<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/865">
    <dcterms:title><![CDATA[CAUSE OF FIELD OF EMERGENTISM IN POLYSEMIC SITUATION  OF COMMUNICATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[The article is a brief information presenting a new view on the “doctrine of situationism” in the linguistics aspects and an attempt to introduce a new concept and define it as it is, in our opinion, a basic, fundamental, essential in the process of analyzing a situation of communication which precedes to emergentism – and that is a conception of “the field of emergentism”.    The field of emergentism promotes incrementing of meaning of the emotionally colored situation of communication in which the synergy of the informative model of speech, formed on the basis of invariant units of the language system is the result of the functioning of the system in the process of modeling the essential whole, i.e. the text.    The field of emergentism consists of polysemic core, serving as the denomination of the situation, variants of interpretation which are distributed in the center and linguistic fuzzy sets arranged on the periphery of the field.    The notion “field” - is widely studied in linguistics. Its characteristic features include connection of its elements, semantic similarity, proximity of meanings, semantic correlation, the presence of an invariant component of all the elements of the field, the systemic nature of relations, and many other properties, both in terms of structure and in terms of content. Here it is pertinent to note an important characteristic feature of the field is that its elements acquire meaning only in combination with other elements.    As for the emergentism we interpret it as the increment of meaning, caused by emotionally meaningful situations of communication, structuring fragments of semantic and associative-semantic fields of text, creating a particular modification of the invariant of a text.     Keywords: the field of emergrntism, emergentism, polysemy, denomination, language, situation of communication]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3517]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/866">
    <dcterms:title><![CDATA[HEGEMONİK KİMLİK SÖYLEMİ BAĞLAMINDA TÜRKİYE’DE MİKRO  DİNSEL CEMAATLER]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalışma Türkiye’deki sayı ve etkinlik itibariyle mikro olarak tanımlanabilecek dinsel cemaatlerin,  çokkültürlü yurttaşlık bağlamında, ülke üzerindeki hegemonik söylem karşısında sahip olduğu imkan ve  sınırlılıkları inceleme amacıyla hazırlanmıştır. Araştırma, “mikro dinsel kimliklerin ülke üzerinde baskın  bulunan kimlik kodlaması açısından hangi sorunlarla karşılaşmaktadır” problemine dayanmaktadır. Bu  bağlamda, Aleviler, Museviler, Ermeniler, Ortodoks Rumlar ve İslami tarikatların mensupları çalışmanın ilgi  alanını oluşturmaktadır. Araştırmanın yöntemi ise çokkültürcülük paradigmasını oluşturan kuramsal  çalışmalar doğrultusunda çalışmanın konusunu meydana getiren kimliklerin temsilcileriyle yapılan  görüşmeler paralelinde elde edilen gözlemlere ve bu kişilere yönelik hegemonik söylemi yansıtan medya  kuruluşlarından toplanan verilere dayanmaktadır.  Çalışmaya modern kimliğin betimlenmesiyle başlanmış, ardından araştırmanın kavramsal altyapısını  oluşturan çokkültürlü yurttaşlık olgusu üzerinde durulmuştur. Çokkültürlü yurttaşlığın, liberal demokratik  ülkelerdeki örneklerinin ele alınarak incelenmesinden sonra Türkiye’deki mikro dinsel formların  günümüzde yaşamış olduğu kimlik problemleri tarihsel bir perspektifle ele alınmıştır. Bu bağlamda,  Türkiye’de modernleşme ve uluslaşma süreçleriyle birlikte meydana gelen kimliksel dönüşümden de  bahsedilmiş, söz konusu dönüşüm sonucu ortaya çıkan baskın kimliksel kodlama resmedilmeye çalışılmıştır.  Çalışmada mikro dinsel kimliklerin içerisinde bulunulan söylem evreni paralelinde karşılaştığı  zorluklar ve bu zorluklar karşısında vermiş olduğu tepkiler incelenmeye çalışılmıştır. Son olarak,  araştırmada, yapılan çalışmanın genel özelliklerinin ve elde edilen bulguların tespitine yer verilmiştir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3501]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/867">
    <dcterms:title><![CDATA[THE EFFECTIVENESS OF USING METAPHORS IN ESL TEACHING]]></dcterms:title>
    <dcterms:abstract><![CDATA[Metaphors have been widely used in novels, short stories, and poems. However, they have also proved extremely useful as teaching tools, and can be particularly helpful when teaching language. Teaching a new language is one of the hardest teaching jobs because it requires multiple skills at once. For instance, a language teacher should be knowledgeable about his/her topic, and be both patient and creative. Every teacher has his/her own method of delivering information to students; these can be straightforward out-ofthe-book methods, or more creative methods. I believe strongly in teaching creatively. So, I find metaphor use to be one of the most effective and creative ways of teaching a language. Since I started teaching English, I have been using a variety of metaphors that I draw from the culture of the students I am teaching. This paper will help other English teachers to use the metaphors I have developed to make English learning easier. This study will illustrate to what extent the metaphors I use in my classes are effective at helping me to deliver my lesson and achieve my class objective. I also will investigate how much students enjoyed these lessons. My study is based on the following:    1. I use metaphors, which I will be explaining in this paper, to deliver lessons that seem to be hard for my students to understand. I make it clear to students that I am using metaphors. 2. After introducing every metaphor throughout the fall semester of 2013, I observe my students’ performance to see how well they understood the lesson. 3. After delivering all the metaphors in class, I distribute a survey for students to answer regarding how these metaphors improved the lesson and their understanding of it.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3555]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/868">
    <dcterms:title><![CDATA[IDENTITIES STUCK IN PURGATORY: DISCOURSE ANALYSIS OF MOVIE “DEDEMİN İNSANLARI”]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research aims to reveal the reflections of Turkish-Greek Population Exchange on contemporary lives of those people, which occurred in Turkey and created social issues, investigating the issue through a recent Turkish melodrama &#039;Dedemin İnsanları&#039;, in the scope of highlights and consequences of TurkishGreek Population Exchange, focusing on the concepts such as &#039;identity&#039; and &#039;the other&#039;. Second section includes discourse analysis of the movie &#039;Dedemin İnsanları&#039; within the frame of above mentioned concepts.    Keywords: Identity, The Other, Migration, Dedemin İnsanları]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3372]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/869">
    <dcterms:title><![CDATA[NEW RECIPE TWISTS FOR OLD INGREDIENTS - OBSERVE,  DISCUSS AND ASSESS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching observation and assessment is sometimes taken for granted. When one randomly looks atEFL methodology syllabi at the tertiary level in Bosnia and Herzegovina, it is obvious that mostly there is only one class dedicated to teaching observation (if any at all) and the same amount of time is dedicated to assessment itself. Due to lack of time and especially funds, and sometimes good will on the part of some school authorities, lecturers and students are left to their own devices in trying to establish a systematic approach towards dealing with these basic issues, which are to be in the focus of their future work with students. Still, future teachers and their professors never cease to forget that both effective peer observation and assessment are of immense value to the on-going process, which is known as the practice of foreign language teaching. Farrel and Richards (2008: 85) claim that the mere fact that there is an equation between observation and evaluation results in ever so negative feelings towards observation.    This aim of this presentation is to show the results of a small-scale project of raising awareness of necessity of introduction and implementation of more observation and assessment classes at the tertiary level, especially in the second cycle studies in the foreign language departments.The main focus is put on helping teachers to develop their own teacher decision making processes by eliciting the reflections on their own practices and comparing them to both positive and negative aspects emphasized through evaluationfocused observation.    Keywords: raising awareness, peer observation, reflection.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3566]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/870">
    <dcterms:title><![CDATA[Zaštita temeljnih prava u europskoj uniji nakon stupanja na snagu lisabonskog ugovora]]></dcterms:title>
    <dcterms:abstract><![CDATA[Lisabonski ugovor, točnije, Ugovor iz Lisabona o izmjenama i dopunama Ugovora o Europskoj uniji i Ugovora o osnivanju Europske zajednice, stupio je na snagu 1. prosinca 2009. godine. Ovaj reformski ugovor donio je brojne novine u različitim područjima prava Europske unije pa tako i u odnosu na zaštitu temeljnih prava. S jedne strane je Europska povelja o temeljnim pravima postala pravno obvezujući instrument, a time i dio primarnog prava EU. S druge strane Lisabonskim ugovorom su osigurani pravni uvjeti za pristupanje Europske unije Europskoj konvenciji za zaštitu ljudskih prava i temeljnih sloboda. U ovom radu bit će dakle predstavljene promjene pravnoga temelja za zaštitu temeljnih prava u Europskoj uniji, uzrokovane Lisabonskim ugovorom. Pored toga prošireni pravni temelj ima za posljedicu i promjene u odnosu na mogućnosti pravne zaštite ovih prava. U ovom smislu biti će istražen odnos i moguća problematika u razgraničenju nadležnosti između Suda Europske unije, Europskog suda za ljudska prava te ustavnih sudova zemalja članica.]]></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[3122]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/871">
    <dcterms:title><![CDATA[Strane direktne investicije i ekonomski razvoj: Efekti priliva stranih direktnih investicija u BiH]]></dcterms:title>
    <dcterms:abstract><![CDATA[Oblik međunarodnog kretanja kapitala koji može imati značajniji efekt na ekonomski razvoj, pokrenuti privredu i potaknuti zapošljavanje jesu strane direktne investicije (FDI). Obim struktura i efikasnost investicija značajno utiču na razvoj ekonomije i društva. Argumenti u prilog stranim investicijama uveliko nastaju iz analize determinanti ekonomskog rasta, efikasnosti investicija i njihovom uticaju na ekonomski razvoj. Strane investicije se doživljavaju kao način popunjavanja jaza između raspoložive domaće štednje, devizne razmjene, prihoda vlade i sposobnosti ljudskog kapitala, te željenog nivoa tih resursa potrebnih da bi se postigli ciljevi rasta i razvoja.    U radu se primjenjuje model jednostruke linearne regresije. Zavisna varijabla je bruto društveni proizvod (BDP) BiH, za koji je postavljeno da je funkcija FDI. Nakon analize rezultati regresijske analize će se prikazati koeficijentom linearne korelacije između nezavisne varijable i zavisne varijable, a time će se prikazati efekt priliva FDI u BiH.]]></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[3090]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/872">
    <dcterms:title><![CDATA[Impressum stranica Casopis za pravnu teoriju i praksu]]></dcterms:title>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burc univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2979]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/873">
    <dcterms:title><![CDATA[Sadržaj stranica Casopis za pravnu teoriju i praksu]]></dcterms:title>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burc univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2980]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/874">
    <dcterms:title><![CDATA[Uvodna riječ glavnog urednika 2/2014]]></dcterms:title>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burc univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2981]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>