<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/2711">
    <dcterms:title><![CDATA[Ethnocentrism and Xenophofia in Bosnia and Herzegovina  Implication on Cross-cultural Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[World is full of people, group, nations, who think, feel and act differently.  However, all these people in global world have to cooperate in order to solve global  warming, poverty, terrorism, swaine or avian flu, AIDS, pollution, extintion of animals,  economic problems. In global economy customers, partners, suppliers, workers come from  different location. People, groups and nations must have awareness of cultural differences  and have ability to work with people from diverse background.  Bosnia and Herzegovina is a place where many cultures encountered. The country  population has a distinct ethnic and confessional composition consisting of Bosniak (44%),  Serb (31%), and Croat (17%) and other ethnisities (8%), of Muslim (40%), Orthodox (31%),  Roman Catolic (15%) and other religions (14%). People are closed in their ethnic and  confesional groups, as a result of the war and nourish fear, anger and hate. It has strong and  negative implication on education.  The aim of this paper is to research ethnocentrism, xenophofia and social trust in Bosnia and  Herzegovina and its implication on education. Secondary research will be done based on UN,  OSCE and media reports. Primary research will be done using as a target group students from  International University Sarajevo. Inductive method of expert system will be applied to  analyze the questionnaire. Recommendations for overcoming this situation will be made in  the end of paper.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[32]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2710">
    <dcterms:title><![CDATA[BoĢnaklara Türkçe Öğretiminde Nasreddin Hoca Fikralarının Yeri Ve  Önemi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Yerelden evrensele uzanan yolda, tùm insanlığa mal olmuĢ mizah karakterimiz  Nasreddin Hoca, bugùn sadece Anadolu‘da değil, tùm dùnyada tanınır ve fıkraları dilden  dile anlatılır olmuĢtur. Biz, bu bildirimizde, Bosna Hersek‘te fıkraları anlatılan ve BoĢnak  halkının sıkıntılarına, dertlerine ve sevinçlerine ortak olan Nasreddin Hoca fıkra tipini ele  alarak, bu tipin BoĢnak kùltùrù içindeki yerini ve ônemini incelemeye çalıĢacağız.  Bununla beraber, hem Tùrk, hem de BoĢnak halk kùltùrùnde hala canlılığını koruyan  Nasreddin Hoca fıkralarının BoĢnaklara Tùrkçe ôğretiminde nasıl yararlı olabileceği ve  bu fıkraların iki kùltùr arasında nasıl bir kôprù vazifesi gôrdùğù bildirimizin ana  konusunu oluĢturacaktır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[691]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2709">
    <dcterms:title><![CDATA[Literary Antecedents of the Absurd]]></dcterms:title>
    <dcterms:abstract><![CDATA[As is well-known the concept of the Absurd is an off-shoot of Existentialism which  was born in the 19th century and reached almost global acceptability in the early 20th  century thanks to the works of Kafka, Camus, Sartre and the Absurd playwrights like  Beckett and Pinter. This paper tries to show that the Absurd had literary  manifestations in earlier literatures also. This does not aim to be an exhaustive survey  of ―the tradition of the Absurd‖ as in Martin Esslin‘s The Theatre of the Absurd. A  unique feature of this paper is the linkage which it establishes between the Absurd and  the Persian poet Omar Khayyam.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[69]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2708">
    <dcterms:title><![CDATA[Eliot&#039;s Rose Garden: A Sufi Interpretation]]></dcterms:title>
    <dcterms:abstract><![CDATA[Eliot&#039;s theosophical poetry supports the idea that God&#039;s willingness to relate  to the world gives his creatures the possibility of personal knowledge of him, although  this can be acquired only through difficult and serenuous spiritual exercises.  The variety of poetic works, which Eliot produced such as Four Quartets  and Hollow man, are a blend of philosophical and mystical ideas which attempt to  explore the inner meaning of faith and represent a creative and influential stream that  both draws upon and contributes to Sufism.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[68]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2707">
    <dcterms:title><![CDATA[POSITIVE IMPACT OF CORRECTIVE FEEDBACK IN SLA]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper is aimed to discuss corrective feedback in oral reading  skills. It mainly focuses on the role of transitions and conjunctions in texts and  questions the conditions of efficacy of corrective feedback for the development of  reading skill among 4 language skills. It discusses what corrective feedback is, what  kind of types there are, and which type should be preferred mostly for the best result.  Swain (1985), Pica (1988) and Pica, Holliday, Lewis and Morgenhaler (1989)  provided that corrective feedback techniques lead to modified output and self-repair  are more likely to improve learners&#039; ability to monitor their output and lead to IL  development.  As it is a very dynamic subject, there are a lot of claims by the leading linguists such  as Gass, Long, Krashen, Schachter, Varonis, Ellis and Schmidt. By dealing with their  significant approaches to it in the light of various empirical and theoretical  researches, its impact and issues related to it will be examined.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[690]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2706">
    <dcterms:title><![CDATA[Turkish EFL Learners‘ Beliefs about Learning Second Foreign  Languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper reports on a study that investigated beliefs about  second foreign language learning of Turkish EFL learners, compared their  beliefs about learning German, Italian and French as a second foreign  language and explored within-group variation in these learners‘ beliefs.  The primary purpose of this study is to identify Turkish learners‘ beliefs  about compulsory second foreign language courses in French, Italian and  German at an English-medium university in Turkey. Another aim of the  study is to identify the underlying reasons the students have for choosing  and not choosing a particular second foreign language course among  available options as well as to see whether beliefs varied according to the  semester of the students. The results indicated that the participants had  different beliefs about second foreign languages and that their beliefs are  stable over time.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[669]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2705">
    <dcterms:title><![CDATA[The founding myth of the Schola Salerni:  the importance of contact among languages and the activity of translation  for interreligious and intercultural dialogue and the development of  knowledge.]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to the legend, the Schola salernitana was born by the casual  meeting of four physicians, symbolic characters, whose dynamics and values aim to  underline the confluence (in the civitas Hippocratica, cosmopolitan Mediterranean port,  ‗open‘ and ‗syncretic‘ as its nascent School) of different medical, and cultural more in  general, traditions: disembodied from their legendary traits, the four figures show how  peculiar, in that intercultural and interreligious dialogue (among the Jewish, Arabic,  Greek and Latin ones), is the role of languages and the importance of the work of  translation, in its first, and primary, etymological meaning of tra(ns)-ducere, ‗transport  from coast to coast‘.  The proposed contribution intends to frame the founding myth of the Schola Salerni in  the wider cultural background which was its host, contributor and supporter, highlighting  the modern, meaningful value of its everlasting message also for the contemporary world,  which is risking to lose sight of the main way of meeting, contact, exchange, dialogue for  welfare and peace.  The exemplum of the Schola medica Salernitana, a litmus test of a wider cultural and  linguitic debate (from the quite medieval research of the ‗language of God‘ to the  experiments of Frederick II), is emblematic of the absolute necessity of comparison in the  construction of civilization and knowledge, comparison primarily passing through  communication, and then, ultimately, on the linguistic field and activity of translation: the  figure and work of Constantine Africanus are perhaps, in the specific case, the most  significant examples.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[51]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2704">
    <dcterms:title><![CDATA[The Role of Using Current Issues of Interest on Vocabulary Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study attempted to investigate the effect of the teacher‘s using currents  issues of interest in the society in English classes on the students‘ achievement of the  vocabulary in reading comprehension. It was hypothesized that using awareness of  current issues of interest has a positive influence on the students‘ achievement of the  vocabulary in English class at the university. The research was conducted at Islamic Azad  University in Hidaj with participants--male and female-- who were majoring at courses  other than English. The research method which was employed was an experimental pretest  post-test control group design, and t-test was used to analyze the data. After  analyzing the data, it was proved that when teachers contribute current issues of interest  in the society to the class materials in teaching reading passages, their students learn  vocabulary better.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[114]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2703">
    <dcterms:title><![CDATA[The Troublesome Subjunctive: An Examination of the Frequent Mistakes  Made in Tense Conjugation]]></dcterms:title>
    <dcterms:abstract><![CDATA[Why do some English grammar issues pose problems to otherwise fully competent  and fluent students in Croatia? From our experience, reported speech and conditional  sentences rank high on the list of such issues. The aim of this paper is to explore some  problems Croatian students have with the concept of the subjunctive and its application in  conditional sentences. The key problems for Croatian students in forming conditional  sentences derive from their inherent desire to translate Croatian to English directly, which  does not address the changing tense of the verb in the conditional clause. For example, the  sentence, ―If I were rich, I would travel the world‖ would translate into Croatian, ―If I am  rich, I would travel the world.‖ In general, the concept of using a verb in the past tense to  express a present or future desire is simply alien to native Slavic language speakers. Examples  of common errors in the translation of conditional sentences type 2 and 3 from Croatian to  English and vice versa are presented in the paper followed by some suggestions of how to  help students master the concept of the subjunctive and successfully apply it in conditional  sentences.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[56]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2702">
    <dcterms:title><![CDATA[Jezik SMS poruka - novi zajedniĦki jezik]]></dcterms:title>
    <dcterms:abstract><![CDATA[SMS poruke su postale jedan od najdominantnijih sredstava komunikacije u  Ħitavom svijetu. Za lingviste predstavljaju poseban jeziĦki ―varijetet― sa specifiĦnim  pravilnostima u razliĦitim vidovima jeziĦke upotrebe. Kroz kratki istorijat o nastanku  SMS poruka, u nańem radu pokuńaĤemo da tumaĦimo specifiĦnost jezika SMS -  tekstualnih poruka, analizirajuĤi, prije svega, skraĤenice koje se u italijanskom jeziku  najĦeńĤe koriste prilikom njihovog pisanja, kao i uticaj koji SMS poruke imaju na sam  jezik. SMS jezik nije novi jezik, ali je sigurno jezik s daleko vińe moguĤnosti i promjena  od onog kojeg uĦimo u ńkoli i kao takav, razvijajuĤi kreativnost, dozvoljava nam da se  igramo jezikom i rijeĦima, pa Ħak i izmińljamo nove rijeĦi.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[118]]></dcterms:extent>
</rdf:Description></rdf:RDF>