<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/378">
    <dcterms:title><![CDATA[THE ELEMENTS OF REALISM IN GEORGE ELLIOT’S (MARIE ANNE EVANS)      MIDDLEMARCH]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research paper is going to elaborate Middlemarch, one of the greatest works of George Elliot (her real name was Marie Ann Evans). It is one of the major pieces of the thesaurus of British Victorian period. The novel is subtitled as ‘A study of Provincial Life’ which is set in the imaginary town of Middlemarch which is thought to be at the territory of today’s city of Coventry, a little town not far from Oxford. The story takes place between the periods of 1930-1932.Elliot presents the stories of a number of denizens of a small English town on the eve of the Representation of the People Act Bill. This Reform Bill endorsed major changes in the parliament where the number of commoners increased. Middlemarch is her seventh novel, started to be written in 1869.The interruption of her writing was caused by the illness of Thornton Lewes, the son of her partner George Henry Lewes. Elliot’s resumed works; fusing together several stories into coherent whole during 1871-1872, appeared in serial form. The Volume I Edition was published in 1874 and attracted a large publicity. The novel is composed of eight books; it contains also a prelude and a postscript or a finale describing the post-novel fates of the main characters. The narrator is an omniscient third-person singular that narrates the life of ordinary people isn’t granting the echelon of heroic princes and kings. As a realistic novel Middlemarch contains multiple and different characteristics of realism such as; a slow-moving plot, emphasis on morality, casualty, foreshadowing of everyday events, emphasis on psychological optimistic tone, too much details, events are usually plausible. The research methods that have been helpful while conducting this research paper are; narrative and descriptive methods.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2888]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/377">
    <dcterms:title><![CDATA[FROM READING TO TEACHING, DULCE ET DECORUM EST IN EFL CLASSROOMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper aims to represent the usage of literature in foreign language classrooms in order to deploy the students’ knowledge of English literature as an important part of learning English language. Introducing literature in the language classrooms as well as the benefits of reading it make the introduction lines of this paper. The core of the analysis is presented through the poem of Wilfred Owen, Dulce et Decorum est. This postwar poem with its rich vocabulary is a great tool for a didactic initiation and proposition of EFL literature classroom instruction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2900]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/376">
    <dcterms:title><![CDATA[SUGGESTIONS ON DEVELOPING CHINESE UNIVERSITY STUDENTS’ INTERCULTURAL COMMUNICATION COMPETENCE IN NET ENVIRONMENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents an empirical study on Chinese university students’ intercultural communication competence. The results show that learners should promote their cultural knowledge, intercultural sensitivity, communication strategies and intercultural awareness, etc. Suggestions for the curriculum and pedagogy of intercultural communication and the methods in developing Chinese university students’ intercultural communication competence in net environment are provided based on the research results.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2887]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/375">
    <dcterms:title><![CDATA[LANGUAGE AND INTERCULTURAL EDUCATION FOR MOBILITY: INSIGHT FROM THE IEREST PROJECT]]></dcterms:title>
    <dcterms:abstract><![CDATA[The increase in the number of students taking part in study abroad programmes worldwide has highlighted the need to offer intercultural preparation for this specific group of students. The IEREST European project (Intercultural Education Resources for Erasmus Students and their Teachers) has produced a set of teaching resources to help students benefit from their sojourn in terms of personal growth and intercultural learning.   The theoretical approach underlying such resources is linked to a concept of interculturality that promotes the idea of multiple identities, and to the notion that identities are co-constructed in interaction (Holiday, 2011, 2013). Furthermore, the learners are taught to recognize the subjectivity and instability of worldviews. In this sense, the activities are culture-general, and can be taught to students regardless of their specific destination.  This paper presents the activity “Meeting people abroad”. Although originally not designed for the language classroom, it was adapted for use in an Englishlanguage course for a group of future Erasmus students. Central to the activity is the learners’ engagement with other mobile students through the task of carrying out an interview from potentially non-essentialist perspectives. The target language is thus seen not as an aim in itself, but as the means to develop the learners’ intercultural communication skills and understanding.    In their new format for the foreign language classroom, the activity was tested at the University of Bologna in September 2014. Feedback was collected through focus groups at the end of the course, and was used to evaluate the materials and reflect on ways of introducing the intercultural in foreign language education (Byram, 2008), in particular in the context of student mobility.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2885]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/374">
    <dcterms:title><![CDATA[TEACHERS AS PATIENCE STONES: A METAPHOR ANALYSIS OF STUDENTS’ CONCEPTUALIZATIONS OF EFL TEACHERS IN TURKEY]]></dcterms:title>
    <dcterms:abstract><![CDATA[With the application of cognitive linguistics to language teaching and learning, metaphor analysis has gained interest among researchers in recent years. This study, which is conducted in an EFL language environment in Turkey, aims to investigate students’ metaphors that underlie their conceptualizations on English language teachers. Participants are students of English (n=83) studying at a university in Turkey during 2014-2015 academic year. Students were first instructed on the concept of metaphor, then they were asked to complete the metaphor elicitation sheet including the prompt “An English teacher is like ... because ...” Data were analyzed both qualitatively and quantitatively. Conceptual Metaphor Theory defined and developed by Lakoff &amp; Johnson (1980), who consider metaphors as mental constructs that shape human thinking about the world and reality, is used as the theoretical background for this study. The linguistic metaphors provided by the participants were first categorized thematically and then examined in parallel with previous studies (Oxford et al., 1998; Saban et al., 2006). Results revealed a variety of underlying conceptualizations that reflect different individual mappings across conceptual domains. The findings yielded new categories, which imply that culture as well as students’ personal experiences might shape their perceptions on language teachers. The study is significant in the sense that it highlights the use of metaphor as an effective cognitive tool to better understand students’ beliefs of their language teachers and their language learning process. In addition, it provides an opportunity for the teachers to have a self-reflection on their roles as language teachers.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2895]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/373">
    <dcterms:title><![CDATA[THE USE OF AGENT-BASED MODELS IN COGNITIVE LINGUISTICS: AN APPROACH TO CHOMSKY’S LINGUISTICS THROUGH THE CLARION MODEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper we propose the use of Agent-Based Models (ABM) (Gilbert 2008) to study the development of historical natural languages starting from a universal grammar according to Chomsky’s &quot;Theory of the principles and parameters&quot; (Chomsky 1995) .  The CLARION architecture, designed by Ron Sun (Sun 2002) integrates implicit and explicit knowledge, cognitive and meta-cognitive levels, with the motivational aspect, i.e. accepting the cardinal principles of the embodied mind (Clark 1997) and recognizing the basic role of direct men- environment interaction in cognitive mechanisms. Ron Sun develops these points in a theory of mind and in a thorough discussion of learning problems.  The goal of an artificial neural network (ANN), based on a CLARION architecture, is to verify theoretical assumptions through simulation, bringing together the dichotomy between implicit (subsymbolic) and explicit (symbolic) knowledge through a learning mechanism realized by the extraction of explicit rules by subsymbolic knowledge, based on interaction with the world. In the real world, cognitive operations are mostly performed unconsciously. Moreover, learning is carried out through attempts, in dynamic circumstances. The methodology allows to observe the development of cognitive structures of individual agents through ABM and contribute to studying the emergence of unplanned and unexpected routines or mechanisms. The use of neural models as learning tools implies that the simulations are realistic, considering the relationship between intentional behaviour, learning, desires, individual structures and social structures. The simulation, thus, enables a study the mind from an evolutionary perspective (that of satisfying a particular need in a physical and sociocultural world), understanding how individual structures and social institutions and environment could change each other.  Through ANN-based models one can build realistic &#039;intelligent agents&#039;, i.e. with a &#039;mind&#039;, minimizing the programming of rules of behaviour and letting the interaction with the environment produce efficient behaviour.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2897]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/372">
    <dcterms:title><![CDATA[ROLE OF JADID REPRESENTATIVES                                                                                         IN THE FORMATION OF PRESENT UZBEK LITERAL LANGUAGE NORMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language is the mirror of a nation. All changes occurring in the life of a nation, undoubtedly, find their reflection in language. In this regard, patriots and eminent figures of a nation have always considered language as good means of self-apprehension, elevation of its greatness and glory, reservation and reiteration of spirituality during hard times. Particularly during the first quarter of the XX century, known in history as the National Renaissance, academicians and scholars paid a lot of attention to language as they believed it was engendering national spirituality and elevation of national ideology in people. They considered language to be an invaluable pearl which indicates the existence of a nation. In this regard, in the view of development of our own language, we have accumulated all the facilities and initiated elaboration of rules of Uzbek language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2889]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/371">
    <dcterms:title><![CDATA[TERMINI OZNAČAVANJA &quot;BASME /BAJALICE&quot; U SAVREMENOM GRČKOM JEZIKU]]></dcterms:title>
    <dcterms:abstract><![CDATA[Βajanje, basma, bajalica are  the  serbian words that belong to the circle of magical terminology. Interesting is the comparative approach that  compare  the Serbs and the Greeks at the linguistic aspect. Βajanje is seen as a magical behavior which aims to make a change in the desired direction. As a rule, the basis of this behavior makes a voice part - specific language formula, shorter or longer, which is usually called by Serbs basma. In the literature the Serbs use the word bajalica as a synonym for the basma , term that in Serbian is used as a common name for a person who is engaged in chanting, and it is usually a woman. Greek for bajanje use the term καταδέσμος, while for the basma they have more terms: κατάδεσμος, μαγεία, μαγγανεία, γητειά / γήτεμα, ξόρκι, and επωδή. Based on these findings, we see that the Greeks „bajanje“ use the above terms and that as a marker for the same  action  and as a result of these actions they have “ basme, bajalice”. In the case of the Greek’s terms we can make a classification on the basis of objective magic spells that act on the content and those can be as follows: 1. positive or negative for achieving any goal, whether good or bad - κατάδεσμος, μαγεία, μαγγανεία. We must draw attention to just κατάδεσμος and μαγγανεία are basme with negative content and operation. 2. those that are used for the treatment and reject evil ξόρκι, επωδή while γητειά / γήτεμα may be to invoke the rejection of evil, so for healing and for love.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-08]]></dcterms:date>
    <dcterms:extent><![CDATA[2917]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/370">
    <dcterms:title><![CDATA[“THE MAP IS MORE INTERESTING THAN THE TERRITORY”  THE CASE OF THE NOVEL THE MAP AND THE TERRITORY BY MICHEL HOUELLEBECQ]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the novel The Map and the Territory (2011) by Michel Houellebecq the issue of merging the status of faction and fiction is present in all the poetic categories of the novel, i.e. in the plot and in the narration, the status of the narrator and characters, up to the narrative time-space continuum. The aim of this paper is to literary analyze and interpret this Houellebecq&#039;s work. Our approach is triple. First, we deal with the structure of the plot, the categories of characters and narrator, and then the narrative perspectives and spatial-temporal frame of the novel and its style. As a next step, our analysis is expanded to the interaction of mentioned narrative forms, i.e. their mutual relations are observed. Particular attention is put on the transformation of the metonymy to the metaphor. Finally, we complete this work observing the relations between the novel and &#039;&#039;the real&#039;&#039; in its sociological and historical meaning. In this way, the pragmatic level and the functioning of the novel outside of a strictly literary framework is problematized.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2912]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/369">
    <dcterms:title><![CDATA[(RE)CONSTRUCTION OF NATIONALISM IN BOSNIA AND HERZEGOVINA -  INSTRUMENTALISATION OF LANGUAGE IN THE ONLINE-MEDIA FOR PROMOTING NATIONALISM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The nation as an &quot;imagined community&quot;  mirrors the creation of personal senses of identity, which can lead to feelings of belonging to one group but excluding the other one. Exclusive nationalism has created many brutal conflicts in the 20th century, and a particular example of it was seen in Bosnia and Herzegovina. This kind of nationalism still exists in everyday life supported by an uncontrolled rapid spread of (dis)information on web portals. This paper deals with the reconstruction of the nationalist discourse on web portals in Bosnia and Herzegovina through different concepts of nationalism with a comparative approach using methods of linguistics and cultural and social anthropology. It is a continuation of the contemporary discourse on the concept of nationalism, personal and collective national identity in Bosnia and Herzegovina, as well as a personal empirical research in Bosnia and Herzegovina.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2919]]></dcterms:extent>
</rdf:Description></rdf:RDF>