<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/855">
    <dcterms:title><![CDATA[CULTURE, IDENTITY AND FOREIGN LANGUAGE  TEACHING AND LEARNING]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language, culture and identity are essentially connected. But, it often happens that in foreign language classrooms teachers give little attention to the identity of the student. A student enters the classroom with his own identity and culture. When learning a foreign language, it is necessary for the student to learn and understand the culture of the foreign language, too. This is where the problem of culture and identity influencing teaching and learning foreign language arises. In general, students are representatives of the identity and culture of their first language and where they come from. In order for the student to learn the foreign language he must feel that he can express himself freely in the classroom. However, the students are likely to become confused when they are faced with the new culture of the foreign language. They now have to understand and adjust this to their sense of identity and their culture, and this can often lead to uncertainty. It can result in the student feeling unsure as to where they belong in the community.     The teacher needs to be aware of this issue and should include it to the method of teaching and resources used. The paper deals with the question of how process of teaching and learning a foreign language affects the students’ identity and sense of belonging to a community.    Keywords: foreign language, culture, identity]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3548]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/856">
    <dcterms:title><![CDATA[FOLK HERITAGE AS THE SOURCE OF CREATIVITY AND WRITING IN CLAUDE MCKAY’S A L ON G W A Y F R OM H OM E]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper examines the connections between folk heritage and literary creation, between folk religion and writing. How have writers named or recognized folk tradition in relation to their own writing? At what point does the writer act as a conjurer who calls up and creates literature, who transforms reality through the magical power of words? I argue that Claude McKay not only writes about his folk heritage in legitimizing ways, he writes from it. McKay’s autobiography A Long Way From Home points towards a concept of creativity that grounds itself in a complex imagination that moves between syncretic sources. In his writings, he truly recognizes the potential of folk heritage as a source of writing and innovation. Negritude poets turned to folk religion as evidence of an essential African culture, and the Harlem Renaissance writers conceived of folk culture as an indicator of authentic, albeit unsophisticated, Negro creativity. McKay, however, stands out as a rare writer who portrays folk heritage as a sign of writing itself--a writer who uses folk heritage to undercut a concept of authentic, unitary origins. McKay’s representations of folk religion act as barometers of his reaction to the class biases and political hegemony of the leading writers of the Harlem Renaissance. McKay locates within folk heritage an originary site of black literature. While he does not inscribe folk religion in his autobiography to the same degree as do other Afro-American writers, he does use a secular language of folk religion to depict the creative process of writing.    Keywords: Claude McKay, folk heritage, creativity, writing, Afro-American literature.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3396]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/857">
    <dcterms:title><![CDATA[Interlokalni sukob zakona u oblasti imovinskih odnosa bračnih partnera u Bosni i Hercegovini: Osvrt na buduća komunitarna koliziona pravila]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ustavom Bosne i Hercegovine izvršena je podjela nadležnosti između države i entiteta. Koncept od kojeg polazi navedeni ustavno-pravni akt je enumeracija nadležnosti institucija Bosne i Hercegovine, uz presumpciju nadležnosti u korist entiteta. Time je oblast privatnopravnih odnosa dovedena pod jurisdikciju Republike Srpske, Federacije Bosne i Hercegovine, te Brčko Distrikta.    Imovinski odnosi bračnih partnera u Bosni i Hercegovini uređeni su Porodičnim zakonom Federacije Bosne i Hercegovine, Republike Srpske i Brčko Distrikta, koji u pogledu zakonskog imovinskog režima sadrže imperativna pravila. Različita rješenja u pogledu regulisanja bračne stečevine mogu dovesti do nepravednih odluka u sudskoj praksi, kao i do neprovođenja bračnih ugovora.    Imajući u vidu različito zakonsko normiranje karaktera bračne stečevine, autori ukazuju na mogućnost pojave interlokalnog sukoba zakona u situaciji kada je jedan privatnopravni odnos obilježen prisustvom međuentitetskog elementa, nakon čega predlažu i rješenja za prevazilaženje istog. Dodatni doprinos rada je eksplikacija odnosa između budućih komunitarnih kolizionih normi i domaćeg zakonodavstva u ovoj oblasti, što je posebno značajno imajući u vidu obaveze usklađivanja domaćeg prava sa acquis communautaire.]]></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[3097]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/858">
    <dcterms:title><![CDATA[Primjena konvencije o pravima osoba s invaliditetom u Hrvatskoj i Bosni i Hercegovini: Stvarnost ili utopija?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Hrvatska i Bosna i Hercegovina ratificirale su Konvenciju Ujedinjenih naroda o pravima osoba s invaliditetom (u daljnjem tekstu: Konvencija), kojom se mijenja pristup zaštiti i položaju osoba s invaliditetom u međunarodnoj zajednici. U Konvenciji su sadržana načela i smjernice, koje se odnose na punu uključenost osoba s invaliditetom u društvo, njihovu ravnopravnost i nediskriminaciju, zaštitu od svakog oblika nasilja, kao i na zaštitu njihove autonomije volje.    Cilj rada jest analizirati skrbničku zaštitu i položaj osoba s invaliditetom u obiteljskopravnim odnosima te njihovo sudjelovanje u sudskim, upravnim i drugim (nedržavnim) postupcima u kojima se rješava o tim odnosima prema važećem hrvatskom i bosansko-hercegovačkom uređenju, uz upućivanje na osnovne zahtjeve Konvencije te prijedloge novog hrvatskog zakonodavstva na tom području.    U drugom dijelu rada, koji slijedi uvod, razmatraju se i uspoređuju važeća, hrvatska i bosansko-hercegovačka, rješenja u području skrbničke zaštite odraslih osoba, kao i njihov položaj u obiteljskopravnim odnosima. Potom se daje analiza položaja osoba s invaliditetom u sudskim, upravnim i drugim (nedržavnim) postupcima u kojim se raspravlja odnosno odlučuje o pravima i obvezama građanske naravi. Posebno se razmatraju odredbe o postupovnoj sposobnosti te zastupanju tih osoba u postupku.    U četvrtom dijelu ističu se najznačajnije intervencije prema prijedlogu novog hrvatskog zakonodavstva u području skrbničke zaštite odraslih osoba, kao i u njihov položaj u obiteljskopravnim odnosima. Zatim slijedi prikaz novog uređenja postupovnopravnog položaja osoba s invaliditetom u različitim sudskim, upravnim, ali i drugim (nedržavnim) postupcima u kojim se raspravlja odnosno odlučuje o pravima i obvezama građanske naravi. Zaključno, određuju se projekcije de lege ferenda u cilju potpunog usklađivanja hrvatskog zakonodavstva sa zahtjevima Konvencije, kao i moguće smjernice za očekivane reforme u Bosni i Hercegovini.]]></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[3102]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/859">
    <dcterms:title><![CDATA[REVIEW OF FOCUS ON FORM: PLANNED OR INCIDENTAL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Recent research in SLA has indicated that grammar teaching has an important role both in foreign and second language learning.  However, it should be noted that this revival should not mean a return to traditional approach to grammar instruction which is focus on forms, but a new one, focus on form. The extent to which type of focus on form -incidental or planned- contributes more to L2 acquisition and learning is under debate. This study aims to examine both incidental and planned focus on form by reviewing six studies. This review study puts forth that both incidental and planned focused on form instruction may yield positive results in language learning process depending on some factors such as language focus, learner type, language learning expectation, task types, language skills.     Keywords: Focus on form, planned focus on form, incidental focus on form]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3358]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/860">
    <dcterms:title><![CDATA[A BRIEF PORTRAYAL OF MELANCHOLY IN E.A.  POE’S “THE RAVEN”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Edgar Allan Poe expresses his groundbreaking ideas on writing the best piece of art in “The  Philosophy of Composition”, one of his most particular essays on the issue. He suggests that length, unity of  effect and a logical method that drives the writer to use whatever he/she can utilize emotionally to convey  the desired effect are important considerations for a well designed writing. “The Raven” was first published  in the New York Evening Mirror in 1845, and since then it is one of the most discussed, performed,  criticized, memorized and televised poem in American literary tradition. Although more than 150 years have  passed since the first publication, the poem still preserves its fame in literary circles and continues to pierce  through the imaginations of all generations, urging them to study on it. Regarded as one of the most wellknown  American poets in 19th century, Poe is famous for his dark, gloomy, sensational style and mentally  haunted characters in poetry as well as in short story. Therefore, in this study, we tried to explore Poe’s  aforementioned aspects of writing a piece of art by dismantling the poem’s plot, setting, characters, symbols,  musical language and other fantastic elements. In consequence, we will try to specify how melancholy and  dreary mood are accomplished in “The Raven” by means of the poem’s structure and style. By this feeling,  we will go through “The Raven” also highlighting how the poem’s peculiar feeling of terror easily lures even  the stoniest natures.  Keywords: Edgar Allan Poe, Poetry, The Raven, Melancholy, Unity of Effect]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3343]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/861">
    <dcterms:title><![CDATA[BODY PARTS AS FRAMES IN THE PERCEPTION OF TURKISH LEARNERS OF ENGLISH]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the research is to find out frames of body parts through the perception of English idioms with body part components by native speakers of Turkish learning English. The study is mainly based on the assumptions of the theory of frames by Minsky (1974) who proposed the frame system for cognitive sciences. Vygotsky (1986) introduced conceptual frames in his theory of human development, and Fillmore (2006) operated with a term of “frame” in his frame semantics. The above mentioned theories have been applied to make up a network of ‘nodes’ and ‘relations’ that Turkish learners built up while guessing the meaning of English idioms, with the focus on their body part components. The experiment was conducted among first year students with an intermediate level of English from the department of English Language Education at Middle East Technical University, Ankara. Participants were asked to fill in questionnaires to guess the meaning of fifteen English idioms with components of body parts, such as eyes, hands, head, heart, leg / foot, nose, and tongue. To ensure validity and reliability of the experiment interviews were taken from five respondents of the experiment, and a think-aloud protocol was conducted with six other respondents. The qualitative data obtained in the experiment were analyzed, and the results showed that Turkish students provide different frames of body parts meanings based on their universal, cultural and personal world perception.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3536]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/862">
    <dcterms:title><![CDATA[FACTORS AFFECTING SUSTAINABLE COMPETITIVE ADVANTAGE IN THE WOOD INDUSTRY IN B&amp;H]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper examines fundamental elements of the Competitive Advantage in the Wood industry. The purpose of this thesis is to investigate the key factors affecting Sustainable Competitive Advantage in the Wood industry in Bosnia and Herzegovina.    In the first phase of this research study, an importance-performance analysis was performed based on components of the Sustainable Competitive Advantage in Bosnia and Herzegovina. In the second phase, the relationships between Competitive strategy, Innovation, Leadership, Sources of Competitive Advantage, Employee education and Advertising were analyzed. Research data were received from forty-eight Wood industries. Research results show that staff of the Wood industries gives highest importance and experiential rating to the leadership, strategy and HR, while they give the lowest importance to advertising.    Keywords: Wood industry, Competitive Advantage, Sustainable Competitive Strategy, Innovation, Leadership, Sources of Competitive Advantage, Employee education, Advertising.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2871]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/863">
    <dcterms:title><![CDATA[A CONTROVERSY IN PRESENTING NEW VOCABULARY IN AN EFL CLASS: SEMANTICALLY RELATED SETS (SR), SEMANTICALLY UNRELATED SETS (SU), THEMATICALLY RELATED SETS (TR)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present study was designed to investigate if there is a significant difference among SR clustering, SU clustering and TR clustering of vocabulary presented to Turkish EFL learners, and if there is, which way of presentation would be a more useful tool in a Turkish EFL classroom. A total of 46 preparatory school students, studying at Anadolu University School of Foreign Languages, participated in this study. The participants were required to provide Turkish equivalents of the 15 new words presented in semantic, thematic or totally unrelated sets that they were encouraged to learn through word cards. The data gathered from 37 of these participants were analyzed. The results of the delayed tests revealed that semantically related sets (SR) significantly differed from unrelated and thematic sets, and helped the participants learn and recall more words, while the results of the immediate tests did not yield to a statistically significant difference.     Keywords: Vocabulary presentation, semantic clustering, lexical sets, thematic clustering.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3428]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/864">
    <dcterms:title><![CDATA[POSTMETHOD PEDAGOGY AND POSSIBLE CRITICS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Being raised  a consequence of common dissatisfaction with the limitations of the concept of method, post method pedagogy has introduced three parameters of particularity, practicality and possibility principles to be replaced with the limited concept of method in the era of second / foreign language teaching and teacher education . The theoretical concepts of this new approach are influential but putting them in practice into results in new challenges for language teachers and language educators. Using the library research method, the current paper outlines some potential shortcomings of the post method pedagogy while introducing the possible critics which influence the practicality of this approach.      Keywords:  Postmethod, pedagogy, critics , practicality]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3521]]></dcterms:extent>
</rdf:Description></rdf:RDF>