<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/925">
    <dcterms:title><![CDATA[TECHNOLOGY HELPS BUT DOES  NOT DO A TEACHER&#039;S JOB]]></dcterms:title>
    <dcterms:abstract><![CDATA[Modern technology plays an important role in the life of a young language learner and therefore it should be regularly used in the process of language teaching. There are many arguments in favour of using technology and there are some arguments that do not support it. This paper aims to present some basic arguments on both, using and not using technology in the classroom. Unfortunately, most of language teachers in Bosnia and Herzegovina do not have anything more than an old CD player that could be considered as teaching technology. In some situations they have very good equipment but they are not very enthusiastic to use it. If we have teachers who are well-equipped and willing to use their equipment, there is usually lack of good software or proper sources to follow the lessons which are to be taught.     The main stress of this paper is on the fact that good teaching depends on teachers, not on technology they use. To support this statement the paper gives examples which are to prove that most of the teaching activities can be successfully performed either using modern technology or basic materials such as textbooks, paper, board and chalk combined with teacher’s creativity. The activities cover multiple language skills so we can see what we can do with or without technology when we teach (or revise) vocabulary, when practising reading, pronunciation, speaking or writing.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3360]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/926">
    <dcterms:title><![CDATA[POSTOJI LI POTREBA ZA VOJNIM PRAVOSUĐEM U BIH?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Evropska Konvencija za zaštitu ljudskih prava i osnovnih sloboda, u  pravnom poretku BiH zauzima centralno mjesto. Pred cjelokupnu legislativu  u BiH postavljen je zahtjev kompatibilnosti sa odredbama navedene  konvencije. Član 6. Evropske konvencije, garantuje, između ostalog i pravo  na postupak pred nezavisnim i nepristrasnim sudom koji je ustanovljen na  osnovu zakona. Obzirom da je praksa Evropskog Suda za ljudska prava  ustanovila primjenu rationae personae i na pripadnike oružanih snaga,  postavlja se pitanje ispunjavanja zahtjeva koje postavlja čl. 6 Evropske  Konvencije, u slučajevima kada profesionalnim vojnim licima u  disciplinskim postupcima sude ad hoc, i neprofesionalna vojno-disciplinska  vijeća, koja ne ispunjavaju zahtjeve nepristrasnosti i nezavisnosti na koje  upućuje čl. 6. Konvencije. Rad komparativno prikazuje vojno-pravosudne  sisteme i modele, prikazuje odgovornosti vojnih lica u OS BiH, sa posebnim  osvrtom na disciplinsku odgovornost, te razmatra materijalno-pravne i  procesno-pravne odredbe legislative koja tretira vojno-disciplinski sistem u  OS BiH, upoređujući iste sa zahtjevima čl.6. Evropske Konvencije.  Ključne riječi: Evropska Konvencija, Evropski sud, pravično suđenje,  nezavisan, nepristrasan, vojno disciplina, vojno-disciplinski postupak, vojnodisciplinsko  vijeće, vojno pravosuđe.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3081]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/927">
    <dcterms:title><![CDATA[LACK OF ORAL PROFICIENCY IN ENGLISH AMONG SECONDARY  STUDENTS IN MISURATA:  REASONS AND REMEDIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study was conducted to investigate why the secondary students in Misurata were unable to  communicate in English orally, fluently, in spite of studying it as a general subject during their school  education.The traditional teacher-fronted method of teaching, insufficient allocation of time for oral skills  training, and teachers themselves, not taking any interest in developing oral skills, are the major reasons for  the students’ poor speaking skills. The data for the study, among other things, were mainly based on the  classroom observations of the lessons presented by twelve secondary teachers, stretching for over two  months, involving five schools. The data analysis was carried out using tables in percentage to obtain  accurate results. The findings clearly proved that the points stated in the hypothesis for the poor oral  production of speech by the secondary students in Misurata were correct. Based on the conclusions drawn,  recommendations which can positively help in developing the oral skills among the students of secondary  schools were presented.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3494]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/928">
    <dcterms:title><![CDATA[UNCONVENTIONAL TEACHING METHODS:  USE OF VIDEO AND GAMES IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The use of video and games plays an important role in the language learning process. Not only are they favored methods of learning for students, rather this paper attempts to show that videos and games are a couple of the best language learning aids for teachers to include in their lessons. Ideas presented here are in there to help give guidelines on how to incorporate video and usage in into the lessons of English language as well as why it is important to include these methods in conventional curriculum. The use of video and games in the classroom can be used to motivate students, enhance their grammar and pronunciation, and teach culture. This paper provides the insight into different researches on the topics of video and games as language learning aids. It also provides some guidelines for future research. It is intended to provide teachers with some idea for using these tools in combination with course books, and it contains a variety of suggestions for activities to use in the EFL classroom in Bosnia and Herzegovina.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2869]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/929">
    <dcterms:title><![CDATA[THE USE OF VIDEO AS A LANGUAGE TEACHING TOOL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Using film and television shows as a language teaching tool has become a popular choice among language teachers, especially with English language. This paper attempts to explain how film and television is beneficial in the language learning process thus the ideas presented here are in order to help incorporate this method of teaching into the lessons of English language. The use of long feature films, television shows, and short film clips in the classroom can be used to motivate students by finding films or shows which they find interesting and entertaining, enhance their grammar, and even teach the culture of the English speaking world. This paper provides the insight into different research on the topic of feature film and television shows as a language learning aid, as well as providing some guidelines for future research. It is intended to provide teachers with some ideas for using video in combination with course books, and it contains a variety of suggestions for activities to use in the ESL classroom in Bosnia and Herzegovina, but also in other countries where English is not the native language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3473]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/930">
    <dcterms:title><![CDATA[THE COMPARATIVE STUDY OF KURDISH, BOSNIAN PROVERBS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Having been derived from the oral literature, proverbs are short, rhythmic and popular sentences which contain wisdom, truth, moral and traditional views in a fixed and metaphoric form. Every nation’s oral literature has a rich collection of proverbs which have been accepted by both scientists and common people as the valuable abstracts of life experiences.  One can often understand the nations’ magnificence of thought and the quality of social genuineness along with their literary talent through studying the proverbs. The purpose of the current research is to compare the proverbs of Kurdish and Bosnian languages to find similarities and the reasons of these similarities and differences. The results show that the similarities and differences of these languages’ proverbs are due to similarities and differences in ideas, religions, beliefs, life experiences, social and cultural issues and so on.                                                                                                     Keywords:  comparative, study, Proverbs, Kurdish, Bosnian]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3378]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/931">
    <dcterms:title><![CDATA[THE ANALYSIS OF THE ADVANTAGES AND DISADVANTAGES OF ENGLISH BOOK FOR GRADE TWO OF IRANIAN GUIDANCE SCHOOLS ACCORDING TO THEIR TEACHING APPROACHES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Applying the appropriate theoretical approaches to the teaching strategies has been of great importance in the last two decades. Putting a theory into practice seems not to be so easy although teacher educators have frequently encouraged teachers to do this. The teaching approaches considered to be used for teaching English in guidance schools make the books difficult for students to learn since the syllabuses have not suitably been selected. In this paper, the English book of grade two of guidance schools has been studied. A library study of the book has been used as the method. After analyzing the contents and the approaches considered to be used for teaching these contents, the advantages and the disadvantages of the book have been defined. The results show that although there are plenty of useful contents in English for grade two of guidance school, lack of coherence of the contents, artificial dialogues with discouraging pictures along with many other reasons make the book unpleasant to learn as a suitable source of learning English.                                        Keywords:  English, book, guidance school , grade two]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3379]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/932">
    <dcterms:title><![CDATA[USE OF LITERATURE IN ELT A SHORT STORY SAMPLE:   VERSION OF T H E A D V E N T U RE S O F H U C K L E B E RRY F I N N]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper was to emphasize the use of literature in ESL/EFL contexts and investigate what the students considered literature in general and in English classes. To be specific, the use of short stories was explained and investigated through the Adventures of Huckleberry Finn. At the beginning of the first lesson with the researcher, a questionnaire was given to 32 students, who were the preparation class beginner level students at Eskisehir Osmangazi University in the spring semester of 2012-2013 academic year. The second application of the questionnaire was made in the last lesson. The results basically revealed that the students believed the importance and effectiveness of short stories in EFL classes and the reason for their attitudes toward literature in English was actually because of limitations in their linguistic levels needed to understand and appreciate literature.      Keywords: Literature, EFL/ESL context, short story.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3537]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/933">
    <dcterms:title><![CDATA[Pravda i sloboda unutar zatvoreničke zajednice]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bez obzira na krivično pravo koje jasno propisuje kazne za krivična djela koja lica počine, te zakon o izvršenju krivičnih sankcija, koji striktno ukazuje na mjeru i način izdržavanja izrečene zatvorske kazne osuđena lica koja se nalaze na izdržavanju kazne imaju svoja pravila i svoj način određivanja kazne za pojedina lica. Zatvorska zajednica je specifična subkultura koja kroz svoja nepisana zatvorska pravila (zatvorenički kodeks) izriče pojedincima, koja su za njih počinila nemoralna djela (polno nasilje nad djetetom, silovanje, ..) kao i lica koja su nekada bili pripadnici MUP, dodatnu kaznu. Iako su svi, koji se nalaze na izdržavanju kazne u nekoj od kazneno-popravnih ustanova izloženi brojnim deprivacijama, sloboda i određni položaj unutar ove specifične zajednice se kupuje ili stiče kroz dokazivanje u neformalnoj grupi. Neformalni sistem je uvijek nasuprot onom formalnom i kao takav narušava funkcionisanje ustanove, te otežava odvijanje i samog procesa resocijalizacije. Upravo i cilj ovog rada jeste da ukažemo na karakteristike neformalnog zatvorskog sistema, te objasnimo kako i na koji način  se sami zatvorenici stavljaju u položaj «sudije» i određuju pojedincima kaznu unutar svoje zatvoreničke zajednice.]]></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[3092]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/934">
    <dcterms:title><![CDATA[DICTIONARY OF ABBREVIATIONS IN LINGUISTICS: TOWARDS DEFINING FUNCTIONAL ASPECTS AS STRUCTURAL ELEMENTS  OF THE ENTRY]]></dcterms:title>
    <dcterms:abstract><![CDATA[The article deals with general information about the project of compiling a dictionary of abbreviations in linguistics.It also contains a short overview of past research together with their main results.Theoretical solutions refer to the Multi-level approach in collecting data for submorphemic wordformations, which consists of three aspects: 1) Structure and Modes of Production, 2) Cognitive Aspects, and 3) Functional Aspects. Practical solutions for the structure and modes of production, as well as for the cognitive aspect, have already been recommended with the results properly substantiated by the examples of abbreviations. This research presents results for the functional aspect, which refers to stylistic and sociolinguistic, pragmatic and text-linguistic aspects. We provided solutions for analysing stylistic features of the abbreviations andthe expressive means and stylistic devices used in their formation.    Keywords: dictionary, abbreviations, linguistics, micro-structure, analysis, multi-level approach, functional aspect, stylistics]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3457]]></dcterms:extent>
</rdf:Description></rdf:RDF>