<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://eprints.ibu.edu.ba/items/show/465">
    <dcterms:title><![CDATA[The importance of value attitudes in solving intercultural conflicts]]></dcterms:title>
    <dcterms:abstract><![CDATA[The contemporary world is complicated and we face many difficult problems that sometimes can turn into conflicts that have to be resolved. 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 sense of values across cultures. Some Lithuanian researchers (Aramavičiūtė, 2005) also maintain a view that such chaos has a major influence on people’s psychological condition as they lose the sense and meaning of life, which has a negative impact on their intra- and inter-relations.Documents from 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 forthe resolution of intercultural problems.     The article is based on the research into the cognitive-notional component of value attitudes among 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 that students have to be prepared to understand the world, its cultural variety and values, think critically, andmake a stand against injustice.Only then can there be hope for life without prejudice, violence and contempt. Educational institutions have a huge and indispensible responsibility in this respect (Popovici, 2006).      Key words: value attitudes, acknowledgment of the importance, depth of understanding, moral values, intercultural competence]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2797]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/466">
    <dcterms:title><![CDATA[The art of mitigating disagreement: How EFL learners do it]]></dcterms:title>
    <dcterms:abstract><![CDATA[The principal motivation of this study is to investigate how Macedonian learners of English mitigate their disagreement. It is a follow-up of a much broader study in the field of cross-cultural pragmatics focusing on disagreement in Macedonian and American English (Kusevska, 2012). Our cross-cultural analysis reveals that Macedonian and American native speakers show preference for different types of disagreement, the major difference being the frequency of mitigation as well as the linguistic means used for its realisation.     For the purpose of this study, we have accepted the definition that mitigation is the linguistic communicative strategy of softening an utterance, reducing the impact of an utterance, or limiting the face loss associated with a message (Fraser, 1980; Caffi, 1999, 2007; Martinovski, 2006; Clemen, 2010; Czerwionka, 2012). As mitigation in disagreement is closely connected with politeness, we have also relied on the model of politeness and the strategies for FTA realisation proposed by Brown &amp; Levinson (1978/1987). We have looked at lexical and syntactic devices such as modal auxiliaries (e.g., can/could; may/might), hedges (kind of, sort of), discourse markers (well, but, look), verbs expressing uncertainty (I think, I don’t think), verbs expressing vagueness (seem, assume, guess), conditionals etc., that learners use to mitigate their utterances.     Key words: speech acts, disagreement, politeness, mitigation, EFL learners]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2793]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/467">
    <dcterms:title><![CDATA[How Micro-Level Determinants Affect the Capital Structure Choice: Evidence from Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: The purpose of this study is to examine two leverage ratios using a sample of non-financial companies in Bosnia and Herzegovina (BiH). It was done by taking into account the joint effect of traditional capital structure determinants and managers&#039; personal values and aspirations. We applied hierarchical regression analysis to determine the contribution of profitability indicators, firm size indicators, assets, growth, networking, managerial strategies, managerial psychology, managerial human capital and earnings volatility to explain the variance in capital structure. The results suggest that companies with less experienced owners/managers and higher firm growth have higher financial leverage ratios. In the analysis of the balance sheet leverage, financial proxies of capital structure seem to be significant in explaining capital structure variance. Therefore, companies with lower profitability, a lower level of fixed assets and higher growth opportunities have higher balance sheet leverage ratios. The findings provide better understanding of theoretical perspectives that can best explain how companies choose their capital structure in the transition economy context. Furthermore, empirical findings should help corporate managers to make optimal capital structure decisions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2936]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/468">
    <dcterms:title><![CDATA[ZAŠTITA PORODICE S DJECOM U SOCIJALNOM ZAKONODAVSTVU FEDERACIJE BOSNE I HERCEGOVINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[U radu, shodno odredbama Zakona o osnovama socijalne zaštite, zaštite civilnih žrtava rata i zaštite porodice s djecom FBiH, analizirana su odgovarajuća zakonska rješenja o zaštiti porodice s djecom s posebnim osvrtom na mogućnost praktične primjene ovog instituta. Primjena federalnog Zakona, koji normira da se propisima kantona bliže uređuju uvjeti, način, postupak, organi i finansiranje prava porodice s djecom, stvara pretpostavke za diskriminaciju i povećanje siromaštva, posebno socijalno najugroženijih porodica. Ovakav zaključak proizlazi iz činjenice da su u okviru deset kantona FBiH utvrđeni različiti iznosi osnovica i naknada porodicama s djecom. Uz to, manji broj kantona, ukupno tri, još uvijek nije usvojio kantonalne zakone o zaštiti porodice s djecom, dok pojedini kantoni uopšte ne isplaćuju određene naknade, odnosno u svojim kantonalnim zakonima ne predviđaju prava koja su porodicama s djecom zagarantovana federalnim Zakonom.   Ključne riječi: zaštita porodice s djecom, osnovna prava, Federacija BiH, kantoni, ostvarivanje, nejednakosti.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2998]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.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:Description rdf:about="https://eprints.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://eprints.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://eprints.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://eprints.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://eprints.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:RDF>