<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/218">
    <dcterms:title><![CDATA[The Impact of Literature On Linguistics: ″A rabbit, an elf, and some horrorshow droogs″]]></dcterms:title>
    <dcterms:abstract><![CDATA[Main goal of the article is the establishment of common ground between two fields of language study; Linguistics and Literature, since the common links that connect these branches not only exist, but are strongly present in many areas of each field. However, they are misconstrued and underestimated, which leads to an incomplete understanding of both. We have used three main arguments, from a certain point of view, to gradually form a strong proof of the interdependency which governs the relation: contribution of Literature to the theory of Linguistics, contribution of Literature to specific branches, and contribution of Literature to Language. Using a considerate amount of written evidence, as well as exploring the history of both fields, it should be evident that the relationship which exists requires a different approach to studies. Saussure’s demarcation might be idealized, as the synchronic primacy might not uphold in the present, as everyday written records are becoming closer to the level that spoken language has in the linguistic development process. This area may require more exploration. The result might be general, and need to be specified, so that it can be used in the field of ELT, as a manner of teaching foreign languages.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3242]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/217">
    <dcterms:title><![CDATA[THE PERFORMANCE OF NATIVE AND NON-NATIVE SPEAKERS OF  ENGLISH ON A UNIVERSITY ENTRANCE EXAM (GRE)]]></dcterms:title>
    <dcterms:abstract><![CDATA[College entrance exams are known to be one of the most nerve-racking steps a student has to cross for  a better future. These exams measure students’ collective knowledge in different skill areas and predict what  potentials they have for future performances in different fields. This study will examine the differences in  performance between native and non-native speakers of English in the English section of the Graduate  Record Examination (GRE). It is the one test written in English that applicants from all around the world  take on the same date and with the same copy, and this study aims to help the students in their preparation  to predict what their weaknesses are, and find a common ground between each category in the GRE test.  The results of the research are based on the case study of students&#039; performance in the test and will involve  60 students, 30 native and 30 non-native speakers of English. The participants will be given the same  written test in order to separate the mistakes found in different linguistic categories]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3448]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/216">
    <dcterms:title><![CDATA[The Monetisation of Assets through Concession and Applicability in the Sector of Energy in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Financial effects of monetisation through concession in the sector of energy in Bosnia and Herzegovina (BiH) may well increase the level of domestic investments, production, exports, employment and general economic growth, without additional higher borrowings and loss of ownership in these strategically important industries. These new financial opportunities are necessary for faster economic development of the country, especially in the transitional period, as this development process is a great challenge in modern world economy. It requires significant commitment and coordinated efforts of the public and private sector.  The case study of Terminal Kakanj Power Plant (KPP) presented in this paper show that it is possible to implement monetization of assets through concession in the energy sector in BiH.  The empirical results provide evidence of positive correlations between monetisation through concession process and economic development in BiHor other transition and development countries.       Key words: monetization, concession, development, financial effects, energy sector.  JEL classification: O–Economic Development]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[2970]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 1986 – 8502 ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/215">
    <dcterms:title><![CDATA[SOCIAL SELF-ESTEEM AND EFL]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study has been an attempt to investigate the learning styles and strategies, word learning  strategies and social self-esteem of students in EFL classes at Intermediate level in the Sarajevo International  Colleges in Vraca and Ilıdža in Sarajevo, Bosnia-Hercegovina. For this purpose, 100 students at two colleges  have been applied a questionnaire containing various vocabulary learning strategies and their learning  preferences, styles and social self-esteems have been examined. SPINO instrument (PANAS - Positive and  Negative Affective Schedule, SOSA scales Social Self-Esteem Scale, The Learning Style Inventory (LSI  2011), and Inventory for Vocabulary Learning Strategies were used to carry out the implementation part of  our study. In order to collect the data, this study was based on a design including quantitative data analysis  by using questionnaires. The study intends to describe an experience connected to the systematic use of  vocabulary learning activities connected with the learning styles to enhance students’ self- esteem and thus,  promote language learning. The correlations between active learning strategies, emotional states and social  self-esteem have been significant and positive. In our study, it has been concluded that vocabulary learning  strategies produce positive emotions and there is a positive correlation between these two variables.Positive  emotions and higher social self-esteem give rise to more usage of different learning strategies. As teachers, we  are in a constant search to work on the social-emotional development of students. By developing a feeling of  social self-esteem in what they learn lexically, they build self-acceptance and trust through expanding their  vocabulary knowledge. The content relates real life situations to their own feelings, beliefs, needs, values and  experiences. It is worth mentioning the fact that the students were observed to get in touch with the positive  qualities of themselves with self-esteem and introspection, learning unknown words emphasizing selfdiscovery  and their own strengths concretely. The results of learning styles identification instruments  showed that learning styles of students can be diagnosed quite reliably. The research proved that students  can learn better when they are taught through the certain methods that reflect their specific learning styles.  In this paper we are discussing the pedagogical implications of this work and offering a model for the EFL  teachers to manage this field in their work.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3444]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/214">
    <dcterms:title><![CDATA[FORMATION OF A HIGHER EDUCATION ORGANIZATION IDENTITY BETWEEN IMAGINATIONS AND STANDARDS: THE CASE OF TURKISH UNIVERSITIES SYSTEM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: Nowadays universities on the one hand try to survive and handle to their  managerial system on the other hand cope with constrains from their institutional  environment. The constrains are multilateral and including organizational demands,  increasing competition in the market, national and international standardization  however which are comprise of responding to demands of the students who are grown  up in the technological era. Hence, universities are increasingly facing a double-sided  pressure: to be innovative with a specific organizational duty while at the same time  being an embedded part of a growing, and highly interconnected, internationalized  and standardized higher education ‘industry’. This dilemma has both theoretical and  practical interest, and is explored in this paper through an empirical study of how one  university has dealt with these challenges of innovation and standardization.  In this paper it is investigated that the processes involved in forming an organizational  identity, which it is studied during the founding of a distinctive new college by using an  interpretive, insider-outsider research approach. It aimed that to identify elements that  constitute the identity. It is considered a dilemma that imaginations and innovations  attitudes of entrepreneurs of university such as struggles to be innovative and  authentic on the other hand centralized structure of state, national and international  standardizations and especially idiosyncratic context of Turkey. By studying a Turkish  foundation university from its establishment in 2007 to present, and by extensive  triangulation of more qualitative studies on this university in this period, the paper  concludes that higher education institutions may handle this dilemma by relating it to  the continuous struggle for organizational identity. As methodologically has done per  deep interview with founding members and content analysis to archive documents  since its establishment.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3324]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/213">
    <dcterms:title><![CDATA[SECURITY IN EUROPEAN TOURISM WITH PARTICULAR ATTENTION PAID  TO THE REPUBLIC OF CROATIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: Security and the sense of being secure represent an important component  in choosing a tourist destination, but also the quality of life of domestic population  and stay of tourists in a tourist destination. Therefore, in cooperation with participants  in tourism, destinations must enable safe and adequate surrounding for its visitors, and  encourage the coexistence with the domestic population. Protection and security in  tourism are becoming complex multidimensional terms which cover a great number  of components among which are political security, public security, health and  sanitation security, protection of personal data, legal protection of tourists, protection  of consumers, security in communication, getting authentic data, ensuring the quality  of services, etc. Croatia is a member of the European Union, and it monitors trends  in the development of tourism on the European Union level and Europe in whole.  Personal safety is an important component of choosing Croatia as a destination, and  is one of the advantages of Croatia in relation to the competitive countries. Within the  research conducted in the paper the focus is on the analysis of safety in tourism of  Europe and the Republic of Croatia. The goal is understanding the significance which  “sense of safety” has on the choice of European destinations and the necessity of  establishment of security measures and the protection of tourists during tourist travel on  all levels. Based on the conducted analysis, measures of improvement of security and  protection of tourists in European and Croatian tourist destinations will be suggested.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3333]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/212">
    <dcterms:title><![CDATA[MEVLÂNÂ’NIN MESNEVÎ&#039;SİNE GÖRE XIII. YÜZYILA AİT BAZI ADET VE GELENEKLER]]></dcterms:title>
    <dcterms:abstract><![CDATA[Özet  Mevlânâ Celaleddin-i Rumî, bir takım siyasi ve toplumsal sebeplerle ayrıldığı Harezm, Belh ve Horasan’dan sonra kaderin kendisine çizdiği rotayla nihayet o gün için adeta bir sulh adacığı olan Anadolu’yu mesken tutmuştur. Devir itibarıyla Moğol tehdidi önüne kattığı toplulukları o zamanki Orta Asya ve İran coğrafyasından sürüyordu. Neredeyse bütün bu toplulukların sığındığı Anadolu gelenlere ana gibi kucağını açmıştır. Elbette gelen topluluklar kendi dil ve kültür varlıklarıyla geliyordu ve Anadolu kültürel olarak yeniden harmanlanıyordu. Göçenler sadece insanlar değil aynı zamanda dil ve kültürdü. Anadolu adeta bir kültürler mozaiği halini alıyordu. İşte böyle kültür taşıyıcıları arasında entelektüel bir yapıya sahip olan Mevlânâ ve ailesi de coğrafyamıza farklı renkler ve anlayışlar getirmiştir. Daha sonra Mevlevilik olarak adlandırılacak bu düşünce ve fikir yapısı temelinde Harezm, Belh ve Horasan kültürünü barındırmaktadır. Selçuklu kültürünü besleyen bu göçler, zihni ve entelektüel zenginleşmeyi de beraberinde getirmiştir. Biz bu çalışmamızda hissi bir tarih ve kültür belgesi olarak adlandırdığımız Hz. Mevlânâ’ya ait Mesnevî-i Şerif adlı hacimli eserde, yazıldığı devre yani XIII. asra ait bazı adet ve gelenekleri şahitleriyle birlikte inceleyeceğiz.  Anahtar Kelimeler  Mevlânâ Celaleddin-i Rumî, Mevlevilik, Mesnevî, XIII. Yüzyıl, Gelenek.  SOME CUSTOMS AND TRADITIONS OF THE 13TH CENTURY ACCORDING TO MATHNAWI    Abstract  Mawlana Jalaluddin Rumi, who had to leave Khwarezm, Balkh and Khorasan due to various political and social reasons took shelter in erstwhile island of peace – Anatolia. The threats posed by Mongols drove communities out of the then Central Asian and Iranian geography. Anatolia welcomed all these communities wholeheartedly. These communities obviously brought their own languages and cultures with them and Anatolia’s diversity was increasing. It was becoming a melting point of cultures. In such a diverse society, Rumi and his family brought different ideas and understandings to our geography with their intellectual abilities. These ideas and understandings which would later be known as Mevlevilik trace its roots in Khwarezm, Balkh and Khorasan. These immigrants who fostered Seljuk culture had brought scholarly and intellectual richness with them. In this paper, we, along with the witnesses, would analyse the customs and traditions of the 13th century which are described in Rumi’s glorious and most renowned book, Mathnawi.        Key Words  Mawlana Rumi, Mevlevilik, Mathnawi, 13th Century, Tradition.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3601]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/211">
    <dcterms:title><![CDATA[Listening activities: teachers and students think the same in Sarajevo?]]></dcterms:title>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3239]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/210">
    <dcterms:title><![CDATA[Bosansko-englesko-turska knjiga fraza]]></dcterms:title>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3246]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/209">
    <dcterms:title><![CDATA[Providing Learner’s Motivation By Effective Usage Of Visual Aids In Foreign Language Teaching]]></dcterms:title>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3243]]></dcterms:extent>
</rdf:Description></rdf:RDF>