<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/988">
    <dcterms:title><![CDATA[DIE VERFASSUNGSBESCHWERDE IM  BUNDESDEUTSCHEN RECHT  – EIN GRUNDRISS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Die Verfassungsbeschwerde hat eine überragende Bedeutung für die  deutsche Rechtsordnung und das deutsche Rechtsverständnis. Zu verdanken  ist dies nicht zuletzt der sehr „grundrechtsfreundlichen“ Haltung des  Bundesverfassungsgerichts, die in vielen seiner historischen wie  richtungsweisenden Entscheidungen widerscheint. Seit den ersten Tagen der  Verfassungsbeschwerde hat das Bundesverfassungsgericht diese bis heute  stetig ausgeformt. Welche juristische Gestalt sie gegenwärtig hat, wird in der  vorliegenden Arbeit näher dargelegt. Hierzu werden zunächst wichtige, sie  tragende Leitprinzipien erläutert. Zu diesen zählen der Schutz der  Grundrechte und sog. grundrechtsgleicher Rechte, die Subjektivität der  Verfassungsbeschwerde, die Kontrolle der Ausübung öffentlicher Gewalt und  die verfahrensrechtliche Einordnung als außerordentlicher und subsidiärer  Rechtsbehelf. Sodann wird der Prüfungsmaßstab dargetan, den das  Bundesverfassungsgericht bei seiner Entscheidung über den  Beschwerdegegenstand anlegt. Schließlich wird aufgezeigt, welche  Urteilsvarianten dem Bundesverfassungsgericht offen stehen und wie das  jeweilige Urteil rechtlich auf Verfahrensbeteiligte und Dritte wirkt.  Schlüsselwörter: Verfassungsbeschwerde, Bundesverfassungsgericht,  Grundrechte, Gerichtlicher Prüfungsmaßstab]]></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[3078]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/987">
    <dcterms:title><![CDATA[THE ENGLISH SUFFIX –ING THROUGH ENGLISH TO SERBIAN TRANSLATION EXERCISES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The origin and usage of the English suffix  - ING has been a captivating read for some time. Regarded as both gerund and present participle it has also posed a certain challenge for the students doing English to Serbian translation exercises. This paper briefly depicts derivational and inflectional distinguishing qualities of  - ING suffixes and examines the students’ errors related to them. The errors have been divided according to the function of the word ending in - ING and statistically presented. Finally, as a possible future guidance, the paper offers some practical solutions to the problems identified.    Keywords: morphology, suffix –ING, gerund, present participle, translation, error analysis]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3460]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/986">
    <dcterms:title><![CDATA[MODERNISING UNIVERSITY-LEVEL EFL LITERATURE CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[With so many various approaches and new methods being constantly developed teachers are faced with a challenging task of choosing a suitable one for their classes. This can often be overwhelming so teachers are tempted to use proven traditional approaches with a classical structure of literature classes and a typical lack of literary criticism on the part of the students.    This paper attempts to shift the focus offered by the lecture-based approach to a student-oriented approach by introducing new methodologies in teaching literature in an EFL classroom.    The paper also presents some of the challenges we have encountered along the way, offering ideas how to overcome them and activities to encourage student participation and elicit critical thinking, thus creating a cooperative learning environment. It further provides an overview of a combination of approaches in teaching literature to EFL students which were used with various groups of students at departments of English from two separate faculties and which we consider to be effective in gaining students’ feedback and developing their capacity for critical analysis.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3508]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/985">
    <dcterms:title><![CDATA[PARENTS’ ROLE IN THE FOREIGN LANGUAGE  EDUCATION IN SERBIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Foreign language education in Serbia has always been a direct reflection of socio-cultural factors specific for the historic period in question. It does not come as a surprise, then, that the educational reform initiated in Serbia in the early 2000s brought new curriculum framework for foreign language learning in the institutions of formal education. By being learner centered, interdisciplinary, and oriented toward the development of multilingual competence, the main goal of the curriculum has been the creation of learners who could be easily integrated into larger global communities of students and professionals. This paper explores the role of parents in the foreign language education since it is repeatedly argued that they have strong effect on students’ performance and, by extension, on the educational outcomes. The analysis is based on the data from 3459 surveys administered to the parents of children in elementary Serbian schools with the intention to explore their attitudes toward the foreign language instruction in compulsory education. According to our analysis, three factors strongly influence parents’ attitudes, that is, extrinsic value (how well a task relates to future goals of their children), integrativeness (a positive disposition toward different aspects of foreign cultures), and perceived influence of foreign cultures in Serbia. A closer look at the data, however, suggests that the foreign language requirement is mainly seen as a vehicle for improving child’s social status and greater mobility. In light of these findings, it is important to reconsider parents’ roles in the implementation of multilingual education and to evaluate responsibilities they take on in the development of their children’s intercultural and multilingual identity.   Keywords: attitudes, extrinsic value, foreign language education, integrativeness, parents’ role]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3361]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/984">
    <dcterms:title><![CDATA[PRODUCT WRITING FOR BETTER LINGUISTIC AND CULTURAL ACQUISITION BY ENGLISH LANGUAGE STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Product writing is considered uncreative and unstimulating, as it trains students to model their output according to rules and patterns. The risk students might particularly be exposed to when taught such writing is their memorising complete phrases, the most common grammatical forms and lexis used, and leaving a false impression of having mastered the register and form of selected writing patterns, and improved their linguistic and writing ability in general. Teaching product writing to students whose native culture has proven hesitant in regard to adopting correspondence as standard in certain situations, e.g. when applying for a job, complaining about a faulty product or substandard service, or writing a report to an authority, may prove additionally difficult and the achievements of a course based on it unintended.     Most people’s daily experience shows the culture of cultivated writing losing battle with truncated correspondence via e-mail and other electronic media. In light of that, learning to write and manipulate such basic forms as applications, complaints and reports may still prove beneficial for students’ writing and more general linguistic competence and adoption of the target culture. This paper presents the results of a writing course administered to first-year English undergraduates as part of a general English language skills course and analyses them in terms of the students’ actual adoption of the grammatical forms and vocabulary/register required or most commonly used in the selected forms, showing the extent of their real progress, as well as changes to their attitude toward such writing as representative of the target culture. It also reveals the role the course has had in developing the students’ awareness of learning as a process and of formative assessment, or rather, specific assessment that focused on a product, while emphasising the relevance of teaching/learning as a process.    Keywords: product writing, teaching/learning writing as a process, linguistic acquisition, cultural acquisition, formative assessment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3535]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/983">
    <dcterms:title><![CDATA[HOW BOSNIAN AND TURKISH STUDENTS ACQUIRE ENGLISH LANGUAGE: NEGATIVE TRANSFER IN FOREIGN LANGUAGE LEARNING]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to the language transfer theory, it is assumed that the learner’s native language (NL) will positively or negatively affect his/her learning a foreign language (FL) in second language acquisition (SLA). Therefore, when there are differences between his/her NL and FL, the native language will actively aggravate foreign language learning. In case of similarities between the native language and target language, the transfer functions positively, while in case of differences, it functions negatively.      On the basis of the theories of transfer analysis and cognitive theories of second language acquisition, this paper is an attempt to find out the phenomena of native language&#039;s negative transfer in English learning by means of Turkish-English translations, as well as Bosnian-English translations, with the purpose of showing how both Turkish and Bosnian learners of English are negatively influenced by their native language knowledge in learning English.    It is hypothesised that the negative language transfer in acquiring a foreign language is inevitable, and the  differences between the learners’ NL and FL will interfere with the target language learning.     75 Bosnian and 174 Turkish students of the International University of Sarajevo filled in questionnaire specially designed to measure negative transfer from both languages, depending on major differences between Turkish and English, and Bosnian and English language in terms of grammar, reading, writing, and structure of the sentence.  The data of Bosnian-English and Turkish-English translations were collected from English Language School students (preparation school), freshmen, sophomore, junior and senior students and the major mistakes were analyzed. It is concluded that the biggest number of mistakes was due to the negative transfer from native languages, and correlates with previously identified differences. At last, suggestions for teachers and learners were proposed according to the mistakes the participants made.   Keywords: native language, foreign language, negative transfer, transfer analysis theory, cognitive theories]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3354]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/982">
    <dcterms:title><![CDATA[COLOUR NAMING LEXEMES IN TENNYSON&#039;S POEM T HE L A DY O F S H A L OT T AND THEIR TRANSLATION INTO  THE SERBIAN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper certain lexical fields of colour naming lexemes from Tennyson’s poem The Lady of Shalott and their translational equivalents in Serbian are chosen in order to determine the internal system of mutual references concerning the abovementioned names of lexemes. The colours will be considered from semantic, pragmatic and stylistic aspect. The sequence of colours is given according to their cognation, according to Berlin-Kay’s Universal Theory of Categories of Basic Colours (1969). According to this theory, the colours are considered due to the principle of their frequency. This theory is based upon the postulate about achromatic and chromatic colours. The achromatic colours are white, black and grey, whereas all others are chromatic. The chromatic colours which will be analyzed after achromatic ones, in the following order, are red (with its shades: light-red, crimson and blood-red), orange, purple, blue, silver, and yellow. For comparison, a segment which is smaller than a sentence is chosen (most often it is a noun phrase, and sometimes it is a clause, depending on the length of a verse). Structural model is chosen because of its convenience for the analysis up to the clause level. The contrastive analysis is performed on the basis of tertium comparationis, represented by rhyme on formal basis, and by phrasal lexeme on the basis of contents. The corpus of research is the Tennyson&#039;s poem itself. The comparability is to a great extent determined by semantic criteria. The aim of this paper is to indicate the similarities and differences in the colour naming lexemes and also to review their use in both languages, as well as their function in literary work. The research is based upon psycholinguistic and cognitive relations between colours from one side, and emotionality and warmth from the other, and over which the conceptualization of their meaning can be revealed as well as the cultural distinctiveness of the Serbian language speakers.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3553]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/981">
    <dcterms:title><![CDATA[STRATEGIES FOR APPROPRIATE AND HELPFUL TEACHER RESPONSE TO STRESSFUL SITUATIONS CAUSED BY DISRUPTIVE STUDENTS IN THE CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Whether you have been teaching for 20 years or you have just started your teaching career, there’s always a possibility you will have a student in your classroom with disruptive behavior. This behavior can go beyond the limits of what is considered to be acceptable in a learning environment. An obvious disruptive behavior is when the student verbally attacks, is late for class, experiences angry outbursts, social problems, etc. or simply rebels against something which is happening beyond the classroom door. However, very rarely are we, as teachers, aware of the possibility that the student might be having a mental health crisis.  We, the Language Center within South East European University, have been encountering various stressful situations, while at the same time we are struggling for balance and finding an appropriate response for students’ complaints about grades, “unfair” treatment, the policy of the faculty, etc. Hence, the research will be done within the Language Center through interviews with the academic and administrative staff and the students as well as their supervision. In our presentation, the objectives are to present several strategies to deal with stressful situations which affect the entire learning environment, including the teacher him/herself, such as: defining the problem, the reason behind it, the time of occurrence, its impact, introducing metacommunication and early communication by setting early expectations, ways to stay calm when responding to a crisis event and setting limits. We will also explore basic principles related to classroom management and a variety of strategies for early intervention in order to create a dynamic learning environment that promotes learning safety.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3374]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/980">
    <dcterms:title><![CDATA[CONTRASTIVE ANALYSIS OF ENGLISH AND  BOSNIAN CONSONANT]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a foreign language has always been rather demanding job. Learning our mother tongue, we have already acquired certain patterns of behavior that language units exhibit and when learning a new language we first notice the differences in these patterns. We become particularly aware of the differences between the patterns of our mother and second language because we memorize new language by contrasting it to the first one. However, when it comes to similarities between the languages, we do not tend to be so careful. We usually take them for granted and imply that if two language units exhibit similarity they also exhibit equality. This false similarity then misleads us into false equality. We tend to believe that words that are pronounced similarly have the same meaning, which is not always the case. The same implies to phonemes. We are well aware of the English phonemes that do not exist in our own language and believe that those existing in both languages are equal. However, there are phonemes which exist in both languages but are pronounced in a different way and are therefore totally different. This paper addresses this teaching and learning challenge raising awareness of the consonants which exist in both languages but are pronounced in a different way. Methodology used in the paper is providing of the necessary theoretical background and the contrastive analysis of the consonants according to the place and manner of their articulation. The analysis has shown that half of the existing consonants are present in both languages but only half of them are equivalents. As such this paper highlights potential problems in pronunciation and raises learners&#039; awareness.     Keywords: English consonants, Bosnian consonants,contrastive analysis, place of articulation, manner of articulation.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3405]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/979">
    <dcterms:title><![CDATA[Multikulturalizam, interkulturalizam i interkulturalni dijalog u kontekstu europskih integracija]]></dcterms:title>
    <dcterms:abstract><![CDATA[Multikulturalizam i interkulturalizam, aktualni su i važni, znanstveno - teorijski i praktičko - politički pristupi kulturnim raznolikostima, kako u kontekstu Europske unije („jedinstvene u različitosti“), tako i Bosne i Hercegovine (BiH), i njenog pridruživanja Europskoj uniji (EU). O relevantnosti međunarodnih rasprava o kulturnim raznolikostima najbolje govore službeni dokumenti i deklaracije UNESCO-a i Vijeća Europe u kojima se kulturna raznolikost promovira kao resurs održivog razvoja, te faktor integracije, uključivanja i mira. Pri tome se interkulturalni dijalog ističe „kao ključ za budućnost Europe“, što je relevatno i za BiH jer istovremeno uvažava njenu kulturnu raznolikost, ali i naglašava dijalošku dimenziju njene multikulturalnosti. Naposljetku, poštivanje kulturne, vjerske i jezične raznolikosti, manjinskih prava i kulturnih prava, kao i mjere protiv rasizma, ksenofobije itd., sastavni su dio pregovaračkog poglavlja o „Pravosuđu i temeljnim ljudskim pravima“, u cilju usklađivanja zakonodavnog i institucionalnog okvira država koje pregovaraju o pristupanju Europskoj uniji, s pravnom stečevinom EU.]]></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[3152]]></dcterms:extent>
</rdf:Description></rdf:RDF>