<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/839">
    <dcterms:title><![CDATA[A Comprehensive Look at Generation Z and Their Expectations from Public Administration]]></dcterms:title>
    <dcterms:abstract><![CDATA[One can argue that there is vast amount of difference in behavior and expectation of generations. In this paper, we try to bring together some insights about generation z and their role in today&#039;s world.  Firstly, we take a brief look at the phenomenon and review basic descriptions.  We try to demonstrate basic differentiation of this new generation. We have seen some revolts and riots throughout the world, mostly led by generation z, against governments. Based on these definitions and actions, secondly, we try to develop empirical knowledge of generation z&#039;s main expectations from public administration, using a questionnaire conducted on a limited number of generation z members.     Authors are using a quantitative research methodology on this paper, with the aim of understanding how expectations of generation z differ from previous ones. Based on some factors from existing literature, we argue that they demand more transparency, accountability, social welfare and fair administration. Current study can be expanded as; comparative studies based on similar questionnaire with members of other generations. Some limitations of the study should be noted as well. Sample group is selected on a narrow geographical location and in limited numbers. Time and budget constraints prevented researchers from reaching a wider sample group. In summary, this paper tries to focus on generation z and their expectations from public administration.  	  Keywords: generation z, public administration.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04]]></dcterms:date>
    <dcterms:extent><![CDATA[2653]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2975">
    <dcterms:title><![CDATA[A Computer Based Flexible Real Time Fuel Controller System  Implementation for Four-Cylinder Internal Combustion Engines]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study, a computer and microcontroller based fuel control system for fourcylinder  internal combustion engines has been designed and some applications have been  implemented. Fuel control system designed for real time control the amount of fuel in  alternative fuel applications. System is suitable to use with both diesel and petrol engines. A  Graphical User Interface has been designed in computer side. The pc programme uses Fuzzy  Logic, Neural Networks and Curve Fitting calculation methods. The percentage of the fuel to  be sprayed has been defined according to the engine speed, load and fuel rack or throttle  position got from the engine. These physical signals have been controlled and read by  microcontroller based electronic circuit. Communication has been set using RS232 standard  between PC and microcontroller.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[623]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3125">
    <dcterms:title><![CDATA[A Content Based Scheduling Approach for Wireless Sensor Network MACs]]></dcterms:title>
    <dcterms:abstract><![CDATA[MAC protocols have direct control over radio which is the most energy  consuming part of a wireless sensor node. TDMA based WSN MAC protocols are more  energy-efficient than contention based counterparts. However, classical TDMA based  protocols are not appropriate for event driven WSN applications. There are some MAC  protocols assigning time slots to only source nodes. Our proposed protocol assigns a time slot  to one of the source nodes with same data. As a result it reduces data redundancy achieving  energy savings. The analytical expressions are given for the proposed MAC and its  performance is compared to the conventional E-TDMA protocol.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[537]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2831">
    <dcterms:title><![CDATA[A contrastive analysis approach to the teaching of auxiliary selection in L2  Italian]]></dcterms:title>
    <dcterms:abstract><![CDATA[Auxiliary selection (AS) with those Italian intransitive verbs (IVs) that can use both  essere ‗to be‘ and avere ‗to have‘, but with a change in meaning (e.g. È/Ha corso al parco ‗He  ran to/at the park‘), represents one of the major challenges in the acquisition of Italian as L2. In  this paper we argue that this is so largely because this phenomenon has not been treated  adequately in relevant grammars, dictionaries and textbooks. In order to prove our argument we  present a case study of AS with the IV correre ‗to run‘ involving university students of L2  Italian who are native speakers of Serbian. The results indicate that a contrastive analysis  approach to the teaching of AS with IVs is more efficient than the traditional one, and it is  suggested that it should be used more frequently in order to facilitate the acquisition of AS by  learners of L2 Italian.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[57]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/894">
    <dcterms:title><![CDATA[A CONTRASTIVE STUDY OF SOME LAKOFF AND JOHNSON&#039;S METAPHORICAL EXPRESSIONS FROM LOVE IS A JOURNEY METAPHOR AND THEIR CROATIAN EQUIVALENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many people would argue that metaphor is a characteristic of extraordinary rather than ordinary speech. However, Lakoff and Johnson (2003: 8) strongly disagree with that claiming that our conceptual system is fundamentally metaphorical in its nature. Moreover, metaphors do not only shape our communication but the way we think or act. Occurring primarily in thought, metaphors are grounded in culture; hence serve as a valuable resource for a cross-cultural linguistic research. This paper aims at studying similarities and differences of English and Croatian perspective of love in terms of a journey. For the purpose of this research, Lakoff and Johnson’s 8 metaphorical linguistic expressions of LOVE IS A JOURNEY conceptual metaphor from Metaphors we live by (2003) were used in a survey and offered to 28 native Croatian speakers and former English language and literature students majoring in the field of translation studies being asked to provide their Croatian equivalents. After the conducted survey, the research has shown the great similarity of metaphorical linguistic expressions in English and Croatian language. However, it has shown that, in order to maintain the same effect, sometimes different tenses or voice perspectives have to be used. Furthermore, it has shown the existence of the same metaphorical expression in the respective languages, yet used within different conceptual metaphor. Moreover, the research has shown not only interliguistic but also intralinguistic differences, i.e. synonimical options Croatian language has due to a close geographical, historical, cultural and linguistic contact with Serbian language. In conclusion, it has been proved that even though two languages might share the same conceptual metaphor, the actual linguistic expressions underlying the conceptual metaphor may be coined on the basis of cultural-ideological differences, thus referring to metaphors being both cognitive as well as cultural entities.    Keywords: metaphorical expressions, love, journey, cross-cultural linguistic comparison]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3402]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/434">
    <dcterms:title><![CDATA[A Contrastive Study of some Lakoff and Johnson&#039;s Metaphorical Expressions from LOVE IS A JOURNEY Metaphor and their Croatian Equivalents]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many people would argue that metaphor is a characteristic of extraordinary rather than ordinary speech. However, Lakoff and Johnson (2003: 8) strongly disagree, claiming that our conceptual system is fundamentally metaphorical in its nature. Moreover, metaphors do not only shape our communication but the way we think or act. Occurring primarily in thought, metaphors are grounded in culture; hence they serve as a valuable resource for cross-cultural linguistic research. This paper aims to study similarities and differences of the English and Croatian perspectives on love in terms of a journey. For the purpose of this research, Lakoff and Johnson’s eight metaphorical linguistic expressions of the LOVE IS A JOURNEY conceptual metaphor from Metaphors We Live By (2003) were used in a survey and offered to 28 native Croatian speakers and former English language and literature students majoring in the field of translation studies who were asked to provide their Croatian equivalents. After the survey was conducted, the research has shown the great similarity of metaphorical linguistic expressions in English and Croatian language. However, it has shown that, in order to maintain the same effect, sometimes different tenses or voice perspectives have to be used. Furthermore, it has shown the existence of the same metaphorical expression in the respective languages, yet used within different conceptual metaphors. Moreover, the research has shown not only interliguistic but also intralinguistic differences, i.e. synonimical options that the Croatian language has due to close geographical, historical, cultural and linguistic contact with Serbian language. In conclusion, it has been proved that even though two languages might share the same conceptual metaphor, the actual linguistic expressions underlying the conceptual metaphor may be coined on the basis of cultural-ideological differences, thus referring to metaphors being both cognitive as well as cultural entities.    Key words: metaphorical expressions, love, journey, cross-cultural linguistic comparison]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2786]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1853">
    <dcterms:title><![CDATA[A Contribution to Pedagogical Specialized Lexicography - Illustrated English-Serbian Dictionary of Musical Terms with Serbian-English Index]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:pedagogical specialized lexicography, music dictionary  ABSTRACT  The paper focuses on the essential lexicological concepts at the basis of the authors‟ dictionary (Illustrated English-Serbian Dictionary of Musical Terms with Serbian-English Index), as well as on the practical usage of certain rules observed when elaborating it. With over 16,000 entries (on 445 A4 pages, F9), the dictionary offers broad coverage of a wide range of musical categories spanning many eras and areas including important ancient, classical and modern musical trends, popular music, ethnomusicology, music analysis, various instruments and their technology.  Generally speaking, the dictionary propounds the entry structure that presents a lexical unit from various points of view following the vocabulary model that comprises three categories: the music-specific terms, or highly specific lexical terms in the field of music; the so-called “border terms” between the music-specific language and the general language, i.e. lexical terms that come from the general language but have acquired one or more different meanings when used in the area of music, and general vocabulary of frequent use in music. The indispensable parts of the entry word in a bilingual dictionary proposed by the authors could be summarized as follows: the presence of the entry word in its canonical form, grammatical information in the extent required by the presupposed user of the dictionary, pronunciation in the source language, orthographic information, equivalents in the target language in their canonical form, indication of the whole lexical meaning of the entry word by partial equivalents of the target language, remarks about usage restrictions, examples of application and, in some cases, illustrations.  The dictionary is tailored to serve as an essential point of reference for music students, teachers, lecturers, professional musicians, translators, as well as music enthusiasts. On a rather artful level, the dictionary may be said to be an attempt to help music enthusiasts to „English their music and music there English‟.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1939]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/412">
    <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[2015-04-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2809]]></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/940">
    <dcterms:title><![CDATA[A CRITICAL OVERVIEW OF ENGLISH LANGUAGE TEACHER  EDUCATION IN TURKISH EDUCATION SYSTEM: PRE-SERVICE  AND IN-SERVICE]]></dcterms:title>
    <dcterms:abstract><![CDATA[A teacher is an essential part of any education systems. Teacher training is always in the center of  politics and various attempts have been made for it to become more efficient. Furthermore, great effort has  been spent for improving language teacher education for more than 150 years in the Turkish Education  System. Therefore, the purpose of this paper is to reveal the changes which have occurred in both pre-service  and in-service language teacher training between the times of Ottoman Empire and Republic of Turkey]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3452]]></dcterms:extent>
</rdf:Description></rdf:RDF>