<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/1045">
    <dcterms:title><![CDATA[Prvi svjetski rat -stoljeće poslije i balkanska stvarnost]]></dcterms:title>
    <dcterms:abstract><![CDATA[Sarajevskim atentatom 28. juna 1914. godine započeo je najkrvaviji sukob u dotadašnjoj historiji - Prvi svjetski rat. Sama činjenica da je jedan događaj koji se dogodio u bosanskohercegovačkoj prijestolnici uspio zapaliti „fitilj“ svjetskog sukoba, bez obzira na brojne krize koje su mu prethodile, je više nego interesantan kao predmet obrade sa današnje distance. Sam rat otpočinje nove procese unutar „balkanskog“ prostora te dovodi do prve južnoslavenske integracije. Sa druge strane, to je početak i savremene globalizacije pri čemu se ekonomsko i vojno težište svijeta po prvi puta u državno-pravoj historiji pomiče izvan evro-azijskih prostora. U samom ratu koji je rezultat imperijalističke politike blokovskih saveza javlja se i ideja o „samoodređenju naroda“ kao  dio Wilsonovog obećanja prilikom američkog ulaska u rat. Ishod rata je svakako pored navedene ideje „o samoodređenju naroda“ u sebi sadržavao i značajne elemente imperijalističkih ambicija ratnih pobjednika. Kratkotrajnost takve politike ogledala se u revizinostičkom „drugom svjetskom ratu“ koji je otpočeo samo dvije decenije poslije. Međutim, u balkanskim prilikama „Versejski sistem“ uz manje izmjene trajao je do posljednje decenije XX stoljeća. Na taj način brojni „balkanski problemi“ nastavljaju svoju aktuelizaciju u posljednje tri decenije – sa brojnim naslijeđenim problemima od prije stotinu godina.]]></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[3115]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1046">
    <dcterms:title><![CDATA[ODNOS NORMATIVNOG I STVARNOG STANJA UPISA  PRAVA NA NEKRETNINAMA U ZEMLJIŠNU KNJIGU U BOSNI I HERCEGOVINI, S OSVRTOM NA UPOREDNO ZAKONODAVSTVO]]></dcterms:title>
    <dcterms:abstract><![CDATA[Zadnjih nekoliko decenija stanje zemljišnih knjiga u Bosni i  Hercegovini je netačno i nepotpuno, s obzirom da postoji veliki nesklad  između knjižnog i vanknjižnog stanja nekretnina. Upravo ova okolnost  zahtijeva sveobuhvatnu reformu zemljišnoknjižnog prava, a naročito u  pogledu izmjena i dopuna zakonskih rješenja koja nisu u dovoljnoj mjeri  afirmisala načelo upisa i njegovo konstitutivno dejstvo. U radu je izvršena  analiza ovakvih zakonskih rješenja, detektirani su nedostaci koji generiraju  nesklad između knjižnog i vanknjižnog stanja nekretnina, te su prezentirani  prijedlozi de lege ferenda u cilju stvaranja zakonskih pretpostavki za stabilnu  i efikasnu zemljišnu knjigu. S ciljem potpunijeg razumijevanja ovog  problema, te uloge, značaja i uticaja načela upisa na sređivanje i ažuriranje  zemljišnoknjižnog stanja nekretnina, izvršena je analiza ovog načela u  njemačkom, austrijskom, francuskom i italijanskom pravu.  Ključne riječi: Načelo upisa, Načelo savjesnosti, Uknjižba, Načelo  povjerenja u tačnost zemljišne knjige, Načelo povjerenja u potpunost  zemljišne knjige]]></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[3060]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1047">
    <dcterms:title><![CDATA[IMOVINSKI ASPEKT NAJBOLJEG INTERESA DJETETA U ZAKONODAVSTVU I PRAKSI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pravna priroda i značaj pravnog standarda „najbolji interes djeteta“  može se razmatrati i analizirati i kroz imovinski aspekt najboljeg interesa djeteta.  Takvo istraživanje je korisno i dobrodošlo i zaslužuje pažnju u zakonodavstvu,  teoriji i praksi. U tom smislu autor u radu razmatra ocjenu interesa djeteta u ovoj  oblasti odnosa, stavljajući naglasak na učešće organa starateljstva i notara u toj  ocjeni.  Ključne riječi: najbolji interes djeteta, imovina, organ starateljstva, notar]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3046]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1048">
    <dcterms:title><![CDATA[Međunarodno pravo i borba protiv terorizma]]></dcterms:title>
    <dcterms:abstract><![CDATA[Borba protiv terorizma nije mnogo smanjila opasnost i prijetnju od terorizma. Terorizam kao taktika teško da može biti poražen. Dosadašnje iskustvo u borbi protiv terorizma ukazuje na to da državna politika u borbi protiv terorizma, ne može samo da se oslanja na silu u pokušaju da pobjedi. Države trebaju sagledati mogućnosti da koristite efikasnije opcije za borbu protiv terorizma, osim politike prisile i sile u cilju odvraćanja od terorizma. Razne grupe u svijetu, danas odabiraju i koriste terorizam kao taktiku i sredstvo da bi skrenuli pažnju na svoje zahtjeve i ciljeve.     Borba protiv terorizma u cilju veće djelotvornosti trebalo bi da ima snažan preventivni element sa ciljem da se zaustavi teroristički napad puno prije nego što je pokrenut, a time bi se smanjio strah od terorizma, kao i učinak istoga. Preventivne mjere bi dovele do ranog pritvaranja potencijalnih terorista, ali bi i u pravnom smislu akcenat bio na sveobuhvatnom pokrivanju planiranja, navođenja na terorizam i pripreme vršenja terorističkih djela.    Takva razmišljanja u međunarodnim okvirima, dovela su i do rasprava o obimu smrtonosne sile koja se može koristiti, preventivno protiv osumnjičenih terorista / terorističkih grupa, kao i preventivnom pritvoru i drugim sredstvima kontrole, kao što su kontrola naloga i druge ciljane mjere, što može uključivati pozivanje na  preventivna ispitivanja, i druge obavještajne i policijske metode i tehnike.     U tom cilju, ukratko su analizirani dopušteni odgovori unutar međunarodnog prava, te struktura pravnog sistema Evropske unije i njezina uloga u provedbi međunarodnih instrumenata za borbu protiv terorizma i pravni okvir Evropske Unije u tom području. Također, je dat osvrt na domete Bosne i Hercegovine kada je u pitanju borba protiv terorizma.  Protivterorističke mjere, koje su poduzimane u svijetu dovele su i do primjera kršenja odredbi međunarodnog prava kao i kršenja osnovnih ljudskih prava.]]></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[3095]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1049">
    <dcterms:title><![CDATA[NOSTALGIA IN THE DISCOURSES OF THE YOUTH  IN BOSNIA AND HERZEGOVINA]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper analyzes how students of 7 Bosnia and Herzegovina&#039;s (BiH) universities discursively  construct their ethnic and national identities in relation to the country&#039;s past as one of the republics of the  former Socialist Federal Republic of Yugoslavia (SFRY) . The discourses, obtained in 8 focus groups, are  analyzed within the framework of the Critical Discourse Analysis (CDA), which sees discourse as socially  constitutive as well as socially conditioned (Fairclough, 2001). The aim of the paper is to show how young  people in BiH represent and legitimize their ethnic/national identities with respect to the representation of  their country&#039;s socialist past, its influence on BiH&#039;s post-war crisis and the role of nostalgia in their political  imagination.  As a politically unstable country post-war Bosnia and Herzegovina struggles with envisaging its  future, largely because the society is highly divided along the ethnic lines. The memory of SFRY has been  perceived as extremely significant in both positive and negative terms, causing ambiguous attitudes to how  Yugoslavia&#039;s social heritage is to be viewed in present-day BiH. Young people&#039;s opinions on their country&#039;s  pre-war past and its influence on their identities are often contradictory, resulting in confusing discourses of  nostalgia and rejection. Given that SFRY is seen as both a cause of the 1992-1995 war in BiH and an object  of (borrowed) nostalgic discourse, the paper discusses]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3480]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1050">
    <dcterms:title><![CDATA[CLIL ASSESSMENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper introduces assessment in general terms, its main function and methods used in schools, as well as new alternative evaluating methods (self and peer assessment, project assessment and portfolio) that are advised to be used in classroom besides oral and written testing.  The issue of assessment in the CLIL (Content and Language Integrated Learning) approach is still being resolved. It is the major area of teacher uncertainty in CLIL context since there are no established assessment practices for combined assessment of content and language. In this teaching approach, dual focus is on simultaneous language and content learning achieved by using the foreign language as the medium of instruction. The main concerns refer to what, who, when and how to assess. Do we assess content or language first? Do we sometimes assess one and not the other? Who assesses it, language teacher or content teacher? What tools can we use for assessment? It is important to bear in mind that assessment begins in the early phase of determining curriculum outcomes. The absence of clear language-specific learning objectives in curriculum makes the process of assessing even harder. Therefore, it is necessary to integrate language outcomes into curriculum, along with contentlearning objectives. This article addresses some studies investigating the effects of various assessment methods in practice. It recommends using alternative assessment measures such as portfolios, performancebased tasks, rubrics, descriptors, etc. It is necessary to do some more research to inform practitioners about the possibilities of integrated assessment of both language and content and to see in what context and on what modules these assessment tools may be used effectively and to offer some applicable framework.     Keywords: CLIL, assessment, tasks, rubrics, self and peer assessment, portfolio]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3389]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1051">
    <dcterms:title><![CDATA[METAPHOR, IDEOLOGY AND CULTURE: CONSTRUING REALITY IN US NATIONAL SECURITY STRATEGY]]></dcterms:title>
    <dcterms:abstract><![CDATA[As the way of thinking embodied in language, metaphors supply cohesion to ideology and culture projecting common understanding of social phenomena. The actors in the world of politics and security, in an attempt to gain overwhelming support for whatever they do or plan to do,  draw on conventional metaphors arising from the common cultural and ideological background that seemingly offer the true explanation of otherwise complex and diverse phenomena. By mapping the physical world onto the social world the discourse of politics and security ensures that security issues may become the common issues that concern everyone and are understood and accepted as undisputed truth.    The 2010 US National Security Strategy, as our analysis aims to demonstrate, provides an insight into the culture and ideology underlying the recent US security policies. Focusing on metaphors, we search for cultural foundations of the expressed ideas and motivation behind the use of specific language. Specific examples from the text are presented as metaphoric structures linked to the well-established general metaphors. Drawing on the cognitive linguistics apparatus we seek to explain how the consistent use of chosen metaphors construe the representation of the reality which is strongly culturally and ideologically biased. While the source domains ensure cohesion of the text, conceptual metaphors convey the main message about the caring state providing a safe house for its citizens.     Our analysis combines cognitive linguistics with critical discourse analysis and cultural studies, looking for an interdisciplinary approach to studying language as both psychological and social phenomenon.    Keywords: metaphor, National Security Strategy, mapping, domain, cultural model]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3485]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1052">
    <dcterms:title><![CDATA[THE V-ING  FORM OF THE VERB IN THE POSITION OF NUCLEAR PREDICATIVE COMPONENT (NP2)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The article deals with the V-ing form of the verb in the position of nuclear predicative component. The author analyses the structure of the sentences with V-ing form of the verb, revealing syntactic connections of it.     Keywords: nuclear predicative component, subordinative connection, homogeneous elements, syntactical elements.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3487]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1053">
    <dcterms:title><![CDATA[COLLABORATIVE LEARNING -AN EFFECTIVE METHOD FOR TEACHING NATIVE ARABIC SPEAKERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Native Arabic speaking students of the Gulf Middle East region are descendants of tribes and nomadic families which may be a possible reason why they are social constructivists when it comes to learning. Most prefer a learning environment in which they are actively engaged learners within a group. Native Arabic speaking students are social so best benefit from collaborative learning methods in particular from cooperative learning. Collaborative learning is an educational approach that involves groups of learners working together to solve a problem, complete a task, or create a product. (Lejeune, 1999). Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan,1994). According to Vygotsky’s Social Development Theory; social interaction plays a fundamental role in the process of cognitive development. The purpose of this paper is to illustrate why collaborative learning is an effective teaching method in language education with non-native English speakers (with focus on native Arabic speakers). Collaborative and cooperative learning styles are effective in the ESL classroom with native Arabic speakers because it helps students to share ideas, stimulates critical thinking, helps students to take control and invest in their learning with structural guidance from their teachers, teachers take the role of learners, students can become teachers, and every student gets to be an equal participant in the given task. Collaborative learning is also an effective teaching style that promotes social skills amongst students that can be used both in the classroom and outside in natural situations. It helps introverted students feel more confident about socializing with their peers. When I divide my students into groups or pairs using collaborative or cooperative learning styles; work is done with deeper concentration along with higher critical thinking skills.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3525]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1054">
    <dcterms:title><![CDATA[ACADEMIC WRITING PROFICIENCY: THE ROLE OF ACADEMIC WRITING INSTRUCTION IN EFL PREPARATORY PROGRAMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In studies of writing, linguistic proficiency has been assumed to play an important factor contributing to writing proficiency (Raimes, 1987; Bereiter &amp; Scardamalia, 1987; Hayes 1996). Additional factors such as “cognitive” processes (i.e. planning and reviewing) (Ellis, 2005), memory (McCutchen, 1996, Alamargot &amp; Chanquoi, 2001), and  the matter of the quality of writing  and lexical fluency (Van Gelderen &amp; Oostdam; 2002, 2004) and error correction  (Ferris &amp; Roberts, 2001; Ferris;1999, 2002, 2004) have been among the focus areas. This study examines whether instruction in a university preparatory EFL program increases the quality of writing. A typical criticism from university academic writing classes often argues that short preparatory programs do not produce able, coherent, and proficient writers as preparatory reading and writing programs face the dual challenge of integrated skills instruction as well as covering many of the conventions of academic writing.  In an effort to evaluate the effects of teaching academic writing within an EFL preparatory program, this research aims to compare the quality of writing within two groups of students, low level EFL students (pre-intermediate and intermediate levels) after a two-three semester program against students whose initial fluency was significantly higher at the time of university entry (direct-entry students with an IELTS 6.5 equivalency or higher). To this aim, four factors which are readability, lexical density, coherence and grammar complexity in 50 essays have been examined quantitatively. In this presentation, we aim to highlight implications of the findings for academic writing instruction at EFL university settings and for the broader context academic programs in EFL context.  Our findings indicate that EFL students graduating from the ELC score well below their direct-entry peers in a number of categories.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3530]]></dcterms:extent>
</rdf:Description></rdf:RDF>