<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/1178">
    <dcterms:title><![CDATA[Europske integracije i Bosna i Hercegovina - Bosna Srebrena (Bosna Argentina)]]></dcterms:title>
    <dcterms:abstract><![CDATA[„...Slavonija, Dalmacija, a osobito Bosna i Hercegovina, to su zemlje o čijoj prošlosti od četiri do pet stoljeća nije moguće ni stranice napisati, a da se ne susretneš s franjevcima kao glavnim čindbenicima i  nosiocima prvih uloga...“					A.G.Matoš    Posmatrajući položaj Bosne i Hercegovine u kontekstu europskih integracija, može se istaći da je Bosna još od svoga nastanka u geopolitičkom, kulturno – historijskom, civilizacijskom, a posebno u religijskom pogledu uvijek pripadala europskom krugu država. Zahvaljujući Bosanskoj franjevačkoj vikariji, a kasnije u osmanskom periodu Provinciji Bosni Srebrenoj, bosanska država je još od srednjevjekovnog perioda i teritorijalno, a i u vjerskom pogledu dijelila sudbinu s tadašnjim europskim državama. Ahdnama je svjedočila o međusobnom uvažavanju pripadnika različitih religija, koji su u to vrijeme živjeli zajedno na ovim prostorima, zadržavši i u ovom periodu svoju vjersku toleranciju, kulturnu tradiciju i civilizacijsku multilateralnost.]]></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[3114]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1177">
    <dcterms:title><![CDATA[TRANSKRIPCIJA DIFTONGA /EA/ SA RUMUNSKOG JEZIKA NA SRPSKI: TEORIJA I PRAKSA]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study is situated in the field of contrastive linguistics, namely, morphophonology. The aim of the paper is to examine the ways in which transcription of phonemes from Romanian into Serbian language is being realized in proper and geographical names. The analyzed corpus is based on literary translations.     As both Serbian and Romanian language have phonetic, i.e. shallow orthography, and show a high degree of similarity of phonology systems, it is expected that transcription will not pose a lot of challenges. Previous research in the field of transcription from Romanian into Serbian offers some rules and recommendations. However, we find that the analyzed data indicates certain biases and problems that appear on the practical level, when it comes to transcription of proper and geographical names. Thus, the contrastive research of transcription from Romanian into Serbian shows high level of diversity regarding the solutions that the translators chose.     Our paper will focus on the theoretical and practical problems posed by the transcription of the Romanian diphthong /ea/ into Serbian. We will analyse the suggestions for rendering the diphthong that have been put forward so far, taking into account both theoretically-oriented orthographical norms, and solutions preferred in practice by translators and other users of Serbian. We will finally address the rendering of /ea/ after sonorants /l/ and /n/, pleading for a change towards simplicity and consistency in transcription norms.      Keywords: constrastive linguistics, transcription, Romanian Language, Serbian Language, diphtong /ea/]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3512]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1176">
    <dcterms:title><![CDATA[KOMPARATIVNA KNJIŽEVNOST I KNJIŽEVNOST MANJINE:  NA PRIMERU RUMUNSKE KNJIŽEVNOSTI U VOJVODINI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many scholars claim that a unique definition of minority literature does not exist, although they  agree it is crucial to choose an adequate theory and method of research in order to understand its values.  Starting from contemporary comparative literature&#039;s notions on world literature, regional and national as  well as „minority“ literature, the article aims to explore ways in which a „minority“ literature could step into  an intercultural and interliterary dialog with other literatures on local, regional and global level, searching  for their similarities and differences. The study indicates that choosing a transnational and transcultural  approach on literatures created in multicultural spaces as Vojvodina is, such as literary imagology and  cultural memory, brings results that differ from those achieved from traditional national and international  perspective.  Keywords: comparative literature, minority literature, Romanian Literature, Vojvodina, imagology]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3492]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1175">
    <dcterms:title><![CDATA[ODNOS PRAVA I PRAVDE KAO BITNA PRETPOSTAVKA RAZVOJA USTAVNOSTI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Upitno je da li prisilnim osiguranjem provedbe norme nastaje i  održava se društveni odnos koji je zasnovan na određenom aksiološkom  sustavu. Naime, poznato da prema jednom od temeljnih postulata pravne  države moć pravne države ne proizlazi iz njenog represivnog aparata, iako on  ima važnu ulogu u funkcioniranju pravne države, već njena moć proizlazi iz  sposobnosti države da uređuje pravni poredak. Pri tome se misli na  funkcioniranje pravnog poretka u oba njegova elementa, pravnom sustavu  (normativnom dijelu) i ponašanju ljudi (faktičnom dijelu) prema pozitivno  pravnim normama. Dakle, temeljno je pitanje: da li je utvrđena norma  zasnovana na humanističkom vrijednosnom sustavu, odnosno da li počiva na  pravednosti. Pri tome, moramo biti svjesni činjenice da se utvrđenim pravnim  odnosom mora izvršiti distribucija ili redistribucija društvene moći, utjecaja i  položaja subjekata prava i da se pri tome mora „zadirati“ u prava koja su  stečena od strane neke društvene grupe ili pojedinca i ista prava dodjeljivati  drugim skupinama ili pojedincima. Tijekom takvih društvenih procesa teško  je analizirati njihovu pravednost.  Slijedom toga, zaključujemo kako je pravednost prava nezamisliva  bez postojanja opće pravne vrijednosti, odnosno općeg dogmatskog načela  ustavnosti i zakonitosti. Ustavnost i zakonitost kao kohezivna snaga strukture  prava postavlja se na taj način kao kriterij pravednosti prava.  Intencija je autora da na donekle jasan, pregledan i razumljiv način  prezentira odnos između pojmova prava i pravednosti, odnosno da se  problematizira hipotetički okvir o korelaciji pravednosti i prava u kontekstu  razvoja ustavnosti.  Ključne riječi: pravo, pravednost, pravičnost, ustavnost i zakonitost]]></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[3066]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1174">
    <dcterms:title><![CDATA[USING STORY-BASED DRAMA AND RELATED CREATIVE ACTIVITIES TO TEACH ENGLISH TO KINDERGARTEN PUPILS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the learning process for all human beings, play takes a place as universal, innate, and a lifelong social behaviour of having crucial importance (Pramling &amp; Carlsson, 2008). Creative drama is an efficient way to hearten students “experience” rather than discuss in classroom context, where the teacher and students become players. Story making is not always merely an individualized activity; to create imaginative accounts of everyday and fantasy scenarios, young children also have fun co-constructing stories and make use of each other’s experiences and knowledge (Faulkner et al., 2004).     The main purpose of the study is to investigate whether learning skills of kindergarten pupils in English language lessons could be improved through story-based drama activities. The other purpose is to investigate the effect of story-based drama activities on the permanence of the language items learnt in English language course. For these purposes, the following questions are raised:    1. How do stories and drama activities foster creativity in kindergarten class? 2. What are the effective strategies for promoting creativity in teaching English to young learners?    This study is a qualitative research. Interviews, audio recordings and video recordings are used in the present study. The participants are kindergarten pupils at the age of 5-6, who are enrolled a kindergarten in Isparta, Turkey. All of the participants are non-native speakers of English. The participants are selected through convenient sampling (Cohen, Manion &amp; Morrison, 2007). Semi-structured interviews, which are in Turkish, are carried out with the kindergarten teacher. Video recordings of the lessons held by the researcher (Author 2) are also used as data collection instruments. This study suggests some changes in the way to teach English in Turkish kindergartens and the role of teachers in the teaching process.    Keywords: story-based drama, creativity, teaching English to young learners, English as a foreign language, teaching English in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3408]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1173">
    <dcterms:title><![CDATA[TYPES OF ORAL ERRORS AND CORRECTIVE FEEDBACK: A  CLASSROOM RESEARCH STUDY IN A SAMPLE OF TURKISH  EFL CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigates the types of oral errors and the corrective feedback moves for these errors in a  sample of Turkish EFL context. The distribution of error types and the use of corrective feedback for each  error type were examined. 12 hours of video-recording were conducted in four classes with 27 preintermediate  students in an English preparatory program of a state university. The video-recorded data were  transcribed verbatim and analyzed with the help of a native speaker teacher to ensure inter-rater reliability.  The definition of Allwright and Bailey (1991) was followed in the identification of errors, and the model  proposed by Lyster and Ranta (1997) was utilized in the classification of corrective feedback moves. After  the analysis, the researchers agreed on 142 erroneous utterances. Based on these utterances and corrective  feedback types for them, a generally balanced distribution of errors types and corrective feedback was found  with a few striking exceptions. The results showed that about 70% of errors in the observed classes have  grammatical (31 %) or phonological (36.6%) origins whereas the others stem from lexical items (20.4%) or  the use of L1 (12%). In addition to this, it was revealed that most of the grammatical errors were corrected  through input-providing corrective feedback types (recasts and explicit correction). It was also found that  teachers used recasts more while correcting their students’ phonological errors. Finally, it was seen that  teachers never used elicitation to correct their students’ errors stemming from their use of L1. Depending on  these results, this study suggests further classroom research studies on error types and corrective feedback to  shed a light to the issue in Turkish EFL classrooms.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3434]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1172">
    <dcterms:title><![CDATA[FIFTH GENERATION IN LANGUAGE PROGRAM EVALUATION:  TOWARDS TRANSPARENCY, NATION-BASED STANDARDS AND  VALUE-BASED EVALUATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language program evaluation is one of the key elements of systematical language education. It may  focus on many different aspects of a language program such as curriculum design, classroom processes,  teachers and students. Throughout the history, language program evaluation has been dramatically affected  by the beliefs and approaches in education. The dominant and acknowledged theories and approaches in  general education and language teaching shaped the practices and implementation of language program  evaluation in specific eras. In the literature, theses eras are called as four generations (Guba and Lincoln,  1989) which have their own principles and characteristics related with the theories of that specific era. Based  on these four generations theory and current approaches in the literature, this paper theoretically discusses  what the fifth generation will bring to language program evaluation. First, the definition of related terms,  principles of four generations and their development were presented. On the basis of the drawbacks of these  generations, what language program evaluation currently needs and potentials of the fifth generation were  revealed in line with the current literature. Finally, the study put forward some potential implementations of  the fifth generation in language program evaluation.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3426]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1171">
    <dcterms:title><![CDATA[GENRE ANALYSIS OF A TURKISH TOURISM BROCHURE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study uses the genre analysis methodology to investigate the discourse patterns and features of a Turkish tourism brochure and apply the genre analysis to it within the frame of Bhatia’s (2004) movestructural model. The data used for this study consisted of one Turkish tourism brochure advertising several locations in North Aegean region, which was issued by Association of Turkish Travel Agencies (TURSAB). The data was analyzed by the application of Bhatia’s (2004) move-structural model which is based on John Swale’s (1990) genre analysis. The criterion for selecting the Turkish tourism brochure was to reveal its communicative purpose; to persuade the customers into buying the service advertised by means of applying lexico-grammatical features and visual images. The study analyzed how the brochure realizes its communicative goals and maximizes the persuasive power of the brochure.    Keywords: Move-structural model, genre analysis, persuasive communicative goals]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3381]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1170">
    <dcterms:title><![CDATA[VISUALS IN ENGLISH TEXT BOOKS: THE INSIGHTS FROM PREP CLASSES AT A STATE UNIVERSITY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Nowadays English text books include so many visuals in them and it is an   unquestionable fact that visuals are becoming an indispensible part of the language teaching process as they provide both the teachers and the learners with some opportunities. Hence this study aims to indicate the perceptions of the learners about the visuals existing in their English course books. This study includes 63 university students from prep classes and the data was gathered through a questionnaire. The findings show that most of the learners have a positive attitude towards the visuals in their text books.    Keywords:Visuals, English text books, English language teaching]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3441]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1169">
    <dcterms:title><![CDATA[ORTAÖĞRETİM İKİNCİ YABANCI DİL ALMANCA DERS KİTABINDAKİ ETKİNLİKLERİN YAZMA BECERİSİ AÇISINDAN DEĞERLENDİRİLMESİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ortaöğretim Kurumları İkinci Yabancı Dil Almanca Dersi Öğretim Programı temel amaçlarından biri öğrencilerin istek duyarak yazma alışkanlığı edinmelerini sağlamaktır. Yabancı dil ediniminde dört temel dil becerilerinden biri olan yazma, bilgilerin kalıcılığını sağlayan önemli bir iletişim aracıdır.Tüm dil becerilerinin geliştirilmesinde ders kitapları büyük rol üstlenmekte ve Yabancı dil olarak Almanca öğretimi için hazırlanan ders kitaplarında okuma, dinleme, konuşma, yazma alanlarına yönelik etkinliklere yer verilmektedir.     Bu çalışmada Ortaöğretim Kurumları İkinci Yabancı Dil Almanca Dersi Öğretim Programında yer alan “yazma becerisi” kazanımına yönelik “Deutsch ist Spitze” adlı ders kitabında ne tür etkinliklere ve alıştırmalara yer verildiğini ve yazma çalışmaları etkinliklerinde hangi yöntemlerin kullanıldığı tespit edilmeye çalışılmıştır.    Araştırmada nitel araştırma yöntemi kullanılmıştır. Ortaöğretim Kurumları İkinci Yabancı Dil Almanca Dersi Öğretim Programında kullanılan ders kitabı “doküman incelemesi” yöntemiyle incelenmiştir. Araştırmada durum belirlemesi yapılacağından evren ve örneklem seçimine gidilmemiştir. Araştırmanın sonucunda, Almanca ders kitabının etkinliklerinin, yazma becerisi açısından yeterli düzeyde olmadığı görülmüştür.     Yabancı dil öğretimi sürecinde vazgeçilmez olarak kabul edilen yazma öğretimine yönelik etkinlik çalışmaları arttırılmalıdır. Bu bağlamda, çalışma kitaplarının yanı sıra yalnızca yazma öğretimine yönelik etkinlik kitaplarının hazırlanması önerilebilir.     Anahtar Kelimeler: Yabancı dil, yazma becerisi, etkinlikler, ders kitabı.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3540]]></dcterms:extent>
</rdf:Description></rdf:RDF>