<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/485">
    <dcterms:title><![CDATA[Teaching Translation Theory outside Europe: Historical Specificity Versus Universal Applicability]]></dcterms:title>
    <dcterms:abstract><![CDATA[While teaching first in Singapore and now in Manchester, it has come to my attention that there are certain difficulties in teaching translation theory either outside of Europe or, in Europe, to students from outside of Europe who come here to study. This paper concentrates on the role of examples in theoretical works, the problems they pose in teaching theory and the implications for universalism in translation studies. I draw on Edward Said’s discussion of travelling theory, post-colonial critiques of the hegemonic role of English, and skopos theory to propose two courses of action to help overcome the problem: first, the incorporation of the translation of theoretical material both from and into European languages as part of practical postgraduate training; and second, the use of a radical substitution policy for examples, with new examples centred around the target language, rather than preservation of the original examples, which are centred around the source-language. Using the example of China, I will demonstrate how these two strategies push us to reconsider how we approach teaching theory. Firstly, the translation of Chinese theoretical texts into English will allow for a deeper appreciation of writings in Chinese and their wider dissemination. Secondly, the search for examples which involve the target language should lead to an engagement between the target culture and the theory. Translating Vinay and Darbelnet’s path breaking essay on translation processes, for example, immediately raises the question of what exactly is meant by ‘borrowing’ in the Chinese context, and for the need to distinguish between retaining the use of the roman alphabet and transliteration using Chinese characters, a distinction that would never arise between French, English and German.    Keywords: translation theory, examples, Chinese]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2790]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/486">
    <dcterms:title><![CDATA[LITERARINESS AS FREEDOM OF THINKING]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study argues about the advantage of the linguistic approach to literature in enabling students become aware of the multiple perspectives of narration giving them the power to do the work that otherwise the supreme interpreter would have done for them, thus sharpening their critical thinking skills. Contemporary novels in Albanian will be examined, by renowned writers such as Ismail Kadare and Ben Blushi. Kadare, probably the most famous Albanian writer ever, will be argued as an example of the author who kept the free thinking alive during the period of extreme totalitarian regime where the language was saturated with communist manipulative rhetoric, and his literature achieved this specifically with impersonal techniques of narration. These texts will be analyzed by pointing out the main linguistic indicators of interior monologue (Cohn), such as features of agency, transitivity, passivization, nominalization, deictic expressions, and free indirect speech.  Examples from popular fiction will be discussed, taking into account the negative connotations about popular fiction as a kind of literature associated with industry and entertainment, as opposed to literary fiction which is studied at the academia. Popular fiction will be explored from the perspective of provoking public discussion about important societal issues, such as is the case with the Albanian author Blushi who aroused heated debate and was accused by the Muslim community for ruining the religious harmony of Albanians. This debate will be compared with the initiative to review Kosovar history textbooks due to their negative portrayal of Turkey. As  conclusion, the study aims to demonstrate that  perspectival narration may be used as  teaching strategy to help readers explore the other’s self and  develop freedom of thinking.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2956]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/487">
    <dcterms:title><![CDATA[Evaluating ESL Students’ Creativity in Writing]]></dcterms:title>
    <dcterms:abstract><![CDATA[Writing as a productive skill isan integral part of the language-learning process.  However, students do not consider writing an easy skill to learn and many ESL teachers certainly consider it a difficult skill to teach.Creative writing normally refers to the production of texts that have an aesthetic rather than a purely informative, instrumental or pragmatic purpose. Creative writing in ESL classes has started developing lately, but only to be incorporated as a supportive skill in teaching writing.Responding to students’ writing is an important issue to discuss when considering teaching creative writing. Response is a process that includes peer review, peer editing and continuous feedback through the stages of creative writing. By providing constructive feedback, the teacherunderstandsa writer’s problems and intentions by making students responsible for finding and analyzing what needs to be improved.      Key words: teaching, writing, creativity, feedback, assessment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2783]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/488">
    <dcterms:title><![CDATA[Conceptual Blending in Children’s Games as a Model for Double-Scope Creativity and New Learning Opportunities]]></dcterms:title>
    <dcterms:abstract><![CDATA[Fauconnier and Turner (2002, pp. 389-396) provide an overview of how blending affects the course of a human life, and more specifically, how young children are engaged in building complex blends in very early stages of their lives. Their detailed analysis shows that only after the young child is able to master culturally recognized blends will s/he be effectively ‘living in the blend’ and prove capable of further achieving other blends with more flexibility.     During early childhood, it appears that learning and mental development are intrinsically linked to our human ability to blend and deblend. Besides engaging in direct cultural blends, the young child can operate on conceptual blends that are not physically (biologically) given. For instance, this may happen when their imaginative processes are at work in a wide variety of games or fun activities, starting with Lego construction sets to fictive interactions with imaginary companions. In such games and activities, children manifest an extraordinary capacity for double-scope blending. Therefore, by playing games or getting involved in free activities, young children will bring to mastery mental integrations that are essential for their lives as adults.     In this light, the paper examines a set of children-designed games and activities that can all account for cases of fictive or potential reality. That is, the mental spaces created do not refer directly to entities in the outside world. I argue that an analysis of such fantasy mental spaces (with the tools of the mental space theory) can shed new light on learning and human creativity. While playing and blending mental spaces with their counterfactual counterparts, the young subject has to manipulate his/her ‘split self’ (Lakoff &amp; Johnson 1999) or counterfactual self.  With the knowledge of early evolution of conceptual blending in children’s games, I propose that educators may apply the results in diverse areas of instruction and learning in order to better deal with the cognitive side of learning, and eventually come to terms with human creativity.     Keywords: blends, early childhood, mental development, children-designed games]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2787]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/489">
    <dcterms:title><![CDATA[Designing a Translation and Interpretation Diploma Course]]></dcterms:title>
    <dcterms:abstract><![CDATA[The objective of this paper is to share the experiences regarding the design and implementation of a Translation and Interpretation Diploma Course (TIDC) in a public university located in central Mexico.The main point of designing and implementing the diploma course was to produce a new generation of translators and interpreters, since a number of BA in ELT graduates from local universities,as well as many other translators from the region, wish to grow professionally in both translation and interpretation areas.Moreover, the implementation of this diploma course was necessarybecause no institutions in this region offer a course of this kind. The TIDCwas designed taking into account the demand for professional translators and interpreters derived from the industrial and commercial growth in the state of Aguascalientes, Mexico.    The curriculum for the TIDCconsists of 14 modulescentered on thetheoretical aspects of translation and thetranslation practice of financial, scientific, technical and legal texts. Spanish writing, terminology, and CAT tools training are also part of the curriculum.The students are also introduced to Consecutive and Simultaneous Interpretation using theappropriate interpretation equipment.Allacademic staffinvited to collaborate in this program hold an MA in Translation and Interpretation. They are also certified translators and currently teach translation and interpretation in various universities. Most of them belong to translators and interpreters associations.    Key words: translation theory, translation training, interpretation, syllabus, design, implementation.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2792]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/490">
    <dcterms:title><![CDATA[A Review of Service and E-Service Quality Measurements:   Previous Literature and Extension]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: The purpose of this study is to show the requirement of industry-specific national service quality indices for measuring quality in both traditional and electronic services in various industries in a country. In this study, the literature about service and e-service quality measurements was reviewed, and a three-dimensional framework was developed. It was found out that the dimensions of each service quality measurement were all different from each other due to the different characteristics of the industries that each study has been conducted in. The study showed that there is a need for an industry-specific national service quality index and suggested that national customer satisfaction indices which have existed in the literature can be a model for industry-specific national service quality indices. An industry-specific national service quality index enables national companies to understand their unique industrial characteristics that needed to be improved continuously in order to increase service quality and gain competitive advantage. The index which was proposed to develop in the future was suggested for the first time in this study.    Keywords: Service quality; E-service quality; Service quality dimensions; National customer satisfaction indices; Turkish Customer Satisfaction Index (TCSI).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2837]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/491">
    <dcterms:title><![CDATA[Fighting Poverty from the Street: Perspectives of Some Female Informal Sector Workers on Gendered Poverty and Livelihood Portfolios in Southern Ghana]]></dcterms:title>
    <dcterms:abstract><![CDATA[Over the last three decades or so, complex factors including the implementation of neoliberal economic reforms has led to a decline in formal sector employment in the Ghanaian economy. This together with increasing feminization of poverty has driven many, especially young women, to seek livelihoods in the informal sector mainly as hawkers and head porters. Drawing on qualitative interviews with approximately 40 urban poor women (aged 6-25 years), this paper reports the gendered aspects of poverty and the surviving strategies of young women on urban streets. The cameos presented herein highlight the experiences of poverty among street workers and how their livelihood portfolios contribute to overcoming the poor socio-economic conditions facing them. The paper shows that hawking and head portering significantly provides income for upkeep of young women and their families through meeting consumption and other needs. However, vulnerabilities manifested in unfavourable weather conditions, vehicular dangers, exploitation from employers and customers often due to lack of written work contracts are the major risks sturdily connected with these surviving strategies. The paper concludes by arguing for policy interventions such as subsidized credit schemes and organization of formal and informal forms of capacity building for the urban street workers to enhance their livelihoods.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2416]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/492">
    <dcterms:title><![CDATA[International Scientific Conference: „Establishment of a  Modern Legal System“ – Review]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dana 24. oktobra 2014. godine, na Internacionalnom Burč univerzitetu u  Sarajevu održana je međunarodna naučno-stručna konferencija na temu: „Izgradnja  modernog pravnog sistema“. Konferenciju su zajednički organizirali Centar za  društvena istraživanja Internacionalnog Burč univerziteta, pravni fakulteti iz Bosne i  Hercegovine (Sarajevo, Bihać, Zenica, Tuzla, Pravni fakultet Univerziteta „Džemal  Bijedić“ u Mostaru i Pravni fakultet Sveučilišta u Mostaru), te fakulteti za  kriminalistiku i sigurnosne studije Univerziteta u Sarajevu i Mariboru. Tendencija  Centra za društvena istraživanja kao voditelja projekta upravo i jeste u stvaranju  čvrste veze među predstavnicima pravnih fakulteta u našoj zemlji, a sukladno tome  organiziranju zajedničkih događaja koji će okupljati istaknute pravne praktičare i  akademske radnike.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2884]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/493">
    <dcterms:title><![CDATA[Implementing a Listening and Speaking Curriculum in a Linguistically Homogenous English for Academic Purposes Program]]></dcterms:title>
    <dcterms:abstract><![CDATA[Linguistic homogeneity in English for Academic Purposes (EAP) programs can be a challenge to curriculum design and implementation. In university EAP programs where the majority of students share an L1 with classmates, instructors sometimes struggle to balance the use of the L1 and L2 in class. Despite the potential for immersion, students in these settings may also socialize primarily in their L1 rather than English, the target language.  These factors demand special consideration in courses focused on oral production and comprehension where sustained interaction and negotiation of meaning is crucial. Ninety percent of the students in the Intensive English as a Second Language Program at Michigan Technological University come from China and share an L1. In this context, the classroom provides important opportunities for interaction and negotiation of meaning in the target language.  The program recently redesigned, piloted, and evaluated a new curriculum.  Using examples from the curriculum and the classroom to present this case, I argue that linguistically homogeneous classrooms focusing on oral and aural communication require different curricula than more diverse EAP settings.  Examples from the development and delivery of the new listening and speaking curriculum are potentially applicable in both ESL and EFL settings.    Keywords: Curriculum development, EAP, EFL, oral communication, higher education]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2785]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/494">
    <dcterms:title><![CDATA[Priorities for Corporate Social Responsibility Reporting:  Evidence from Listed Turkish Companies in Istanbul Stock  Exchange]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: This study is based on “stakeholder theory” in order to explain the concept of corporate social responsibility. To examine the social responsibility areas of business organizations, “The Pyramid of Corporate Social Responsibility” model developed by Carroll (1991) was used in this study. According to this model, entire range of business responsibilities can be considered in four groups: economic, legal, ethical and philanthropic. Within the framework of Carroll’s corporate social responsibility (CSR) Pyramid, the aim of this study is to illustrate priorities in Corporate Social Responsibility Report of the leading companies in Turkey. In this context, 48 companies from Borsa Istanbul  (BIST) Corporate Governance Index were selected as the sample of the study. Qualitative research approach was used in the study. The data obtained from the annual reports, sustainability reports and corporate governance compliance reports of these 48 companies were subjected to content analysis. According to the findings, economic and legal responsibilities were found to have priority for shareholders, customers and employees stakeholder groups in terms of corporate social responsibility levels. While philanthropic responsibility was found to have priority for community stakeholder group, economic responsibility is important for suppliers stakeholder group. Legal responsibility, on the other hand, is important for environment stakeholder group. In general, economic and legal responsibilities have priorities in all stakeholder groups other than community stakeholder group.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2945]]></dcterms:extent>
</rdf:Description></rdf:RDF>