<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/3233">
    <dcterms:title><![CDATA[Exploring Variation and Sustainable Progress of Vegetable Genetic Resources in The Black Sea Region, Turkey ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Turkey is an important center for plant genetic resources and genetic diversity. In  Turkey, the Black Sea Region is very rich in vegetable genetic resources due to its diverse  geographical, climatic and ecological conditions. Conservation and maintenance of these  valuable genetic resources is essential. In order to protect the highly threatened vegetable  genetic resources in this region, it was very important to set up a collection, conservation,  utilization and research system. The aim of this review was to outline some of the vegetable  genetic resources of the Black Sea region; their distribution, their collection and  characterization; and to describe cultivar breeding programmes from 1994 to 2009 and  beyond. This overview will give the agricultural scientist an insight to into the large degree of  genetic diversity in Turkey, and provide information about the distribution and potential  utilization of these irreplaceable genetic resources. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[644]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1630">
    <dcterms:title><![CDATA[Exporting Opportunities Provided by E-Commerce for  Small and Middle Sized Enterprises]]></dcterms:title>
    <dcterms:abstract><![CDATA[E-foreign trade, a way of commerce in which business contacts and  activities such as international marketing and advertising are carried out  through electronic media, without coming face to face increases  competitive power of small and middle sized enterprises (SMEs) with its  fast, economic structure enabling access to world market through internet.  Due to opportunities provided and properties it has, e-foreign trade has  become new way of commerce of the era and this way contributes to  exportation of countries which is the most important source of income of  countries. In this study we will present the results of a research conducted  to analyze the e-foreign trade process of exporters and importers have  experienced in Turkey. In addition current problems of the e-foreign trade  companies in Turkey will be discussed and we offer some solutions to the  problems in the light of the obtained findings. Finally we will suggest some  new opportunities of e-commerce to improve the export of SMEs. As the  research method the interview technique was chosen and we interviewed  30 actively e-foreign trader firms in the Turkish food sector from different  cities.  Keywords: E-Foreign Trade, E-Commerce, E-Trade, Foreign Trade, SMEs.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1609]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1113">
    <dcterms:title><![CDATA[EXPRESSIVE - IMPRESSIVE FEATURES OF EUPHEMISMS  AND TABOO WORDS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Euphemisms are the forms of language used to replace unpleasant, inappropriate and undesired words. In linguistics, however, the words that are forbidden or unwanted in a particular society are referred to as taboo words. Since these two terms have an entirely opposite meaning it is particularly interesting to examine their parallel use.    Their expressive and impressive values in different functional styles diverge and the purpose of this paper is to examine the use and linguistic-stylistic values of euphemisms and taboo words within different functional styles.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3423]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/362">
    <dcterms:title><![CDATA[EXTENDING BEYOND THE CLASSROOM: SEMIOTICS AND CULTURE IN EFL COURSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[This essay describes a semiotic analysis exercise designed to enhance students’ cultural and critical literacy, a skill necessary for language comprehension, pragmatics, and proficiency (Liton and Madanat). Rather than observing and comparing cultures as monolithic and unchangeable, students are encouraged to develop complex cultural understanding based on the reading of their surrounding semiosphere. Following Yuri Lotman’s concept of “semiosphere,” defined as a totality of signs in a certain system, students apply semiotic analysis on their local physical and media space in order to understand the signifying processes in their hybrid cultural environment. Rather than looking at the target culture as a separate Other, students observe the incursion of that culture into their own environment. The relevance of this approach is ensured by the system of signs in the Gulf – its semiosphere - being heavily influenced by mixing of Arabic and English, as well as Filipino/Tagalog, Bengali, and Hindi languages, by entertainment and media outlets of multiple cultures, and the logoed and branded presence of multinational companies. The semiosphere of the Gulf involves an array of signals that function both on the global and local scale, what Yuri Lotman describes as “a semiotic continuum filled with multi-variant semiotic models situated at a range of levels.” The exercise described in this paper invites students to use semiotics for analysis of culture and its objects, in turn increasing their integrated motivation, their agency, and their cultural literacy by getting them involved in “the processes of reflection and negotiation through which shared cultural understanding emerges” (Weninger and Kiss) while relying on standard practical techniques for teaching culture in the EFL classroom, “noticing,” “prediction,” and “research” (Cullen and Sato)]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2914]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2036">
    <dcterms:title><![CDATA[Extent of Self-Mention Reference in Serbian Academic Discourse]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: self-mention, academic discourse, research articles  ABSTRACT  The aim of this paper is to investigate the use of authorial self-mention in the corpus of research articles written by the Serbian authors. Recent research of the academic texts published in English has shown that authors tend to represent themselves more explicitly than they used to, being aware that it may improve their communication with readers. Authorial presence can be realized through different linguistic markers such as the use of first person pronouns and metadiscourse. We wanted to see whether there were discrepancies in deployment of these rhetorical strategies in two disciplines, one belonging to hard and the other to soft sciences. The study showed significant underuse of authorial reference by Serbian authors in both fields. Obviously, they opt to avoid representing themselves, especially when making arguments or claims. The reason of this is quite complex. For decades, the authors in Slavic academic community were taught to use exclusively first person plural pronoun, even when they were the only authors of their papers, because “that was the appropriate way to declare themselves as the members of academic community as well as to demonstrate their academic modesty” (Blagojević, 2009). As many linguists have proven that academic prose is not completely impersonal, we think that such stance of the Serbian scholars may impede the impression they make when subsequently writing for the international professional and academic community. Therefore, when teaching academic writing, we, as EAP teachers, should point out the significance of appropriate writing conventions in English language. By introducing self-mention references in their piece of writing, our students, future experts in their disciplines, will gain credibility among the members of their respective discourse communities, displaying confidence in their own evaluations and commitment to their ideas.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2059]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/844">
    <dcterms:title><![CDATA[External Environment Analysis: A Focus on SME’s in the Republic of Macedonia]]></dcterms:title>
    <dcterms:abstract><![CDATA[External environment analysis during the last couple of decades has become one of the main issues in contemporary business organizations. The main objective of this paper is not to simply address the widely spread and accepted body of knowledge in the field of external environment analysis, but rather to provide a description insights regarding the implementation of the widely known techniques for external environment analysis by SME’s in the Republic of Macedonia, more particularly in the Pollog region . The paper is based on a practical questionnaire analysis of SME managers in the Republic of Macedonia and strives to provide insides regarding the degree to which external analysis is conducted by the companies and determine the main barriers influencing their implementation.    Keywords: external environment, techniques, SME, Macedonia.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04]]></dcterms:date>
    <dcterms:extent><![CDATA[2615]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1747">
    <dcterms:title><![CDATA[External Trade Policy of Bosnia and Herzegovina: Effect on  Unemployment]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigates the impact of external trade of unemployment in B&amp;H  from 2007 to 2012 on monthly basis. Data for unemployment and  international trade is collected from “Agency for statistics in B&amp;H”. Analyze is  done in SPSS, firstly is made calculations in descriptive statistics to show  minimum, maximum and average unemployment, export, import and trade  deficit. Then it is used regression analysis, in whose model unemployment is  dependent variable, while export, import, trade deficit, minimum wages, net  salaries, GDP, inflation rate and industrial production growth rate are  independent variables. Result showed that export, minimum wages, net  salaries, GDP, inflation rate and industrial production growth rate are effecting  unemployment. This analysis should help government and CEO to improve  export, GDP, inflation, industrial production, salaries and to reduce import and  unemployment.  Keywords: International Trade, Export, Import, Labor Market, Unemployment,  GDP, Wages, Inflation.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1610]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1901">
    <dcterms:title><![CDATA[Facilitation Potential of the Mnemonics for the Teaching of Japanese Vocabulary]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Mnemonics, memory strategies, Japanese vocabulary, Turkish Learners, materials development  ABSTRACT  Vocabulary is the most important component in learning a foreign language. Use of mnemonic devices can facilitate and speed up the learning process. Therefore, learners and teachers should be taught how to produce effective mnemonics. Whether this strategy education can be simplified is a question worth exploring. The same holds true for the teaching of Japanese in Turkey.  The aim of this study has been to analyze and explore patterns in the qualities of the mnemonics sample prepared by the researchers conducting the study aiming to facilitate the Japanese vocabulary learning of Turkish students. The target words were selected randomly from a Japanese-Turkish dictionary. Investigating the sample, it has been detected that it is possible to build connections in terms of both phonological similarity and semantic relations.  Teachers of Japanese can gain insight from the research on form meaning connections as they are believed to have a positive impact on learning a foreign language.  Out of the foreign languages taught in the formal teaching settings in Turkey, English is the most common one. If those taking English classes are taught how to use memory strategies, its effects will transfer to the learning of another foreign language considering the positive effects of prior learning. Previously learned English vocabulary can be used in writing mnemonics in case Turkish words can not be used to make mnemonics.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1728]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2118">
    <dcterms:title><![CDATA[Facing foreign culture challenge in foreign countries for students]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper examines the situations of students that face the challenges. In  foreign countries, the biggest problems of students which are faced by students  are language, culture shock, homesickness, expense, and etc. It’s hard to live  instead of studying in colleges for students. For learners being with foreign  culture it’s hard to learn second language or foreign language, on the other  hand if the students do not know that culture or traditional they cannot adopt  easily because in his/her own language do not have loan words they cannot translate to learn. The first and most daunting task for international students is  adapting to the culture of country where they begin to live for studying.  International students may be highly motivated and hard-working, but they  faced many challenges as some of the highest achievers among their peers,  international students offend feel limited by their communication skills and  cultural awareness, and equally frustrated by their lack of professional network  in their host country. Despite all those years English class prior to enrolling in  a university oversea, international students still have great challenge with  communication. Speaking and conversation abilities are typically less  developed than reading and writing, and international students may be shy or  insecure about speaking up in their host country as a result. Another big  problem among international students is funds problems. Fee which  universities charge from international students is pretty high as compared to  local students. Home sickness is very much prevalent among those who came  out from their homes for the first time. Students also have some internal  conflicts within themselves. Work load, most of the students here face  problems because of the amount of work load on them. They need to study  more as full time students, part time jobs, looking after themselves.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1417]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2536">
    <dcterms:title><![CDATA[Facing Foreign Culture Challenge in the Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[The relationship between teaching, culture and language is extremely complex for a teacher teaching foreign students in a foreign language, given the lack of the common frame of reference on which to rely as guidelines for the teaching process in terms of organization, methodology and desired outcomes. The assumption that the use of a common language (English) will solve the problem of communication and bridge possible differences is ungrounded since both teachers and students presuppose certain values and cherish expectations that are deeply culture-bound.     The workshop addresses three issues: variations in perception and understanding of the teaching process across educational institutions seen as indexical to underlying cultural differences; varying expectations and attitudes to learning and patterns of students and teachers’ behaviour interpreted as reflecting the differing basic concepts of time, space, self and social relations acquired in the process of primary socialization; and foreign language (English) as representation of the world of secondary socialization through which cultural experience and knowledge are reorganized. Working on examples from different settings (including their own) the participants will consider their own assumptions and get aware of a number of sensitive issues that the teacher has to face.     To solve those issues the teacher has to create  “the third space”, where expression of differences may be welcome and creatively transformed through exchange of ideas, feelings and experiences allowing for a critical appraisal of native and other cultures alike and enabling a smooth transition between multiple identities that students are becoming aware of. The use of English restricted to “the code for communication” and void of its cultural baggage will not prevent the linguistic and cultural transfer between the languages and cultures of primary and secondary socialization, but can mitigate the cultural shock and anxiety caused by the uncertainty of a foreign environment.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[909]]></dcterms:extent>
</rdf:Description></rdf:RDF>