<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/1015">
    <dcterms:title><![CDATA[ENGLESKI POMORSKI JEZIK KAO FAKTOR SIGURNOSTI  PLOVIDBE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pomorski engleski jezik je specifičan registar i, prema tome, zahtijeva poseban tretman. Ovaj rad podrazumijeva osvrt na važnu ulogu engleskog jezika u okviru sigurnosti plovidbe. Složen, a u isto vrijeme i jednostavan, pomorski registar predstavlja lingvistički fenomen koji zahtijeva multidisciplinarni pristup. U tom registru dominiraju dvije suprotne tendencije: ekonomičnost i kreativnost. Ekonomičnost pomorskog jezika ogleda se u uslovu da mora biti koncizan i nedvosmislen, to jest precizan da bi služio svrsi. Kreativnost, sa druge strane, stvara nove riječi, nova značenja i nove kombinacije postojećih jezičkih elemenata.    Postoji određen broj podregistara, kao što su podregistar GMDSS-a (Global Maritime Distress and Safety System subregister); palubni (deck department subregister); podregistar navigacionog mosta (navigational bridge subregister) ; i mašinski podregistar (engine department subregister). Seaspeak je vitalni instrument za komunikaciju na brodu. Važnost engleskog jezika je oduvjek isticana, a posebno standardizovane pomorske fraze koje se koriste u komunikaciji na relaciji brod – brod i brod – obala.    Na osnovu analize registra engleskog pomorskog jezika možemo zaključiti da je on „ograničeni jezik“ (restricted language) i da posjeduje određene specifičnosti na fonološkom, morfološkom, leksičkom nivou i sintaksičkom nivou. Te osobenosti su najuočljivije na leksičkom nivou, koji obuhvata stručnu terminologiju. Pored toga, leksika je, kao otvoreni sistem, najviše izložena vanlingvističkim uticajima. Složenost engleskog pomorskog jezika otežava njegovo učenje, odnosno usvajanje. Prvo se moraju savladati stručni termini na maternjem jeziku da bi se išlo dalje sa učenjem engleskog pomorskog registra.    Ključne reči: linguistički, kreativnost, ograničeni jezik, leksikologija , pomorski termini, GMDSS, pragmatika, pomorska komunikacija, posebna svrha, brod, plovidba, kormilo, samarica, VHF-oprema, analiza potreba.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3565]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1016">
    <dcterms:title><![CDATA[THE ROLE OF INSTITUTIONS IN TRANSITION ECONOMICS: A DEEPER LOOK AT THE RELATIONSHIP BETWEEN PRIVATIZATION AND ECONOMIC GROWTH IN BOSNIA AND HERZEGOVINA]]></dcterms:title>
    <dcterms:abstract><![CDATA[The field of Institutional Economics is about the theoretical and empirical findings that have a major role in today’s understanding of institutions. The relationship between the institutions and Economic growth is confirmed by the literature. The objective of this study is to present the current situation of government institutions and economic situation in Bosnia and Herzegovina. This paper begins with the principles and explanations of the theoretical aspects of old and new institutional economics, and its role in transition economics like in Bosnia and Herzegovina. In this case Multiple Linear Regression Method is used and analyzed according to the sets of  variables. Results show the positive relations of Large Scale Privatization and Small Scale Privatization and negative relations of Government Budget on Gross Domestic Product. The author expects that this research topic should help to the Government institutions and Private sectors in Bosnia and Herzegovina.    Keywords: Institutional Economics, Economic growth, Bosnia and Herzegovina, Multiple Linear Regression Method, Large Scale Privatization, Small Scale Privatization, Government Budget, Gross Domestic Product]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2872]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1017">
    <dcterms:title><![CDATA[THE IMPORTANCE OF VALUE ATTITUDES  IN SOLVING INTERCULTURAL CONFLICTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Contemporary world is complicated and we face many difficult problems that sometimes can turn into conflicts that have to be solved. As S. L. Dolan (2011) claims, these problems are: environmental pollution, human alienation, unemployment, crimes, drug addiction, disintegration of the family, mistreatment of the elderly, unequal distribution of wealth, food, educational opportunities, and many more. These challenges cause chaos and disturb the established senses of values across cultures. Some Lithuanian researchers (Aramavičiūtė, 2005) also maintain a view that such chaos has a vast influence on psychological condition of people as they loose the sense and meaning of life, which has a negative impact on their intra and inter-relations.The documents of the EU also highlight the need for educational institutions to promote social cohesion, intercultural dialogue, diversity and equality. The development of personal and social skills and respect for human dignity and shared values are considered to be essential in resolution of intercultural problems.     The article is based on the research into the cognitive-notional component of value attitudes of the students of management and foreign languages. The criteria were the acknowledgement of the importance of values and the depth of understanding of the meaning of values. The conclusion is made that students have to be prepared to understand the world, its cultural variety and values,  think critically, make a stand against the injustice and only then there can be a hope for life without prejudice, violence and contempt. Therefore, educational institutions have a huge and essential responsibility in this respect (Popovici, 2006).      Keywords: value attitudes, acknowledgment of the importance, depth of understanding, moral values, intercultural competence.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3526]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1018">
    <dcterms:title><![CDATA[SAME ENGLISH - DIFFERENT PURPOSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[What is specific when teaching English for specific purposes to the students of entrepreneurial economics, tourism and journalism? Similarities and differences between teaching general English and English for specific purposes are fairly straightforward focusing on who our target audience is and their purpose of learning English. Through appropriate choice of content, language and text types our teaching inevitably becomes more goal-oriented. However, when it comes to the analysis of teaching English for various specific purposes, the distinctions are much more subtle, yet meaningful.    This paper describes and compares the content and methodology that we apply in teaching English to the undergraduate students of entrepreneurship, tourism and journalism at the University of Applied Sciences VERN’ in Zagreb, Croatia. The focus is on the comparison of teaching, revising and practicing vocabulary, grammar and skills which are fundamental for each area of study. Regarding vocabulary work special attention is given to specific word partnerships and collocations that are integral to mastering the core vocabulary of any profession. Additionally, the fact that words collocate differently in English than in the students’ mother tongue is emphasized.  It is significant that the importance of certain grammar points varies considerably according to the specific purpose in question. Therefore, in our language work we concentrate on the areas that are pertinent to the particular professional register. Despite the fact that there are certain generic business skills such as presentation skills, participating in a meeting, making a pitch or writing an email, they also vary according to the students’ professional careers.     Raising awareness of just how specific the specific purposes of our pre-service and in-service students at different study programmes really are has helped us provide them with the accuracy and fluency required in their professions.     Keywords: english for specific purposes, business, tourism, journalism]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3545]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1019">
    <dcterms:title><![CDATA[LEARNING WORDS THAT MEAN NOTHING: USING REAL CONVERSATIONS FOR TEACHING ENGLISH DISCOURSE MARKERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper deals with teaching English discourse markers to native speakers of Bosnian who learn English as a second language. We present a corpus of realistic audio and video recordings of every-day Bosnian and British English conversation and argue that using these recordings in ESL classroom instead of constructed text examples is crucial for successfully teaching the conversational phenomena such as discourse markers.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3416]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1020">
    <dcterms:title><![CDATA[THE ART OF MITIGATING DISAGREEMENT: HOW EFL  LEARNERS DO IT]]></dcterms:title>
    <dcterms:abstract><![CDATA[The principal motivation of this study is to investigate how Macedonian learners of English mitigate their disagreement. It is a follow-up of a much broader study in the field of cross-cultural pragmatics focusing on disagreement in Macedonian and American English (Kusevska, 2012). Our cross-cultural analysis reveals that Macedonian and American native speakers show preferance for different types of disagreement, the major difference being the frequency of mitigation as well as the linguistic means used for its realisation.     For the purpose of this study, we have accepted the definition that mitigation is linguistic communicative strategy of softening an utterance, reducing the impact of an utterance, or limiting the face loss associated with a message (Fraser, 1980; Caffi, 1999, 2007; Martinovski, 2006; Clemen, 2010; Czerwionka, 2012). As mitigation in disagreement is closely connected with politeness, we have also relied on the model of politeness and the strategies for FTA realisation proposed by Brown &amp; Levinson (1978/1987). We have looked at lexical and syntactic devices such as modal auxiliaries (e.g., can/could; may/might), hedges (kind of, sort of), discourse markers (well, but, look), verbs expressing uncertainty (I think, I don’t think), verbs expressing vagueness (seem, assume, guess), conditionals etc., that learners use to mitigate their utterances.     Keywords: speech acts, disagreement, politeness, mitigation, EFL learners]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3476]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1021">
    <dcterms:title><![CDATA[YABANCI DIL OLARAK TÜRKÇE ÖĞRENIMINE KÜLTÜREL ORTAMIN KATKISI: BOSNA HERSEK ÖRNEĞI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalıĢmada, Bosna Hersek‟te var olan Türk kültürünün, Bosna Hersek‟in Saraybosna ve Bihaç Ģehirlerindeki Türk Kolejlerinde okuyan lise 1. Sınıf öğrencilerine, Türkçe öğreniminde katkısının olup olmadığı araĢtırılmıĢtır.  ÇalıĢmada öncelikle, konuyla ilgili literatür taraması yapılmıĢ ve konuya iliĢkin tanımlamalar üzerinde durulmuĢtur. Literatür taramasında, Bosna Hersek‟te Türk kültürünün var olduğu, günümüzde de hâlâ canlılığını devam ettirdiği ortaya çıkmıĢtır.  Bu çıkan sonuçlardan hareketle, var olan bu kültürel ortamın, Bosna Hersek‟te yabancı dil olarak Türkçe öğrenimine katkı sağlayıp sağlamadığı araĢtırılmıĢtır. AraĢtırma, Bosna Hersek‟te Türk Kolejlerinde okuyan, Türkçeyi yabancı dil olarak öğrenen, lise 1. Sınıflara bir anket çalıĢmasıyla yapılmıĢtır. Bu anket çalıĢmasında öğrencilere, Bosna Hersek‟te yaĢayan Türk kültürünün, Türkçe öğrenmelerine katkı sağlayıp sağlamadığı sorulmuĢtur. Anket sonuçları SPSS programında incelenerek bulgular saptanmıĢtır.  Bulgulardan çıkan sonuca göre Bosna Hersek, Türkçe adına kısmi bir kültürel ortam oluĢturmaktadır. Yabancı dil öğreniminde, hedef dilin kültürel yapısına yaklaĢtıkça öğrenme kolaylaĢırken, hedef dilin kültürel ortamından uzaklaĢtıkça öğrenme zorlaĢmaktadır. Buradan hareketle, Bosna Hersek‟te var olan Türk kültürel ortamı, buradaki Türkçe öğrenimini kolaylaĢtırmaktadır.  iv  AraĢtırma sonucu göstermiĢtir ki, yabancı dil öğreniminde kültürel ortam çok önemlidir. Hedef dili kendi kültürel ortamında öğrenmek öğrenmeyi kolaylaĢtırmaktadır.    Anahtar Kelimeler: Dil Öğrenimi, Bosna Hersek‟te Türkçe Öğrenimi, Yabancı Dil Öğrenimi, Kültürel Ortam.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2866]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1022">
    <dcterms:title><![CDATA[Pravno-povijesni kontekst razvoja ideje o europskom identitetu]]></dcterms:title>
    <dcterms:abstract><![CDATA[Povijesno gledajući, Europa predstavlja dvotisućljetnu civilizaciju s mnoštvom kultura, identiteta, iskustava te raznolikih oblika suradnje. Cijelu europsku povijest karakteriziraju različiti oblici i pokušaji gospodarske, političke, vojne i kulturne suradnje kako bi se pronašla ravnoteža između integracije i raznolikosti unutar određenih obrisa. Europa je i politički projekt koji pokušava ujediniti ljude, a pritom poštujući njihove različitosti. Iako je relativno jasna geografska odrednica Europe, društveno, politički i gospodarski, ovo je prostor nedefiniranih granica. Tako su danas Europa i europski identitet  istovremeno univerzalno poznati, ali slabo definirani pojmovi. Formiranje zajedničkog europskog identiteta uključuje i razmatranje unutrašnje heterogenosti Europe. Identitet i formiranje identiteta su razmatrali mnogobrojni stručnjaci iz različitih znanstvenih disciplina i različitih znanstvenih pogleda. Premda su mnogi doprinijeli razumijevanju složenosti i dinamičnosti tih pojmova,  pojam identiteta ostaje i dalje „otvoren“, pa tako i pojam europskog identiteta.]]></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[3110]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1023">
    <dcterms:title><![CDATA[IMPLIKACIJE PRESUDA ICJ, ICTY, ECHR NA  AKTIVNIJE SUDJELOVANJE TVORACA DAYTONA U  POSTUPKU USTAVNOG (PRE)UREĐENJA BOSNE I  HERCEGOVINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dejtonskim mirovnim sporazumom okončan je oružani rat protiv  Bosne i Hercegovine, a s ustavnopravnog stajališta parcijalno su riješeni  specifični problemi međusobnih odnosa u Bosni i Hercegovini. U okviru  pregovora u Daytonu, nije bilo rasprava o agresiji i odgovornosti za teške  ratne zločine, stoga je posljedica tog izostanka ovakvo ustavno uređenje BiH.  Trebaju li presude Međunarodnog suda za ratne zločine počinjene na  području bivše Jugoslavije i presuda Međunarodnog suda pravde u predmetu  Bosna i Hercegovina protiv Srbije i Crne Gore, aktivirati međunarodne aktere  koji su podržali Dayton da kroz prizmu međunarodnog prava sagledaju  komplementarnost rezultata ratnih zločina i počinjenog genocida sa ustavnim  uređenjem Bosne i Hercegovine i da li ove presude zajedno sa presudom  Evropskog suda za ljudska prava u slučaju Sejdić-Finci protiv BiH, trebaju  biti dovoljan razlog za aktivnije angažovanje tvoraca Daytona u postupku  revizije ustavnog uređenja BiH ili novog ustavnog graditeljstva, pitanja su  koja će biti problematizirana u ovome radu.  Ključne riječi: ustav BiH, međunarodno pravo, presuda,ratni zločin]]></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[3077]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1024">
    <dcterms:title><![CDATA[Ljudska prava i slobode, sigurnost i razvoj  Bosne i Hercegovine]]></dcterms:title>
    <dcterms:abstract><![CDATA[Jednu od bosanskohercegovačkih ustavnih antinomija karakteriše prihvatanje i direktna primjena ljudskih prava i sloboda, koje su zagarantovane Evropskom konvencijom o ljudskim pravima i slobodama, sa postavljenim donjim limitom da se ne može „okrnjiti ili ukinuti“ ni jedno od prava i sloboda navedenih u članu II Ustava Bosne i Hercegovine, dok se u kreiranju ustavnih institucija i izbornog sistema ovi standardi krše. Ovako definisana ljudska prava predstavljaju dobar generator sistemskog kršenja ljudskih prava u svim sferama društva, pri čemu je nemoguće u punom kapacitetu razvijati demokratske odnose i afirmirati ljudsko dostojanstvo. Kršenje ljudskih prava koči društveni razvoj i implicira prijetnje ljudskoj sigurnosti. U kakvim su korelacijskim odnosima ljudska prava i slobode, sigurnost i razvoj društva u cjelini, te kakve  bi eventualne intervencije mogle rehabilitirati bosanskohercegovačko društvo, pitanja su koja će biti problematizirana u ovome radu.]]></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[3136]]></dcterms:extent>
</rdf:Description></rdf:RDF>