260 10 3494 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3500 Title A name given to the resource MULTILINGVISM IN THE PRIZREN AREA Author Author Kaćka, Muljaim Abstract A summary of the resource. The topic of this work is multilingualism in Prizren region. Prizren is the second largest city in Kosovo and largest cultural centar of Kosovo. The city it self has around 100 000 residents but its surrounding is very large. Ethnical and linguistical picture is dominantly Albanian, but, Prizren is different concerning that matter. In Prizren there are many people and many nations and multiple languages are spoken (Albanian, Serbian – Croatian, Turkish, Roman, etc).All of this showes the fact that Prizren is a multinational and multilinguistical place. In our work we have showed that. It is clearly shown that a large number of young people from mentioned area know and learn other official languages, which is a characteristic of area like this one is. We have shown and described types of biligualism that are found in a mentioned area as well as a prevalence of bilingualists. Key words: Multilingvism, Bilingvism, Prizren, Prizren area, language. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3499 Title A name given to the resource ATTRIBUTE IN FRENCH AND MACEDONIAN LANGUAGE Author Author Kasaposka-Chadlovska, Milena Abstract A summary of the resource. ABSTRACT In French grammar, the attribute has a primary sentence function, the exclusion of which makes the sentence ungrammatical. In the Macedonian language, the attribute presents a second-degree sentence member which is not necessary for the correct functioning of the sentence, although it deprives the sentence of the richness of its content. Taking into consideration the presumption that what is called an attribute in French, in most cases corresponds to the nominal element of a nominal predicate with copula in Macedonian, the aim of this paper is to conduct a detailed comparison through an analysis of examples of subject attribute and object attribute in order to detect the remaining equivalent structures of the French attribute in the Macedonian language. K e y w or d s : French, Macedonian, attribute, equivalents, nominal predicate with copula Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3430 Title A name given to the resource LANGUAGE VARIATION: A RELATIONSHIP BETWEEN LANGUAGE AND IDENTITY Author Author Karkili, Ferhat Akbarov, Azamat Abstract A summary of the resource. Have you ever considered how many different languages, religions, cultures there are in the world? Ask yourself that question or perhaps goggle it, but we are sure the answer won’t actually can’t be found that easily. The relationship between language, identity and cultural difference is a major concern for many sociolinguists and researchers. As it is well-known, language, identity and cultural variation are closely connected and affect each other. People who speak more than one foreign language, or who simply speak a foreign language know that it is not just enough to know that particular language. When acquiring a foreign language it is very important to know about the county where that particular language is spoken, and then to learn something about the culture presented in that country. Since there are numerous different languages and they all belong to a certain group where certain expressions are different than in the other groups. Consider British and American English, for some people they are one language having different pronunciation, for some they are completely different languages, and perhaps for some these two represent something totally different. There are certain moves, words, expressions that are different among them! Not just among them consider Turkish and Azerbaijani Language there are a lot of things that can be easily said in Turkish and not in Azerbaijani Language or vice versa the same thing is with every other language that people face with. What is identity and how it related to the language we speak, are some aspects that are dealt with through out this paper. Keywords: language culture, language position, identity, language variation, dialect. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2868 Title A name given to the resource LANGUAGE AND IDENTITY IN FOREIGN LANGUAGE CLASSES Author Author Karkili, Ferhat Abstract A summary of the resource. The current sociolinguistic study focuses on Language identity in foreign language classes. This research primarily focused on practical study for the constructs of language, culture, and identity in foreign language classes. In addition, this research also provided theoretical contributions for identity while embracing the existing body of knowledge. With a growing number of cosmopolitan cultures sending students into new locations, the need for knowledge about how individuals and students effectively combine and connect to their host country is paramount. Have you ever considered what number of diverse languages, religions, cultures there are on the planet? Make that inquiry or maybe goggle it; however we are certain the response won't really can't be observed that effortlessly. The relationship between language, identity and social distinction is a significant sympathy toward numerous sociolinguists and analysts. As it is well-known, language, identity and cultural variation are nearly joined and influence one another. Individuals who talk more than one foreign language, or who basically talk a foreign language realize that itis not simply enough to know that specific language. At the point when getting a foreign language it is exceptionally vital to think about the province where that specific language is talked, and afterward to learn something about the society displayed in that nation. Since there are various diverse languages and they all fit in with a certain group where certain outflows are not quite the same as in alternate groups. Consider British and American English, for some individuals they are one language having distinctive articulation, for some they are totally diverse dialects, and maybe for some these two speak to something completely different. What is identity and how it identified with the language we talk, are a few perspectives that are managed throughout this paper. This study suggests a need to draw stronger theoretical connections between the constructs of language and identity. On the individual level of study, language and identity form and reform constantly to emerge as new individual. However, as this study has suggested, the entity may greatly influence the group’s fundamental ideas of culture and identity. Key words: Language, culture, foreign language teaching language, identity. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Thesis NonPeerReviewed L Education (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3554 Title A name given to the resource STUDENTS’ COMMUNICATIVE COMPETENCE AND LANGUAGE PROGRAM EVALUATION Author Author Kareva, Veronika Abstract A summary of the resource. There is no dilemma at present times that language learning means learning how to use the language and not learning to know about the language. Exactly for this purpose, in today’s global world characterized by massification and mobility in the field of education, the Council of Europe - Common European Framework of Reference (CEFR), as a universal instrument allowing individuals to have a record of the different elements of their language learning achievement, begins its treatment of language use through the context of communication. Language programs at different institutions organize their work in the way that learners use the general competencies they bring with them, but also develop them further. Nonetheless, successful completion of university language courses does not always mean that the student has mastered the language and can use it for communication. This mostly refers to the cases where the language courses are treated as part of the curricula while the other instruction is in the L1. The fact that students at such institutions are not required to take any standardized English proficiency test put the effectiveness of the complete language program under a question mark. In order to provide evidence for its quality language provision resulting in improved students’ communicative competence, the Language Center (LC) of the South East European University (SEEU) in Tetovo, Macedonia, introduced final oral examination as a part of the course grading criteria. The aim of this paper is to demonstrate if the introduction of the oral examination as a part of the final achievement exam has contributed to raising student’s awareness of the need to improve their communication skills and thus result in their better performance. Participants of the study are 114 students from eight sections, two per level, starting from beginner to upper intermediate, whose final scores will be followed in the last three exam sessions. Besides this, individual students will be chosen and their progress followed in duration of three academic terms in order to show the development of their communication skills. The results are expected to be used as an indicator for program evaluation by the University management and external evaluation Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3450 Title A name given to the resource OKULLARDA RUSÇA ÖĞRETİMİ ÜZERİNE ÖĞRETMENLERİN GÖRÜŞLERİNİN DEĞERLENDİRİLMESİ: TÜRKIYE ÖRNEĞI Author Author Karacan, Hasan Abstract A summary of the resource. In this research the problems of teaching Russian language haven been evaluated. The inquiry with 15 items has been given to 35 Russian langugae teachers who works in schools ( Anatolian Hospitality and Tourism Vocational High School) and they answered the items one by one. After their responds the inquires have been evaluated by SPSS programme. According to the responds many outstanding results have been realized and solutions have been given. With the inquiry the situation and information of Russian language in schools of Ministry of Education have been enlightened. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3429 Title A name given to the resource THE EVALUATION OF EFL TEACHER EDUCATION PROGRAMS IN TURKEY FROM THE PERSPECTIVES OF PRE-SERVICE EFL TEACHERS AND THEIR INSTRUCTORS Author Author Karabuga, Ferhan Abstract A summary of the resource. The fact that teacher education programs need a systematic evaluation has been emphasised by many researchers (i.e. Richards, 1990, Wallace, 1991)). The present study aims to investigate the pre-service EFL teachers’ views on EFL teacher education programs they attend in Turkey and their instructors by means of Peacock’s (2009) recent evaluation model. The present study is based on the data collected from fourth grade pre-service EFL teachers and their instructors via questionnaires and interviews. The results obtained through data collection tools revealed that the pre-service EFL teachers had a strong agreement in general with the program they were attending. However, the program seemed to have some shortcomings from the perspectives of pre-service teachers and their instructors and they put forward some suggestions to be taken into consideration to overcome those shortcomings. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3425 Title A name given to the resource THE CODED LANGUAGE OF MOLANA BASED ON THE MOTIFS OF MOLAVI'S STORIES IN MASNAVI Author Author Kakarash, Farhad Enayati, Bayaz Abstract A summary of the resource. Having a short hesitation in Masnavi-e-Molavi, we will notice that the main motifs of Masnavi's stories are the roaring springs of Koran and Islamic concepts which have been stated through coded language, which is the particular feature of Molavi's thought. In this paper I have tried to study the motifs of Masnavi's stories carefully. First I have shown Molna's power on different Persian and Arabic verses and poses, and religious texts, then the focus is turned to this point that Molana sees his deductions more important than anything else, and he disregards the source and the form of the stories, where this deduction is stated through a magic and effective language by which his readers are charmed. The other point is that Molana has used Koran, Hadith books, interpretations, mythology, and anecdotes in his stories. Masnavi along with Molana's other stories are either his initiatives or his reinventions from oral and common culture , so the general result of Molana's language and particular statement in Persian poetry and mysticism become clear. Keywords: Molavi , Masnavi, stories, Semeiotics, coded language, recreating Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3427 Title A name given to the resource THE TRIANGLE OF PERSIAN MYSTIC POEM ON THE TOP OF THE HISTORY OF THE WORLD LITERATURE Author Author Kakarash, Farhad Abstract A summary of the resource. The beginner of mystic poem in Persian and Iranian literature is Sanā'ī Ghaznavi , and after him Attar Nishabouri could bring mystic poem to perfection using codes and unique symbols. This particular language culminated in Mowlavi’s poem, such a climax which became the sample of mystic poem in the literature of Iran and the world. Forming the triangle of mystic poem between sixth and seventh Hejri centuries, these three poets have been not only on the top of Persian literature, but also the literature of the world and they still shine at this zenith. A glance at the impact of the mentioned triangle (Mowlavi, Attar and Sanā'ī’s Masnavis) over the literary works of famous poets in the literature of the world, one can see the similarity of intellectual styles in educative thought and Gnostic influence, where the trace of this great triangle is seen in the recent researches of western literature and philosophy. Using descriptive-analytic research method, the author tries to study the mentioned points in brief while getting to some important results: the most important element and similar intellectual feature of those three great Persian poets with the great poets of the world in the doctrines of innate concepts is the high frequency of today’s literal researches of the west and their theorists related to this Persian mystic triangle, which at all shows the triangle of mystic literature on the top of the history of the world literature. Keywords: Mowlavi, Attar, Sanae , literature, mysticism , world Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/56fcb4e4c0320dc340f09bb78a7a2dcd.docx be81aa7f005148eaef3aad1156ceb7dd https://omeka.ibu.edu.ba/files/original/86dc017608ac1714e159a58d7b3c65dc.pdf 64158d7f6513662701d2f7bfc4bece81 PDF Text Text ���������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3151 Title A name given to the resource Kako Evropska Unija i Visoki predstavnik mogu pomoći Bosni i Hercegovini u njenoj integraciji Author Author KURTĆEHAJIĆ, Suad Abstract A summary of the resource. Evropska Unija može i mora pomoći Bosni i Hercegovini tako što bi joj olakšala uslove za prijem u njeno članstvo donošenjem posebnog zakona za njen prijem u Evropsku Uniju čime bi Bosna i Hercegovina uplovila u luku spasa, a velikodržavne koncepcije susjeda koje su razbijale Bosnu i Hercegovinu i koje bi htjele da joj vide kraj bi tim činom bile značajno oslabljene. S obzirom na neodlučnost vodećih zemalja Evropske Unije tokom rata u Bosni i Hercegovini od 1992-1995 godine, često i opstrukciju posebno Velike Britanije i Francuske za vrijeme Miterana, sramnu ulogu holandskog bataljona u Srebrenici koji je prepustio Mladićevoj vojsci zonu koju su UN proglasile zaštićenom, te loša rješenja koja su Dejtonskim sporazumom učinila Politički sistem BiH u najvećoj mjeri nefunkcionalnim, kao i da su u njegovom kreiranju učestvovale članice Kontakt grupe od kojih su osim SAD-a, sve ostale bile iz Evrope ( Njemačka, Velika Britanija, Francuska i Rusija) i osim Rusije ostale tri su članice Evropske Unije, postoji moralni dug Evropske Unije prema Bosni i Hercegovini da joj ponogne da ubrzano uđe u njeno članstvo. Također, vodeće zemlje Evropske Unije zajedno sa SAD-om trebaju dati podršku Visokom predstavniku, kako bi konačno dao tumačenje odredbe čl. III stav 5. Ustava BiH o dodatnim nadležnostima koje predstavljaju najveću integrativnu snagu za Bosnu i Hercegovinu. Niko osim Visokog predstavnika slovom Dejtona to ne može učiniti, a do sada se nijedan po tom za BiH krucijalnom pitanju nije očitovao. Na osnovu ove odredbe Visoki predstavnik može ustanoviti neograničen broj nadležnosti koji može pripasti državi Bosni i Hercegovini, čime bi je integrisao a istovremeno smanjio moć entiteta i mogućnost njenog cijepanja. Publisher An entity responsible for making the resource available Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Article PeerReviewed K Law (General)