<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/794">
    <dcterms:title><![CDATA[Executive Issues in Service Businesses]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study aims to contribute to the academic literature by investigating the perceptions of senior hotel managers on the managerial problems in their businesses in South and Southeast regions of Turkey, which are important for Turkish tourism industry. Survey technique was utilized in the study for data collection. And, the questionnaire was applied to the study population that consists of managers of five-star hotels in South and Southeast region of Turkey. The resulting data were analyzed and interpreted using SPSS 12.0 software, and the results of the study were presented in accordance with this analysis. In the study, the independent variables were limited to the managerial issues. On the other hand, the gender, education level, management training status, promotions and term of offices of the managers were analyzed within the scope of dependent variables.    Keywords: Service Business, Managerial Problems, Tourism Sector.    ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04]]></dcterms:date>
    <dcterms:extent><![CDATA[2667]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1565">
    <dcterms:title><![CDATA[Experimental Analysis of Organizational Commitment  within the Scope of Downsizing Threat and  Empowerment Opportunity]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main aim of this study is to analyze the impact of downsizing threat  and empowerment opportunity on organizational commitment at the  beginning phase of the implementation process. This aim occurs because  of lack of knowledge in related literature, which only concentrates on  during/after phases and situations of downsizing and empowerment  implementations.  In this research, the field experiment and survey method were selected in  order to collect the data of study, and applied in two experimental stages  on 126 (n=252) subjects in an international textile company.  The results demonstrate that organizational commitment is increased at  the beginning of both downsizing and empowerment processes. This  finding contains a significant distinction from the existing literature,  especially which asserts a negative relation between downsizing and  organizational commitment.  Practical implications and directions for the future research are also  discussed in this paper.  Keywords: Organizational Commitment, Downsizing, Empowerment]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1527]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1122">
    <dcterms:title><![CDATA[EXPLICIT TEACHING OF STRATEGIC COMPETENCES]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper it will be argued that strategic competences (Bachman, 1990) can be explicitly taught and that it is also important that it is taught. Pupils will not acquire it naturally, at least not as effectively as they will learn it by means of an explicit teaching.    The empirical data for this paper come from two learning studies (Marton et al, 2004) informed by variation theory (Marton &amp; Booth, 1997, Lo, 2012). Learning study is a research approach, as well as an approach to school development, where a specific piece of learning, an object of learning, is chosen by a research group consisting of teachers sharing subject and pupils (teaching the same age levels) and a researcher. The object of learning should be something that is considered particularly troublesome and/or important for the pupils to learn. It is an iterative research design where action research is fused with design experiment. The learning studies have been carried out in school year 8 and school year 10 in two different Swedish schools. The pupils have been doing various kinds of interaction exercises and pre- and post-tests have been used to decide whether any learning among the pupils can be detected and if so to what extent.    The results in this paper show that through the explicit teaching of the crucial parts, the critical aspects, of the strategic competence of adapting oral language, learners of English as a foreign language in Sweden improved their ability to interact orally. This result is in line with the discussion in Kasper and Rose (2002) where it is also argued that the developing of strategic competence is enhanced through explicit teaching. The result from this paper additionally shows that learning study is a possibility to improve foreign language learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3523]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3298">
    <dcterms:title><![CDATA[Exploring Comprehension Strategies of Low &amp; High Ability Listeners with a Focus on the Effect of Explicit Strategy Instruction]]></dcterms:title>
    <dcterms:abstract><![CDATA[While acknowledging the practical value and relative merit of listening  comprehension as a means of foreign language learning, the present paper argues the case  for a need to teach listening strategies to enhance students’ realization of the various forms  of speech. This contention is further enhanced by the fact that students’ awareness of  useful listening strategies will help them understand the foreign language correctly. To  this end, this data-based research was undertaken using interviews and retrospective  protocols with 17 EFL students and a pretest / post- test documentation. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[347]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2039">
    <dcterms:title><![CDATA[Exploring our Linguistic Intuition or Implicit Knowledge with Sentence Recasting and Repair]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: tacit knowledge, gut-feeling, judgment  ABSTRACT  Language teachers use their own intuition to guide them in respect to of their own tacit, impicit, procedural knowledge of the target language in their daily proffesional life . Although much research is directed towards the goal of turning the conscious into the unconscious, or how explicit or declarative knowledge can become automatic or implicit knowledge for language learners, relatively little research focuses on how knowledge moves the other way - in other words, how teachers are expected to make explanations from raw intuitive insights about language that emerge during classes, in preparation and evaluation of materials, in oral assessment, proofreading, interpretation of corpus or of non-standard forms and in many other ways. This workshop focusses on ways in which language teachers could build a framework to help them understand how we tend to respond linguistically, to the unexpected jalts and bumps that inevitably occur in the exchange of knowledge in and around the language classroom.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2057]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2578">
    <dcterms:title><![CDATA[Exploring Some Aspects of Foreign Language Learners’ Discourse Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many theoretical models of second language communicative competence (Canale 1983; Van Ek 1986; Bachman 1990; CEFR 2001) seem to include discourse competence as one of its component, albeit differently labelled or encompassing different characteristics. There, however, seems to be an agreement that discourse competence is largely determined by coherence and cohesion. In the field of second language acquisition and language testing, the issue of significance of cohesion and coherence and their influence on overall quality of written production has been addressed (cf. Palmer 1999; Chiang 2003; Dastjerdi &amp; Talebinezhad 2006).    The present study sets out to explore the manner in which learners of English as a foreign language use cohesion and coherence as two essential elements of discourse competence in their written production. The sample includes 90 assignments written by learners of English as a foreign language as part of state school-leaving exam. The analysis will target the number and type of cohesive devices, as well as the appropriateness of their usage. The analysis of coherence will be carried out by examining the internal topical structure of paragraph (cf. Lautamatii 1987). This will include the analysis of progression types (i.e. parallel progression, sequential progression, extended parallel progression and extended sequential progression) used by learners in connecting ideas and thoughts within the paragraph. Finally, a potential role that these elements may play in overall quality of learners’ written compositions will be assessed. The results will be presented and interpreted. In conclusion, theoretical and pedagogical implications will be discussed.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1027]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2042">
    <dcterms:title><![CDATA[Exploring Task-Based Pbl in an Elective Chinese Language Beginner Course in a Danish Context]]></dcterms:title>
    <dcterms:abstract><![CDATA[Chinese as an Asian language is still very new to most institutions in Denmark, it is facing both opportunities and challenges in a Danish context.  Department of Culture and Global Studies at Aalborg University (AAU) has been offering different elective language courses, such as English, French, German and Spanish, and started to include Chinese language course which is taught by the Chinese teachers from Confucius Institute for Innovation and Learning at Aalborg University’s (CI) from 2011. In autumn semester 2012, the number of students in Chinese classes broke record, 174 students chose to study Chinese, which made Chinese the biggest language program at the university. And the students are from different studies, such as health, engineering, computer science, humanities and others. However, most of foreign language courses in Department of Culture and Global Studies are still facing a high rate of drop-out problem.  We agree with Gardner R. C. that students’ motivation plays an important role in the teaching and learning process. What may affect Danish student’s motivation in the foreign language learning? How to meet Danish student’s expectation in a foreign language course? How to motivate them to learn a new foreign language, such as Chinese, by using alternative teaching methods? How to motivate them by integrating language and cultural elements in the language teaching and learning? How to maintain the quality of foreign language teaching and learning with a big amount of participants? To develop and sustain the Chinese language and culture teaching in AAU, the researchers and teachers from CI have been developing a student-centred teaching and learning method Task-based PBL (Xiangyun DU &amp; Mads Jakob Kirkebæk, 2012) in this course, by means of a qualitative research approach weare investigatingthis course and try to find the answers to the questions mentioned above.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1818]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1627">
    <dcterms:title><![CDATA[Exploring the Potential Contribution of B&amp;H Diaspora to  Economic]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosnia and Herzegovina has recently experienced a period of violent  conflict that caused mass emigration of around one fourth of its  population. In the period following the conflict, we have seen a process of  establishment of a strong transnational community of B&amp;H Diaspora. This  thesis aims to explore possible solutions for increased involvement of B&amp;H  Diaspora in enhancing its economic development. Overview of the current  contributions of B&amp;H Diaspora is first provided. It includes remittances,  skills transfer, investment, tourism, and other areas of contribution. Then,  the results of the survey originally conducted for this thesis, providing  information about potential available for exploiting it for, and willingness  of B&amp;H Diaspora to use it for, economic development of B&amp;H. Based on  the survey analysis, alternative solutions for engagement of diasporas in  economic development of a country, available in literature, were reviewed  and their appropriateness, effectiveness and means of implementation  were discussed. The results of the thesis reveal large potential of B&amp;H  Diaspora that still remain unexploited and provides a range policy  recommendation for B&amp;H institutions dealing with the economic  development of the country, offering solutions for enhancing large  contribution of B&amp;H Diaspora.  Keywords: Migrations, Diaspora, B&amp;H, Potential, Diaspora Survey.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1608]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-23-3     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2511">
    <dcterms:title><![CDATA[Exploring the Relationship between Critical Thinking, Reading Comprehension, and Reading Strategies of Iranian EFL Readers]]></dcterms:title>
    <dcterms:abstract><![CDATA[Active learning takes place in a context in which freedom of action is dominant and opportunities for the realization of integrative critical thinking and language skills are provided. Critical thinking is that sort of higher order thinking that helps learners act critically through using problem-solving strategies (Gheith, 2007). In the same vein, reading as a problem solving activity (Pressley et al., 1992) necessitates a good command of thinking on the part of learners. This study investigated the relationship of critical thinking ability, reading comprehension ability, and reading strategy use among 70 male and female Iranian university students majoring English Translation and English Literature. The data was collected through the TOEFL (Test of English as a Foreign Language) reading comprehension test, a critical thinking ability test (the California Critical Thinking Skill Tests (CCTST), Fachione, P. A &amp; Fachione, N. C., 1990), and Reading Strategy Inventory (adapted from Oxford, 1990, and Waxman and Pardon, 1987). The findings revealed that there was a significant positive relationship between Iranian English as a Foreign Language (EFL) readers’ critical thinking ability and reading strategy use, in general, and metacognitive and cognitive reading strategy use, in particular. Moreover, a significant positive relationship was observed between critical thinking and reading compensation. The results also revealed that cognitive and affective strategies along with critical thinking ability act as the best predictors of learners’ reading comprehension ability. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[835]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3270">
    <dcterms:title><![CDATA[Exploring the Sustainable Development Model within the European Union]]></dcterms:title>
    <dcterms:abstract><![CDATA[The existence of close relationship between ecology and economics was  rediscovered in last quarter of the 20th Century. Consequently, calls for the implementation of  a sustainable development model have increased both at the international and European  levels, especially after mid-1990s. Taking these calls into account, the European Commission  has prepared many documents that have started a new phase in environmental protection,  during which more importance is being given to the implementation, and in this connection,  to the achievement of the sustainable development model within the European Union (EU).  This study aims to explore the strategies, programs, policies, and practices that are connected  with the implementation of sustainable development model at the EU level. Before doing so,  it will focus briefly on the meaning, importance, and emergence of sustainable development  approach within the EU context.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[296]]></dcterms:extent>
</rdf:Description></rdf:RDF>