analysis of such fantasy mental spaces (with the tools of the mental space theory) can shed new light on learning and human creativity. While playing and blending mental spaces with their counterfactual counterparts, the young subject has to manipulate his/her ‘split self’ (Lakoff &amp; Johnson 1999) or counterfactual self.  With the knowledge of early evolution of conceptual blending in children’s games, I propose that educators may apply the results in diverse areas of instruction and learning in order to better deal with the cognitive side of learning, and eventually come to terms with human creativity.     Keywords: blends, early childhood, mental development, children-designed games]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2787]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/487">
    <dcterms:title><![CDATA[Evaluating ESL Students’ Creativity in Writing]]></dcterms:title>
    <dcterms:abstract><![CDATA[Writing as a productive skill isan integral part of the language-learning process.  However, students do not consider writing an easy skill to learn and many ESL teachers certainly consider it a difficult skill to teach.Creative writing normally refers to the production of texts that have an aesthetic rather than a purely informative, instrumental or pragmatic purpose. Creative writing in ESL classes has started developing lately, but only to be incorporated as a supportive skill in teaching writing.Responding to students’ writing is an important issue to discuss when considering teaching creative writing. Response is a process that includes peer review, peer editing and continuous feedback through the stages of creative writing. By providing constructive feedback, the teacherunderstandsa writer’s problems and intentions by making students responsible for finding and analyzing what needs to be improved.      Key words: teaching, writing, creativity, feedback, assessment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2783]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/486">
    <dcterms:title><![CDATA[LITERARINESS AS FREEDOM OF THINKING]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study argues about the advantage of the linguistic approach to literature in enabling students become aware of the multiple perspectives of narration giving them the power to do the work that otherwise the supreme interpreter would have done for them, thus sharpening their critical thinking skills. Contemporary novels in Albanian will be examined, by renowned writers such as Ismail Kadare and Ben Blushi. Kadare, probably the most famous Albanian writer ever, will be argued as an example of the author who kept the free thinking alive during the period of extreme totalitarian regime where the language was saturated with communist manipulative rhetoric, and his literature achieved this specifically with impersonal techniques of narration. These texts will be analyzed by pointing out the main linguistic indicators of interior monologue (Cohn), such as features of agency, transitivity, passivization, nominalization, deictic expressions, and free indirect speech.  Examples from popular fiction will be discussed, taking into account the negative connotations about popular fiction as a kind of literature associated with industry and entertainment, as opposed to literary fiction which is studied at the academia. Popular fiction will be explored from the perspective of provoking public discussion about important societal issues, such as is the case with the Albanian author Blushi who aroused heated debate and was accused by the Muslim community for ruining the religious harmony of Albanians. This debate will be compared with the initiative to review Kosovar history textbooks due to their negative portrayal of Turkey. As  conclusion, the study aims to demonstrate that  perspectival narration may be used as  teaching strategy to help readers explore the other’s self and  develop freedom of thinking.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2956]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/485">
    <dcterms:title><![CDATA[Teaching Translation Theory outside Europe: Historical Specificity Versus Universal Applicability]]></dcterms:title>
    <dcterms:abstract><![CDATA[While teaching first in Singapore and now in Manchester, it has come to my attention that there are certain difficulties in teaching translation theory either outside of Europe or, in Europe, to students from outside of Europe who come here to study. This paper concentrates on the role of examples in theoretical works, the problems they pose in teaching theory and the implications for universalism in translation studies. I draw on Edward Said’s discussion of travelling theory, post-colonial critiques of the hegemonic role of English, and skopos theory to propose two courses of action to help overcome the problem: first, the incorporation of the translation of theoretical material both from and into European languages as part of practical postgraduate training; and second, the use of a radical substitution policy for examples, with new examples centred around the target language, rather than preservation of the original examples, which are centred around the source-language. Using the example of China, I will demonstrate how these two strategies push us to reconsider how we approach teaching theory. Firstly, the translation of Chinese theoretical texts into English will allow for a deeper appreciation of writings in Chinese and their wider dissemination. Secondly, the search for examples which involve the target language should lead to an engagement between the target culture and the theory. Translating Vinay and Darbelnet’s path breaking essay on translation processes, for example, immediately raises the question of what exactly is meant by ‘borrowing’ in the Chinese context, and for the need to distinguish between retaining the use of the roman alphabet and transliteration using Chinese characters, a distinction that would never arise between French, English and German.    Keywords: translation theory, examples, Chinese]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2790]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/484">
    <dcterms:title><![CDATA[LANGUAGE AND CULTURAL DIVERSITY IN THE NON-DIVERSE CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the paper is to propose some simple ways of promoting linguistic and cultural diversity in a homogenous classroom made of students brought up in a bi-lingual environment and country. The ideas and suggestions come from the experiences of the authors in different environments and workplaces. The comparing groups are of different ages from compulsory school to a university/college level. The paper will be divided in two parts: on one hand there are suggestions which would be useful in a classroom with a teacher coming from the same place as the students, and on the other hand how would those and other ways work out in promoting a linguistic and cultural diversity in a classroom where the teacher/lecturer comes from another cultural and linguistic background. What has been the meeting point, how this type of cultural and language diversity would affect the critical thinking of the students; why would students benefit from diversity-promoting classes are some of the questions answered in the paper.  This is a cross-sectional study which tries to put together some possible forms of promoting diversity in the aspect of a language and culture in the classroom which does not mean that is based on a longitudinal type of research but on personal experiences and views of the authors. Moreover it is based on a questionnaire and displays its results]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2955]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/483">
    <dcterms:title><![CDATA[Issues in acquisition of non-temporal meanings of tenses in English by native speakers of Croatian]]></dcterms:title>
    <dcterms:abstract><![CDATA[Native speakers of Croatian often have problems with appropriate usage of English tenses that do not exist in Croatian, frequently associating past forms in English with perfective meanings in Croatian and non-past forms with imperfective meanings (because Croatian has verb aspect). They also encounter difficulties with non-temporal uses of English tenses.    Apart from the central meaning of tense as temporal reference, there are four non-temporal meanings of English tenses (Tyler, 2000): (1) emotional distance or intimacy; (2) the relative salience or status of the information being conveyed; (3) negative epistemic stance towards a particular scenario; (4) to express requests, commands and invitations.    Although some non-temporal meanings are very similar to those in English, there are also significant differences that cause difficulties to native speakers of Croatian in learning English as L2. Some of the differences are caused by metaphorical and metonymical shifts in meaning between the source domain (time distance) and the target domain (distance between wish and reality, simulating of distance in order to avoid direct appeal, distance of the deictic centre, counterfactual possible situation, etc.). In order to examine those assumptions, 102 students – English learners – were tested. Differences mainly occurred in cases when the past tense is used in English to signal (1) a negative epistemic stance towards a particular scenario and (2) tense as an expression of attenuation: invitations, requests and suggestions, because Croatian speakers tended to use the present tense in some cases.    We argue that a consistent description of non-temporal uses of tenses in Croatian and English, with analysis of differences, can facilitate the learning of these frequently occurring non-temporal uses of English tenses.    Keywords: Croatian, English, meaning, second language acquisition, tenses]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2788]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/482">
    <dcterms:title><![CDATA[An Empirical Analysis of Real Deposits in Nigeria]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: The difference between estimated parameters of money supply and currency-deposit ratio is used to examine the behaviour of real deposits in Nigeria between 1960 and 2012. This is done using unrestricted error correction modelling within the bounds testing approach to cointegration proposed by Pesaran et al. (2001). Our findings revealed that inflation, real income and interest rates remain major factors influencing real deposit dynamics in Nigeria. Interestingly, financial innovation measured by the ratio of credit to the private sector and GDP was found to increase real deposits by 0.014% while the shadow economy accounted for the 0.96% fall in real deposits recorded. While interest rate and inflation remain quantitatively important in explaining long-run real deposit behaviour in Nigeria, our finding further underscores the need for monetary authorities to mainstream the informal sector into the financial system given the significant negative influence the shadow economy exerted on real deposit]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2924]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/481">
    <dcterms:title><![CDATA[TOPIC: ARSCOMBINATORIA IN THE NOVEL “THE NAME OF THE ROSE” BY UMBERTO ECO]]></dcterms:title>
    <dcterms:abstract><![CDATA[The difference between modernism and postmodernism is difficult to make, but we take as a reference the hypotheses of well-known literary theorists and critics like Terry Eagleton, Pavao Pavliçiç, Roland Barthes, Michel Foucault, Jacques Lacan, Gerard Genette, TzvetanTodorov, JurijLotman Julia Kristeva, MiekeBaletc, a hypothesis of the canadian theorist Linda Hachion, as far as my opinion is concerned is very straightfoward and rational, as far as the definition of postmodern art is concerned, where she sees it as a field where the presence of the past in context of the critical reflex over it, dominates. The poetics of postmodernism is the result of the concept of the domination of irony, the contraverse role, great aesthetic, ideological, substantial paradoxes, the post-modern work of art as such represents a subversive and contraversial phenomenon, that builds and ruines the same phenomena it provokes and raises. Unlike previous currents of art, in postmodernism we have the elements of idelogical and gender movements. Postmodernist writers are: Borges, Marquez, Buzzati, Umberto Eco etc. And it is Umberto Eco’s “The name of the Rose” (Ilnomedellarosa) that is the subject of my study, with a new substantial, ethical, aesthetic, ideological, religious form. In the epilogue of the novel Eco uses the phrase “revisiting tradition” because the past, according to the author cannot be undone but it rather needs to be revisited with irony and not innocence, to highlight the dissension within the head of the church, that in the name of triumph of an idea crimes are commited in an abbey and the epicenter of the occurences is the library rich in ancient and modern texts.  The references of our study were libraries, interviews, newspapers, raports and studies published in the internet as well as scientific journals.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2908]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/480">
    <dcterms:title><![CDATA[AN ANALYSIS OF THE RELATIONSHIP BETWEEN SOCIAL NETWORKS AND ENGLISH ATTAINMENT OF BOARDING STUDENTS IN DUBAI]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study explores the effects of social networks on English progress in a UAE international English National Curriuclum (ENC) boarding school. The observed population consisted of a case study of 11 boarding students, three female and eight male, who completed their first year of International General Certificate of Secondary Education (IGCSE) curriculum in Year 10. Social network data was collected through the administration of a customized questionnaire, in addition to a semi-structured teacher questionnaire conducted with their English as an additional language (EAL) instructor. The results indicated that the plexity of social ties and the number of relations who used the target language had the highest positive relationship to the students’ English progress across most skills. An increased frequency of ‘non school friends’ in the social network had the strongest negative impact on language progress. This study proved that there may be various significant links between social relationships and language acquisition.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2978]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/479">
    <dcterms:title><![CDATA[The Relationship among Ethical Leadership and Organizational Citizenship Behavior: a study of private primary and high school teachers in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[As a recent modern concept, ethical leadership inspires researchers in many ways. Relations between ethical leadership and organizational citizenship behaviors, though a new field of study, is a big mine that requires some digging. The so-called extra-role or pro-social actions of employees is called the organizational citizenship behavior meaning that whatever extra job they do than what they are supposed to do is within Organizational Citizenship Behavior. Namely, how the school teacher’s perception of his/her superior’s ethical behavior influences the organizational citizenship behavior has evoked curiosity in the developing country context. This study tries to examine the effects of the ethical leadership on Organizational Citizenship Behavior of private primary and high school teachers in Bosnia and Herzegovina which is a developing and transitional country. Data collected from 80 teachers. The relationship among multiple variables is evaluated on the basis of factor analysis, reliability, descriptive statistics, correlations, and linear regression. The study showed a positive and strong influence of ethical leadership on teachers’ organizational citizenship behavior in private primary and high schools.     Keywords: Organizational citizenship behavior, ethical leadership, factor analysis, correlation, regression.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[3234]]></dcterms:extent>
</rdf:Description></rdf:RDF>