<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/2671">
    <dcterms:title><![CDATA[Investigating Interaction]]></dcterms:title>
    <dcterms:abstract><![CDATA[Verbal interaction has been a research object of several approaches and theories, including discourse analysis, conversation analysis, ethnography of speaking, critical discourse analysis, functional pragmatics, interactional linguistics. Those approaches (some of them deserve to be called theories) have one and the same object of observation: talk. However, as a result of different perspectives, the name of their object varies.     Both discourse linguistics and functional pragmatics are focused on the way in which languages in use function. Ethnography of speaking is concerned with cultural aspects of human production, and the language itself is observed as a part of a culture. Conversation analysis investigates regularities in social activities, whereby language is one of the products of human society.     Different names, different backgrounds and traditions, different scope of interest, different categories, methods and goals, and different naming of one and the same object, are resulting in a general confusion considering study of language interaction. This paper researches both possibilities and limits of the approaches being observed, by analyzing several transcribed talks from outlined perspectives  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[988]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2670">
    <dcterms:title><![CDATA[Two-in-One Instructors…Ikisi bir Arada…The Best of Both Worlds]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper will argue for the benefits and prosperity of native/native instructors as defined by Medgyes. I add that instructors with the knowledge and ability to utilize, for learning purposes, the language, culture, and religion of L1 students as well as a firm grasp of these features in their native culture and language provide the most beneficial English language learning environment; 2 in 1 instructors: those who are both native (foreigners) and native (to the populous they teach). A befitting example: a Canadian/American English instructor who is also a Turkish national, familiar since childhood with the customs and language of Canadians/Americans as well as Turks. This paper will not explore, per say, the strengths or weaknesses of non-native vs. native or vice versa, but the fortes, and if any, the shortcomings of a native/native instructor as well as advocate these types of instructors as being a future asset to the EFL world and thus employers and students of English teaching institutions. Thus, it must be assumed that experience, training, and other EFL qualifications are accorded. It is certainly the case, as Medgyes claims, where variables such as age, sex, aptitude, charisma, motivations, training, and so on play a decisive role in the teaching/learning process…yet he notes, are non-language specific variables. What we are interested in here are the best of both worlds…an instructor with a multitude of variables (charisma, motivation ...) as well as language specific ones. Here I argue that non-natives no matter how much L2 they have acquired will most likely not be completely native as is the case with the native who tries to become non-native. I conclude, contrasting to Medgyes, that native/native instructors are the repositories of NESTness and non-NESTNESS, a rare commodity that should be amplified. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[945]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2669">
    <dcterms:title><![CDATA[Bosna Hersek`te Yabanci Dil olarak Tyrkce Ogretiminin Problemleri Uzerine Bir Arastirma]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalışmanın amacı, Bosna-Hersek’te Türkçe öğreniminin ve öğretiminin problemlerini bir yöntem kapsamında incelemektir. Araştırma evreni olarak Saraybosna, Zenica, Tuzla Üniversitesi Türk Dili ve Edebiyatı Bölümünde okuyan 3. ve 4. sınıf öğrencileri belirlenmiştir ve Bosna-Hersek’te Türkçe öğreniminin ve öğretiminin problemleri anketi uygulanmıştır. Araştırma sonucunda elde edilen veriler faktör analizi yöntemiyle değerlendirilmiştir. Öğretim elemanlarının yetersizliği, ana dilde eğitim verilmesi, konuyla ilgili araç-gereç eksikliği ve eğitim müfredatının yetersiz olduğu gibi temel sorunlar tespit edilmiştir. Bu bağlamda ilk olarak Bosna Hersek üniversitelerindeki Türk dili ve edebiyatı bölümlerinin öğretim müfredatlarının yenilenmesi gerektiği anlaşılmıştır. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[976]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2668">
    <dcterms:title><![CDATA[Correlation between Teaching Strategy and Students’ value Orientations at Higher education institutions(International University of Sarajevo and University of Travnik)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Old methodology did not pay a lot of attention to the students&#039; needs, interests and value orientation. The reason for that was the fact that the teaching strategies considered a teacher-centred methodology. Nowadays, it is becoming more and more students-centered way of teaching. Students&#039; needs and value orientations are becoming primary doctrine applied within process. Therefore, we can say that they shape the world&#039;s outlook. In practice, it is a bit complicated in the higher education institutions when it comes to matching teaching strategies and students’ value orientations. In depth, the methodology meets various implications of the challenges. Post-war education system in Bosnia and Herzegovina requires comprehensive redesigning reforms, and at the same time requires to be attended to it with earnestness. We claim that the reform of the education system in Bosnia should be taken into the consideration and integrate the students’ value orientation and apply the curriculum done right after the brief analysis of the previous curriculum, syllabus and textbooks. Learners’ ethnic and cultural background should play an important role while teaching. The aim of paper will be to clarify the scope of students&#039; value orientation and teaching strategy, to what extand it is payed attention within education system and the importance of its correlation. Therefore, teaching strategies together with the experiments, lectures and skills integrated activities with the realm of values need to promote the objectives of students’ value orientation. The finding of the research points out to what extents is the correlation between teaching strategy and students’ value orientation important in order to obtain the learning environment and achieve knowledge.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[942]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2667">
    <dcterms:title><![CDATA[Insurance Market Development in the Former Yugoslav Republics, Non-EU Countries]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents an insurance market research of the markets in several Balkan countries that were part of former Yugoslavia and are still not members of EU. Being categorized as developing countries, they have far lower development degree in comparison with the European Insurance Federation member countries. By means of comparison between the basic insurance market development indicators in these countries, the law regulations, as well as through conducting surveys, based on questionnaires, which appoint the reasons for the underdevelopment in the sphere of life insurance, the paper gives a clearer perception, in terms of the conditions of the insurance markets, placed on the margins of the European insurance market. Its utmost objective is to point and argue several measures, which would improve the insurance market conditions in the already mentioned countries, i.e. would contribute to the development increase and the acceleration of these insurance markets. As a result, that would raise the protection measures and the safety, both to the citizens and their material goods.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1392]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2666">
    <dcterms:title><![CDATA[Evaluation of Financial Performance of Banking Sector: Evidence from Bosnia and Herzegovina, Croatia, Serbia and Slovenia]]></dcterms:title>
    <dcterms:abstract><![CDATA[The objective of this study is to compare the financial performance of the banking sector in some ex- Yu countries: Bosnia and Herzegovina, Croatia,Slovenia and Serbia for period from 2005 to 2010. The banking sector of these countries experienced reforms after the separation from the Yugoslavia. The financial performance of banks is studied on the basis of some selected financial variables and ratios that are either obtained from different sources either calculated by author.During this period the banks become privatized and there is increase in the presence of the foreign owners on the Balkans.This is mostly descriptive research that explains and provides some insights about situation in banking of the selected countries. Financial performance in this study is measured by selected indicators, such as return on asset (ROA), return on equity (ROE), capital adequacy ratio (CAR), share of non-performing loans (NPL), participation of deposits, assets and loans in Gross Domestic Product (GDP) of the country.Data show that banking system of these countries suffers from problems in the banking sector, largely influenced by its huge debt to IMF, political situation, financial crisis, internal situation and other political factors]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1389]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2665">
    <dcterms:title><![CDATA[Cultural Diplomacy in Foreign Language Teaching: Some Evidences from the Teaching of Portuguese as a Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[In an increasingly multi-territorialized and interdependent world, where technology plays an important role through many mass media services, people are getting more in touch with one another than ever before. This provides the possibility to overcome geographical boarders in order to build new relationships that foster mutual interests in economical and socio-cultural aspects from different countries. However, not only official diplomats are in charge of this exchange. As many language instructors are hired to teach in partner countries, they can all be considered independent, public or cultural diplomats who mediate interaction between cultures (or countries) through the teaching of a target language. Therefore, instructors will have to provide the students with information about socio-cultural aspects, rather than only linguistic ones, related to the people who speak the target language. This means that the instructor’s task is not teaching language itself, but teaching beyond language, incorporating topics related to the students’ interests. Besides that, as any good diplomat, instructors also have to know how to act in the culture they are in. For this reason, they must also be determined to learn about the other culture and language so that they can promote a fair positioning of the language sought. This study focuses on this topic illustrating real life situations experienced by how instructors of Portuguese as a Foreign Language (PFL) act as cultural diplomats of their language in an international setting. Considering that Portuguese has been growing in China due to bilateral agreements this country has with some Portuguese speaking nations (specially Brazil, Angola, Mozambique and Portugal), we intend to discuss which actions the PFL instructors (native and non-native ones) must perform to be considered cultural diplomats of this language in a setting like Macau, where Portuguese is starting to be seen as a global rather than a local language. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[962]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2664">
    <dcterms:title><![CDATA[Modal Particles as a Translation Problem. Contrastive Analysis of German Modal Particle ja]]></dcterms:title>
    <dcterms:abstract><![CDATA[Modal particles are considered as a translating problem, especially when it comes to translation in a language whit a lesser extent of modal particles. The most important thing in the process of translation is to transfer the meaning of an utterance using the adequate language resources of the language being translated into. There are few absolute equivalents in two different languages.    I presume that two utterances in two different languages are equivalent if they have the same semantic-pragmatic function without having the same formal-syntactic structure. It is unnecessary to translate each modal particle. Such a translation could be considered as an unnatural one. In order to transfer such a subtle distinction from the German language into some other language we often have to use the method of paraphrasing. The issues observed in this paper are related to the transfer of modality in general, as well as to the translation of the modal particles. Modal particles express an epistemic modality. My intention in this paper is to expose, on the examples of the German particle ja, in what extent the epistemic modality remains within the Bosnian translation. The observed examples are excerpted from five German literary works and their equivalent Bosnian translations.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[981]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2663">
    <dcterms:title><![CDATA[Gender Responsive Budgeting as Smart Economics: A Comparative Analysis between Bosnia and Herzegovina and Republic of Macedonia]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper addresses a comparative analysis of two different frameworks for inclusion of gender in fiscal economics through gender responsive budgeting(GRB) initiatives that took place over one decade - from 2000 till 2010 in two former Yugoslavian republics: Bosnia and Herzegovina (BiH) and Republic of Macedonia (Macedonia). Namely the comparison of two countries with two different methods for GRB is depicted: a) Case of BiH where GRB was introduced through overall public finance management (PFM) reform within the realm of program based budgeting, versus b) Case of Macedonia where GRB was introduced through specific program level initiatives and interventions without an overall integration with budgetary system and performance budgeting as a baseline concept. The paper analyzes these two approaches, and provides an argument and evidence for concluding that the introduction of gender sensitive budgeting through an overarching PFM reforms a more practical and comprehensive mechanism. It suggests that GRB can be used as a tool for more efficient and equitable policy and budget making decisions, and that the capacity level directly affects the absorption capacity, level of implementation and overall sustainability. Furthermore, due to the transition from social regime toward open market parliamentary democracies that Balkan countries are experiencing, integration of GRB practices within the PFM reforms is an attractive model given that those reforms are already taking place. Gender equality through GRB mainstreamed through PFM reforms supports contributes to overall socio-economic prosperity.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1394]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2662">
    <dcterms:title><![CDATA[The Impact of the Global Financial Crisis on the Banking Sector of Western Balkans: Cross-country Comparison Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to examine the extent and impact of the global financial crises on position of the banking sector of Western Balkans covering both pre-crisis and crisis period as well as to provide an explanation for these trends.This paper deals with cross-country comparison analysis of banking in Western Balkans before and during crises. Altough, depth of the crisis in the banking sector of Western Balkans is not yet fully evident, selected indicators in this paper point to its direction. The research alone has determined the paper’s structure which consist an analysis of the impact of the global financial crisis on recent occurrences in the banking of the region.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1393]]></dcterms:extent>
</rdf:Description></rdf:RDF>