<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/478">
    <dcterms:title><![CDATA[Truths about Bosnia and Herzegovina, Conflict or Synergy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: The author discusses the importance of the ECtHR ruling in the case Sejdić and Finci in terms of necessary constitutional amendments that will establish Bosnia and Herzegovina as a normal European democratic country, which is independent and capable of integration in the EU. According to the author, BH is facing an inter-personal conflict of interests of constituent peoples which are harming them and the development of the state they reside in. He agrees the greater prominence of the constitutional system of BH should be given civic on the account of the national principle, however, this should not mean neglecting the concern for the equality of the constituent peoples and entities. Since the last war ended, these peoples have been living next to each other far too separately, and several times still against each other. In BH, various truths of the constituent peoples, &quot;the others&quot; and the international community are fronting. So far they have mostly been in conflict with one another rather than cooperating in synergy. The international community is undeniably accredited for terminating war-oriented hatred and maintaining permanent peace in BH. However, the &quot;imposed&quot; Dayton constitutional system has become the reason for inhibiting the development of BH. For that reason, the international community should transform its influence in such manner that it still stays the peace guarantor, but at the same time not jeopardize the BH independence to such an extent that it continues to represent the insurmountable obstacle to enter the EU. Strengthening the position and influence of &quot;the others&quot;, i.e. those who are not the members of the constituent peoples, and considering their truths about BH, may bring fresh solutions in current problems and in searching for the new constitutional solutions. Therefore, the realization of the ECtHR ruling in the case Sejdić and Finci represents a small, yet constructive step in the right direction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2848]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/477">
    <dcterms:title><![CDATA[The Prosody and Quantity of English Compounds]]></dcterms:title>
    <dcterms:abstract><![CDATA[Following the earlier works of Booij (1985) and Nespor &amp; Vogel (1986) I provide further evidence that English compounds are made up of prosodic words. The length of the first components must be preserved because they are identical to basic lexical forms. In some other languages, as for example in Serbian, the length of the first components may be shortened because the inclusion of linking vowels can contribute to the building of the required ‘derived environment’ (Kiparsky 1985). This invoking of the strict cyclicity condition is however necessary only for those English dialects in which the accented syllables are not necessarily closed.  In this paper I discuss the prosodic status and quantity of English compounds.     Keywords: English Compounds, prosodic structure, trochaic shortening, quantity, stric cyclicity]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2800]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/476">
    <dcterms:title><![CDATA[ZAŠTITA IMOVINSKIH PRAVA I INTERESA DJETETA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Autor u ovom radu raspravlja o zaštiti imovinskih prava i interesa djeteta, preispitujući pozitivnopravni okvir kojim se uređuju imovinskopravni odnosi između roditelja i djece, odnosno kojim se utvrđuju mehanizmi zaštite prava djeteta imovinske prirode, nastojeći da utvrdi da li postojeća zakonska rješenja osiguravaju efikasnu zaštitu prava maloljetnika. Pored razmatranja cilja i sadržaja mjera kojima se ograničavaju prava roditelja na imovini djeteta, autor ukazuje na značaj i ulogu izdržavanja djeteta, ali isto tako identifikuje probleme u ostvarivanju ovog prava. Konačno, zaštita imovinskih prava djeteta u značajnoj mjeri zavisi od određenih institucija koje sa stanovišta svojih ovlašćenja i odgovarajućih kompetencija mogu značajno doprinijeti pravnoj zaštiti djeteta, pa je ovim istraživanjem obuhvaćena i analiza njihovog položaja, mogućnosti i nedostataka u njihovom funkcionisanju.  	Ključne riječi: imovinska prava djeteta, prava roditelja na imovini djeteta, pravo djeteta na izdržavanje, institucionalni kapaciteti za zaštitu prava djeteta.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2990]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/475">
    <dcterms:title><![CDATA[Transposition of the Directive 2011/83/EU on consumer rights - A challenge to national legislators]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: In the area of European contract law  legal area most affected by the process of harmonization, and consequently the process of revision is the area of consumer protection. Because in the last few decades most intense legislative activity is manifested in the adoption of consumer directives. Transposing consumer directives member states have recognized the opportunity of their own economic development, since the improvement of trade is only possible if consumers enjoy the same rights no matter where in the territory of the European Union conclude contracts .  This paper is focused on new horizontal instrument of European consumer law, Directive 2011/83/EU on consumer rights. Directive 2011/83/EU is a pioneering step towards building a coherent European consumer protection law, and in this light will be indicated the problem questions that arise in the process of harmonization of regulation Member States with Directive 2011/83/EU, keeping in mind the maximum harmonization clause. Also critically will be considered the process of harmonization of positive legislation with the Acquis in the field of consumer protection.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2852]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/474">
    <dcterms:title><![CDATA[PROCESNI INSTRUMENTI U FUNKCIJI ZAŠTITE  PRAVA NA ZAKONSKO IZDRŽAVANJE DETETA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Autorka u radu, polazeći od značaja procesnih rešenja za ostvarenje svakog supstancijalnog prava, pa i prava dece na zakonsko izdržavanje, analizira zakonodavna rešenje jednog broja država regiona i iznosi teorijske stavove o specifičnim načelima koja se u parnicama za zakonsko izdržavanje prihvataju i primenjuju. Prati način regulisanja i primenu, putem konkretnih procesnih instituta, pre svega  istražnog i  načela oficijelnog  postupanja sudova, kao i prava na pristup pravosuđu, posebno principa suđenja u razumnom roku. Pri tome, pokušava da odgovori na pitanja koliko su, i da li su, adekvatni usvojeni procesni instrumenti koji se primenjuju u postupcima za izdržavanje, a pre svega da omoguće brzu, efikasnu, a onda i potpunu zaštitu dece kojima je izdržavanje neophodan, a često i jedini, izvor sredstava za egzistenciju i razvoj. Takođe, nastoji da prepozna nedostatke regulative i predlaže izvesne smernice za izmenu propisa koji regulišu ovu oblast.  Ključne reči: parnični postupci za izdržavanje, istražno načelo, oficijelnost, suđenje u razumnom roku, hitnost postupanja]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2993]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/473">
    <dcterms:title><![CDATA[The Use of Contrastive Analysis in Teaching English as a Foreign Language at Tertiary Level]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching English as a foreign language at university level is quite a different challenge compared to teaching high school or young non-native learners. This is due to the fact that university students are expected to acquire specific grammar terminology in order to master the grammar system of the target language. At the English Department of the Faculty of Philosophy in Sarajevo, during the first three (undergraduate) years of study the students are introduced to several grammar courses, focusing on the analysis of English grammar through descriptive explanations given in English. The courses serve as a basis that is expected to improve both the grammar and translation competence of the students. This paper examines to what extent the acquired descriptive knowledge of morphosyntactic properties of English is helpful in terms of translation of those Bosnian sentences whose proper translation into English requires the knowledge of contrastive rules. The research has been designed as a combination of action research and a quasi-experimental pre-test (delayed) post-test control-treatment group. As the research findings have revealed, teaching grammar to non-native learners of English without input as to the contrastive differences between the source and the target language results in erroneous translation, which is a consequence of negative transfer from the source into the target language. On the other hand, grammar teaching supported by the presentation of relevant contrastive rules has proved to be an efficient learning technique in terms of reducing errors and improving both grammar and translation competence of non-native learners.      Key words: verb phrase, erroneous translation, transfer, contrastive analysis, pre-testing, post-testing, treatment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2794]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/472">
    <dcterms:title><![CDATA[Learning foreign and indigenous languages: The case of South African universities]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a language through another language is trivialto any type of language learning, whether it is the learning of a local or a foreign language. South Africa’s language policy for higher education recommends the study of foreign languages (FLs) and indigenous languages.A decade after its adoption, the learning of a foreign or indigenous language in that foreign or that indigenous language, respectively, at universities has been overlooked. In essence, the learning of foreign languages at the country’s universities dates back to the 19th century, when the first higher education institution,the South African College was established. At that College a Department of General Literature that offered Dutch, English, Latin and Ancient languages was established. English and Dutch teachers provided instruction in the English and Dutch language, respectively. The instructions involved theory, history and practice of English grammar and literature or Dutch grammar and literature. The learning of indigenous languages at the country’s universities began in the 20th century under the departments of Bantu Studies. They were learnt through English, and then later through English andAfrikaans. The instructions involved theory, history and practice of English grammar and literature. The aim of this study is to gain knowledge on the different approaches that may be used to learn a foreign language and an indigenous language. The study focuses on the complex challenges facing the country’s universities to adopt new, different and best models for the teaching of foreign and indigenous languages after many decades of using English and Afrikaans mediums. A case study method is used for this study. The emphasis is on the learning of foreign versus indigenous languages in South African universities (SAUs). The paper consists of an introduction, the theory of Grammar Translation Method (GTM), a case study on the learning of foreign versus South African indigenous languages (SAILs) at the SAUs, and a conclusion.    Keywords: foreign language, indigenous language, learning, English, Afrikaans]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2796]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/471">
    <dcterms:title><![CDATA[Semantic and cultural analysis of the terms for ink in the Slavic languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[Semantic and cultural analysis of the terms for &#039;ink&#039; in the Slavic languages    This text will analyze the semantic and cultural motivation of the terms for ink in the Slavic languages and their dialects, followed by an etymological analysis of the corresponding terms in other European languages. The VIII Lexical volume of the General Slavic Linguistic Atlas (OLA) will be taken as a foundation; it contains the terms for ink in the Slavic dialects, i.e. approximately 850 settlements on the entire Slavic territory. Namely, various terms are used to refer to ink in the different linguistic areas of the Slavic territory, such as мастило, чернила, tinta, atrament, inkoust etc. This text will analyze their geographic distribution while presenting the semantic motivation of appropriate terms through etymological analysis. Taking the geographic distribution of the various terms for ink into consideration, the compatibility of areas is evident according to both the etymology of appropriate terms and the cultural influence that encompassed the appropriate semantic motivation.     By analyzing various terms for ink, my tendency is to illustrate that lexical diversity does not depend only on lexical heritage, but on other factors as well, such as civilization and culture.      Key words: language and culture, semantics, etymology, linguistic analysis]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2791]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/470">
    <dcterms:title><![CDATA[EFL ACADEMIC READING ISSUES: MANAGING READING RATE/SPEED FRUSTRATION AND COMPREHENDING TEXTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[An issue that until recently has been “irrelevant” for me personally and for many other English teachers, is the issue of reading rate/speed. I presumably believe that most teachers have never thought of this issue because of limited time for classroom instruction or simply because as teachers, the level of reading and preparation for classroom instruction is usually plenty. EFL academic reading however, involves reading different materials in different subjects and courses and being able to “interact” with them. The issue of interacting with books and texts depends a great deal on the level of comprehension. At university studies, students are overloaded with different materials and deadlines that are in fact frustrating. Students are obliged to read “thick books” in different academic subjects and courses and are over-flooded with known and unknown terminology, both scientific and professional in the specific field of study. They now must get the most out of books and must perfectly understand course books in order to pass exams and gain overall success. For such reasons, students either learn to read faster or don’t read at all. According to Anderson (1999) “knowing how to read more efficiently and adjusting reading speed to reading task are critical to this success. (1999:56). Therefore, “increasing students’ reading rates makes them able to devote greater cognitive capacity to comprehension skills” (1999:54). The study aims at testing students’ overall comprehension skills using timed-reading activities and questionnaires over a period of 4 weeks (12 instruction hours). It will be conducted with 3 and 4 year students of the English department during their English reading instruction classes. Other matters of study will be students’ anxiety, frustration, previous experience with reading, motivation etc.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2951]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/469">
    <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.    Keywords: linguistic proficiency, EFL program, instructions, integreted skills]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2798]]></dcterms:extent>
</rdf:Description></rdf:RDF>