<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/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/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/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/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/1014">
    <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[3533]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1013">
    <dcterms:title><![CDATA[SPANISH SPORTS DISCOURSE: INTERDISCURSIVITY AND CULTURAL CODES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The notion of “sports discourse” is an umbrella term used for the range of genres, united by the same functioning area, common agents and goals. It is manifested via the complex of media articles, books, reviews, Internet blogs, synchronous commentaries of the competitions, interviews, TV programmes, music, and movie industry works that are unified by the common topic – sporting events – and produce sports discourse representing sportsmen, coaches, fans and journalists. However, in this article I want to focus on its written presentation: newspaper articles and books.    Sports discourse doesn’t function in an isolated way. Considering the fact that discourse inherently is a semantic and pragmatic phenomenon, it is necessary to highlight that it is a multifaceted notion which exists in a dialogical communication with other discourses. Interdiscourse relations are understood as the interaction between several discourses that marks a particular space and tends to generate new meanings. This paper aims to single out the main types of these discursive formations that mark the dialogue between the Spanish sports discourse and other kinds of discourses. To a greater extent we are talking about sports discourse VS artistic discourse, briefly mentioning some aspects of its relation to medical and culinary institutionalized discourses.    Among the most productive agents of interdiscourse actualization I primarily distinguish lexical level that leads us to understanding global hidden codes. These markers also enable us to extract some typically Spanish cultural codes: bullfighting, tradition of flamenco guitar, and even national cuisine. This lexis layer creates a particular stylistic image of any text dedicated to sport regardless of its genre. This aspect proves one of the main features of discourse highlighted by the majority of scholars – social nature of discourse that brightly reflects life of a particular society.    The culture is not a child of work,  but a child of sports1.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3552]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1012">
    <dcterms:title><![CDATA[STUDENT-PROFESSOR RELATIONSHIP - FACT OF FICTION?]]></dcterms:title>
    <dcterms:abstract><![CDATA[As I already mentioned, this review explores the topic of teacher and student rapport or interpersonal relations. Rapport is the “ability to maintain harmonious relationships based on affinity for others” (Faranda and Clarke, 2004). Affinity or affinity seeking is defined as “the active social-communicative process by which individuals attempt to get others to like and to feel positive toward them” (Bell and Daly, 1984). The question is: Why is rapport important in the classroom? Allegedly, rapport is the interpersonal side of teaching. Basically, it is what makes the teacher more than just a lecturer. Rapport means knowing your students and their learning styles and using your relationship with them to teach at a more personal level. Teachers who have good rapport with their students are skilled in “ways that encourage involvement, commitment, and interest” (Ramsden, 2003). Ultimately, like children, students need to think that you care before they care what you think.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3506]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1011">
    <dcterms:title><![CDATA[APPLYING COMMUNICATIVE APPROACH TO IMPROVE YOUNG LEARNERS’ CLASSROOM AND SOCIAL INTERACTION:  THE USAGE OF PREPOSITIONS*]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper aimed to explore in the light of author’s experience how communicative approach improves young learner’s classroom participation, social interaction,understanding and use of prepositions. Communicative approach focuses on authentic and meaningful exchange of new information through communication. By using authentic material students find the connection to their own language. Students should be able to use the language appropriately in a given social context. The researcher focused on activities to improve students’ knowledge of prepositions through communicative method. Similarly, everyday the researcher observed the performance of students. The researcher gave students different kinds of activities such as games, role-play etc. to improve their knowledge of prepositions. The experiment conducted by the researcher with the experimental group of 5th class.    Keywords: Communicative approach, young learners, communication, activities, prepositions]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3414]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1010">
    <dcterms:title><![CDATA[BUILDING ENGLISH]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper is a sociolinguistic and sociopsychological analysis relating to the attitudes of Civil Engineering Students in Tuzla towards the English Language. The empirical research will be  conducted in the form of a survey. It involves 40 students from the Department of Civil Engineering at the University of Tuzla. The survey will be carried in February 2014.     The aim of this paper is to determine the types and features of attitudes towards English regarding their age, gender and level of education. A standard computer program SPSS will be used in the statistical data processing of responses.     It is expected that the results of the survey will support the initial hypothesis that attitudes towards English are positive, that respondents will recognise English its global status and, the most important, that respondents perceive English as the language of business.    Keywords: Language Attitudes, Globalisation, Gender, Business English, Age, Gender]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3538]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1009">
    <dcterms:title><![CDATA[PERCEPTION DISCREPANCIES IN EDIFYING CONNOTATIONS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Perception is not always a readily available contemplation outcome. Perception is always an interpretation too. Thinking is not based on edification foundations alone. It is also wrought with different purposes, conceptualizations and anticipations. An individual can never be absolutely certain that another person watching an object or an action with them at the same time interprets it with the same ultimate discernment. What we can surmise is that, under certain conditions, common perception facilitates human interaction. In order for members of a community to communicate and be able to act conjointly towards a common goal there need to be structurally identical elements in what they observe, feel and perceive. Thinking always objectivizes perception anew and makes it possible for different inferences to be interpreted as perception discrepancies. Individual perception, on the other hand, always strives to reroute thinking into a subjective mould and construe it as an emotion, or an upfront taken attitude which shapes the edifying algorithms and the premises beneath it. Before venturing to shed a definitive clue onto such contradictory connotations, one should ponder first whether there is an absolutely objective perception at all, one that soars above all subjective relations and yet involves people of different backgrounds, timelines, and locations. That, however, should be no obstacle to contemplating levels of perception discrepancy and the impact it has on the clarity of meaning. There are cases where an individual can be more objective than the whole community they belong to, and can perceive meanings more correctly than a vast majority of their fellow countrymen.    Key words: perception, discrepancy, meaning, inference, edification]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3387]]></dcterms:extent>
</rdf:Description></rdf:RDF>