<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/2059">
    <dcterms:title><![CDATA[Who is English Language Teacher from The Point of Pre-Service  Teachers` View? Future self-image of modern language teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study aims to provide an understanding towards the question “Who is  English Language Teacher?” which may sound very simple to answer when it  is heard for the first time, but in reality it is NOT so simple. “Education”  covering many concepts under it is accepted inevitable from ancient times till  todays. The investments for the education by governments are still not enough  to fulfil the changing needs. “Teachers” are playing the main role in that  important process. If that role is crucial what about the qualifications of  teachers? Steps to be taken training are changing according to the needs of the  time and developing technology. By conducting a questionnaire survey for the  evaluation of those qualifications, we examined the current situation and  expectations for that dynamic from the point of the pre-service teachers  studying at a Faculty of Education.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013-03-07]]></dcterms:date>
    <dcterms:extent><![CDATA[1448]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1840">
    <dcterms:title><![CDATA[Who Is to Be Taught in Today’s Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: motivation, IT, teaching methodology, creativity in class  ABSTRACT  Nature of communication of young people requires new communication roles of teachers and pupils/students in today’s classroom. New technologies, social networks and speech communities that shape ways of communication of the youth force teachers to rethink their roles and “update their status” in the classroom. Having in mind that teaching foreign languages means teaching communicative competence and social knowledge, teachers have to learn about new identities of their students, shaped in a new, IT – supported society and virtual world of the internet. Such a world brings new learning habits and techniques of students, which forces teachers to adjust their own identities in the classroom, in order to establish good communication, teaching and finally learning channels with their students.  Teachers also need to rethink their own role and competences when it comes to the most challenging aspects in the new inclusion school system in Herzegovina-Neretva Canton: teacher training, IT support and especially the element of creativity, which is necessary for final implementation of educational reform in the existing context in this Canton.  The authors conducted a poll with forty seven elementary and high-school English teachers from HN Canton. This paper presents detailed results and conclusions gained through this combination of scientific research and practical exchange of experience with English teachers from HN Canton. It will bring a new light on the current situation in the English classroom in HN Canton, namely: IT competences of teachers, motivation of both teachers and students, teaching methodology and techniques used in the classroom, lifelong learning aspect, (non)existence of infrastructural and material support in their schools etc., with a specific view of teachers’ perception of all these aspects of their work.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1776]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3132">
    <dcterms:title><![CDATA[Who Supports the Eu-Led Reforms for Democratization ın Turkey?  Evidence from the Turkish University Youths]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is generally argued that Turkey seems to be different geographically, culturally,  politically and economically from the EU. Transformation of Turkey towards the Europe in  these terms requires overcoming a broad range of the obstacles and maintaining reforms  process without losing public support. This situation exposes the importance of internal  dynamics in the accession process in terms of carrying out necessary reforms for the full  membership. However, Turkey recently experienced an unprecedented reform process as a  result of the synergy between external and internal factors, particularly the EU. This research  tries to empirically examine the youth support for the EU-led reform process by utilizing a  novel data set obtained from the questionnaire carried out in 26 different universities about  2000 students, during November and December 2009, in Turkey. The empirical findings show  that partisanship, both political and religious attachments and national identity are the  important factors which explain differences of individual support for the EU-led reform  process for democratization in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[194]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1914">
    <dcterms:title><![CDATA[Whose Business is it to Teach English Numerals]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teaching Numerals, Business, L1interference  ABSTRACT  A queer incident happened at an Arab airport. The immigration officer detected an anomaly in the documents of a minor child. While the passport of the minor indicated that she was born on March 13, the visa issued by the Arab government was for a child born on March 31. The family was stranded. It took several hours for the error to be detected, and many more before the minor was allowed into the country. The error was because of the way numerals are stated and written in Arabic which is distinctly different from that in English.  Teaching numerals is the domain of Mathematics. But teaching the linguistic aspects of the numerals is a language teacher’s task. Most languages employ a uniform method in stating cardinal numbers from 1 to 20. But between 21 and 99, barring the double numbers, there is no uniformity. As an illustration, the number 37 could be stated in five different ways. While some languages state the ‘tens’ first followed by the ‘units’, (thirty + seven), some state the ‘units’ followed by the ‘tens’ (seven + thirty). A third states the ‘tens’ and uses an ‘and’ before the ‘units’ (thirty and seven), while the fourth states the ‘units’ and employs an ‘and’, before the ‘tens’ (seven and thirty). So, when adults learn an L2, learners could face problems, especially in writing these numerals. This researcher, engaged in teaching English as L2 to Arab learners, encountered some problems unique to them. For example, when asked to write the numeral ‘twenty four’, several learners wrote 42. This error could have disastrous consequences in the banking industry. This paper attempts to present this problem to teachers of Business English, account for their occurrence and suggest methods to overcome it.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1905]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2312">
    <dcterms:title><![CDATA[Why Gold Dinar in International Trade as Medium of Exchange: Descriptive Analysis  of History of Gold Money, Trends, Perspectives and Implications]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper argues certain perspectives of using Gold Dinar in bilateral or multilateral  exchange between any nations worldwide. It is to show stability and security of the trades  where no one is negatively affected by fluctuations if merchandises were exchanged in a  particular currency. Globalization and advancement in IT had a huge impact on the world’s  economy in general, and many nations suffer from it while others become richer and richer.  Therefore it is urged to find a better solution for the present and the future generations. It is  obvious that something is not compatible in all those things. In recent times many scientists  and Islamic scholars stress on importance of gold standard and Gold Dinar as a medium of  exchange which a few countries have already introduced. It is the prime time where all  Islamic scholars, economists, professors and any other contributors should be involved to  come up with the best alternative to current fiat money.  After the Malaysian and Indonesian crises in 1997-98 it indeed has happened that many of  the aforementioned are involved to search the way out of this turbulent economic era. In this  regard, we will try to explain fundamentals of Gold Dinar or gold money since the ancient  time where exchange was either in dinar (gold) or dirham (silver). In addition it will be shown  possible implications whether are permanent or temporary issues in international trade. Others, like some statistical data will be introduced throughout the history until today. This  paper is divided into several parts like introduction, historical background of the gold,  statistical facts of the gold money/Gold Dinar, fiat money in brief, benefits and disadvantages  of Gold Dinar as well as fiat money, limitations and further research and conclusion.  Keywords: gold, Gold Dinar, silver, dirham, international trade, history, bilateral trade,  multilateral trade, currency, nations,]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1278]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1873">
    <dcterms:title><![CDATA[Why Is Five Much More Than Four? On The Description of Numeral Words in Croatian as a Second and Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: numeral words, second language acquisition, morphology, syntax, grammatical description  ABSTRACT  Already at the very beginning of learning a foreign language, there is a need to use numeral words, regardless of which language it is. In three thousand most frequent words of the Croatian language (Moguš, Bratanić, Tadić 1999), there are some thirty numeral words very different in their grammatical properties. In Croatian, as in other Slavic languages, the issue of numeral words is a complex one and several morphological and syntactic rules should be mastered in order to be able to utter a simple sentence with such words. In addition, the knowledge of numeral words that the non-native speakers of Croatian have in their first language often does not correspond to what they need to know about numeral words in Croatian. Therefore, deviations in their interlanguage with regard to numbers are very frequent. In order to achieve better mastery over numeral words in Croatian as a foreign language, one first needs to describe them properly, hence this presentation attempts to answer certain questions about numeral words for the needs of Croatian as a foreign language, e.g. which words in the Croatian language can be included under numeral words, i.e. what the sub-types of numeral words are, which principles the authors of handbooks should be guided by in their description etc. We will briefly describe the classification and description of numeral words in contemporary handbooks of Croatian as the first language.  The paper is based on insights into numeral words in general and in the Croatian language (Huang et al. 2011; Musolino 2004; Tafra 1989, 1999, 2000, 2004, 2005, 2007, 2011; Pišković 2011; Marković 2011, 2012; all contemporary grammar books of the Croatian language), on insights into interlanguage (Selinker 1992), on the need to teach grammatical rules directly (Novak Milić 2005), and on insights into the lexical approach in teaching foreign languages, with a particular emphasis on Croatian (Bergovec, M. 2007).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1688]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2733">
    <dcterms:title><![CDATA[Why objectives in teaching English?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Being under constant political, economical and social change  especially after the 90-s our country has had an urgent need to change its  education system. So in recent years, the Albanian Government has shown  great interest in teaching and learning English in accordance with European  standards by amending new laws (law no. 10 307, dated 22.07.2010) to  promote English teaching and learning in order to meet the needs and  interests of students. In order to make English teaching available for our  students it is important to lead EFL teachers towards successful teaching,  which means having a well designed lesson plan via well organized  objectives. As Agni Malderez and Caroline Bodòczky say in their book  (1999, 22), objectives will be addressed concurrently and throughout the  course, which means that without objectives there will be no language  lesson. So the paper deals with the reasons why teachers need to be upgraded  professionally and how objectives help them enhance language teaching in  their language classes. The paper also gives answers to the following  questions: What principles should the language teachers consider while  setting objectives? Why should they follow them? How do students benefit  from a well planned lesson plan? Data collection from these questions  pointed out the importance of professionalism in teaching English in our  schools. Identifying the reasons of the big changes made teachers become  aware of their professional development in order to implement contemporary  teaching methods.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[591]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1090">
    <dcterms:title><![CDATA[WHY THING IS NOT THE –ING FORM OF THE?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Knowing that the progressive aspect adds the morpheme –ing to the verb&#039;s base, why is it that it  needs to be further complicated by the fact that there are verbs which in their very base form already have  this morpheme (bring, fling, etc.)?  Why is it that nouns and verbs can look like building, and yet we may be completely baffled when we  see that word at the very beginning of a sentence? How do we know when such words act as gerunds, which  are, mind you, basically nouns?  As if this were not enough, English has created more ways in which to confuse its learner: adjectives  in –ing may be interesting, and adverbs may be surprisingly frequent too, but wait till we mention the power  of prepositions, such as during, according to which we cannot fail to mention subordinators, either!  This paper leaves nothing to chance, as nearly two thousand examples have been analyzed in order to  try to describe as many –ing forms of the English language as possible. Specifically, we address the basic  principles of word formation and discuss why morphology alone is not sufficient for a proper understanding  of the syntactic roles of this morpheme in a sentence. The paper shall also offer some of the most efficient  ways in which to avoid getting stuck in this &quot;gridlock&quot; of –ing words, which may be implemented  immediately for a variety of purposes.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3461]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2584">
    <dcterms:title><![CDATA[Will the Girl in “Hills Like White Elephants” Undergo the Operation?]]></dcterms:title>
    <dcterms:abstract><![CDATA[“Hills Like White Elephants,” set in Spain, is the story of an American man and a girl sitting at an outdoor café in a Spanish train station and waiting for a fast, non-stop train coming from Barcelona to take them to Madrid.    Referred to by the American man as “Jig,” the girl is trying to decide whether or not to have an abortion; the man, while urging the girl to have the operation, says again and again that he really doesn’t want her to do so if she really doesn’t want to.      The girl is trying to be brave but she is clearly frightened of undergoing the operation; the man is clearly insisting that she do so because according to what he’s heard, it’s “natural” and “not really an operation at all.”    Finally, the express train arrives and the two prepare to board without having solved anything. The tension remains and Hemingway put it for the reader to conclude how the story ends: whether the girl undergoes the operation or she lets the child to be born.   Written, like his other short stories, on the principle of Iceberg, “Hills Like White Elephants” provides the reader with the necessary details, and then leaves him to decide what the couple are going to do about the girl&#039;s pregnancy.     The present essay aims at the examination of the ending of Hemingway&#039;s short story “Hills Like White Elephants,” and suggests a radically different outcome from those so far considered - the girl will not indeed have the abortion and afterwards the American will abandon her. Various indications are found in the story to support this interpretation: having the child is always accompanied by “fields of grain and trees along the banks of the Ebro,” a river which signifies creation while aborting the child leads to a life of barrenness and sterility.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[864]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/539">
    <dcterms:title><![CDATA[Wind and Solar Energy Potential Assessment  in B&amp;H Based on Real Measurements and  Studies]]></dcterms:title>
    <dcterms:abstract><![CDATA[The current generation capacity structure of the Public Power Company  Elektroprivreda B&amp;H (EP B&amp;H) of 70%:30% in favour of TPPs provides some advantages  like safe and reliable supply, but promoting RES and their use in the generation portfolio of  the company is a commitment in order to contribute to sustainable development plans and  environmental preservation. The ongoing measurement campaign performed by EP B&amp;H  investigates wind and solar energy potential on the territory of B&amp;H. This creates  preconditions for techno-economic evaluations of exploiting wind and solar power, with  the final aim of building wind power plants (WPP) and photovoltaic power plants (PVPP)  in the country. Particularly in terms of wind power, high altitude abandoned areas are  assessed for potential WPP construction. Experience from the three year measurement  campaign has shown promissing results in the available wind and solar potential of B&amp;H,  providing good preconditions for future techno-economic assessments and planning  activities.  Keywords: wind potential, solar potential, harsh weather conditions]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-06]]></dcterms:date>
    <dcterms:extent><![CDATA[2764]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233 - 0054     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>