<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/2976">
    <dcterms:title><![CDATA[How can Agricultural Extension System in Turkey be Sustainable?]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the study, extension services were examined through interpretation of data  collected up to 1104 public and contracted extension workers. Turkish extension system  is influenced by general and training-visit approaches which were employed in the past.  The approaches employed are mainly directed to conventional production and yield  increases using a top-down process and gives little place for human resources  development and sustainable agriculture within Turkish extension system.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[340]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3098">
    <dcterms:title><![CDATA[How Did British Colonial Education in Africa Becomea Reason for  Decolonization?]]></dcterms:title>
    <dcterms:abstract><![CDATA[As a by-product of colonization, the colonizing nation implements its own  form of schooling within their colonies. Colonizing governments realize that they  gain strength not necessarily through physical control, but through mental control.  This mental control is implemented through a central intellectual location, the school  system. At the heart of this policy is the paternalist idea that the “backward”  undeveloped inhabitants of the colonized areas need to be educated and brought up to  the level of the superior culture and life-style of the colonizing power. Indigenous  people were made by brainwashing to discard their own cultures and embrace  Western cultures which were supposedly superior, a situation which resulted in a  culture of dependency, mental enslavement and a sense of inferiority. White  supremacy used education for its own sake so colonial education was a deliberate  policy to continue colonial rule. In African British colonies the misusage of education  became a major reason for decolonization.  Key Words: Colonial Education, Superiority, Decolonization]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[719]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1767">
    <dcterms:title><![CDATA[How Do Iranian Teachers Rate Efl Learners&#039; Interlanguage Pragmatic Competence?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Interlanguage pragmatics; Rating; Iranian EFL teachers; Compliment; Compliment response  ABSTRACT  Several researchers have investigated the issue of Interlanguage pragmatics (ILP) from many different perspectives. Still, an under researched area remains to be the rater’s variation in the assessment of pragmatic competence. Consequently, coming up with criteria employed by raters who are in charge to evaluate pragmatic performances of EFL learners is crucial. This study mainly aimed at investigating the patterns and variations in ratings of non-native English speaking raters in relation to the two speech acts of compliment and compliment response. Fifty four Iranian EFL MA holding teachers were asked to rate twenty eight scenarios on the whole (collected through WDCT from undergraduate EFL learners) for the two speech acts of compliment and compliment response based on a Likert scale ranging from &quot;highly inappropriate&quot; to &quot;most appropriate&quot;. The result of the study showed that the main criteria for the teachers included: &quot;politeness (52.68%)&quot;, &quot;sociopragmatic appropriateness (35.68%)&quot;, &quot;interlocutors&#039; characteristics &amp; relationship (33.47%)&quot;, &quot;linguistic appropriacy (23.69%)&quot;,&quot;variety &amp; range (20.07%)&quot;, &quot;complexity (19.32%)&quot;, and &quot;sincerity (15.34%)&quot;. As the results depict, politeness and sociopragmatic appropriateness were the two major criteria provided by the teachers. Moreover what needs to be pointed out is that in many cases the teachers rated the WDCTs only by assigning a number on the Likert scale without providing any criterion and interestingly there were times when teachers stated that they just feel the EFL learners&#039; production is/isn&#039;t appropriate, but couldn&#039;t exactly specify why. This reinforces the need for training on pragmalinguistics and sociopragmatics issues among raters who are to evaluate pragmatic performance.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1845]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/124">
    <dcterms:title><![CDATA[How Does Lending from Commercial Banks Impact Performance of Small  Enterprises: A Case Study of District Hafizabad, Pakistan]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: This study examines the impact of lending from commercial banks  on performance of small enterprises. Financial data of forty business entities of  district Hafizabad have been collected from commercial banks, for the period of  2005 to 2013. “Net profit” in the first model and “sales” in the second model  are used as dependent variables. Working capital, accumulated profit, net-worth  and lending/financing amount are used as independent variables. The study  suggests: Firstly, banks’ lending positively affects the performance of small  enterprises. Secondly, financing amount illustrates positive effect on net profits of  the firms. Thirdly, the preferred amount of lending to small enterprises is less  than two million PKR.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2018]]></dcterms:date>
    <dcterms:extent><![CDATA[3775]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 1986-8499, ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3538">
    <dcterms:title><![CDATA[How does the use of ICTs impact developing economies in terms of GDP? <br />
A cross country-level analysis<br />
]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this research is to find the direct and/or indirect relationship between information and communications technologies (ICTs) and the economic development of transitioning countries. Specifically focusing on how technology can be used to advance a developing economy, this paper consists of conceptual background in terms of ICTs as well as a country-level analysis cross-referencing Albania, Armenia, Bosnia and Herzegovina (BiH), Croatia, Serbia, and Slovenia. These countries were categorized as European Union (EU) member states and non-EU countries solely to analyze the factors that can be used to advance a transitioning economy into a developed economy. Out of the selected ICT indicators in the study, it was found that fixed telephone subscriptions, fixed broadband subscriptions, research and development expenditures, and mobile cellular subscriptions all play a significant role for an increase in gross domestic product (GDP).]]></dcterms:abstract>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1605">
    <dcterms:title><![CDATA[How is Accounting Perceived in Cognitive Level? A Study  Based On Metaphor]]></dcterms:title>
    <dcterms:abstract><![CDATA[Metaphor is derivated from the word “metapherein” which is in Greek,  besides it is occurred by the combining of the words “meta” and “pherein”  meaning “to carry” and “to load” respectively (Arslan, 2008: 259). It is  replacing a commonly used concept in place of an uncommonly used one  to explain the second concept by means of the first one therefore  metaphor is making a substitution (Uçma, 2010: 126). Metaphors include  information transfer from a well-known field to a new and unknown one  generally (Tsoukas, 1991). They are supposed as tools used to explain how  the life, environment, events and objects are perceived by the people via  different similitudes (Cerit, 2008: 694).  The study is prepared to clarify the “accounting” perception of the  students taken accounting courses in Community College or Business  School in Yalova University by using metaphors. To this end, metaphor  questionnaires including a single open-ended question are applied to 159  students. The results are subjected to content analysis and owing to the  fact that 39 of the questionnaires could not create metaphors; the study  evaluated on 120 questionnaires. Most common metaphors created by the  students participated in the study are identified as mathematics,  calculator, puzzle and jigsaw puzzle.  Keywords: Metaphor, Accounting.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1475]]></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/3211">
    <dcterms:title><![CDATA[How Is the Market Size Relevant as a Determinant of FDI in Developing  Countries? A Research on Population and the Cohort Size]]></dcterms:title>
    <dcterms:abstract><![CDATA[The small size of the market in developing countries is associated with non-market  seeking FDI activities. Even though, GDP per capita is a poor indicator for the market seeking  FDI activities in developing countries, both population and GDP are crucial. The findings of  the study suggest that FDI is concerned with the size of market in developing countries not in  per capita basis but rather in aggregate size. More precisely, FDI will more likely focus on  regional areas rather than on an expansion through the country. In terms of cohort size, the  size of middle age cohort promotes FDI, and old and young age cohorts weaken FDI.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[286]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/142">
    <dcterms:title><![CDATA[How Marketing Made One of the Unhealthiest Beverages a Top Demanded One  the Power of Great Marketing (doi: 10.14706/icesos1719)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: Marketing has taken a leading role regarding the success of any business because nowadays  with the opportunity to improve product/service quality - through technology development and  information availability-  any organization can achieve desired results in terms of what they have to  offer.    This leaves more room for functions like marketing to be fully applied in accordance to organizational  goals. Therefore this paper aims to explain how powerful marketing can be through the example of the  giant Coca-Cola Company, which has been producing and selling unhealthy products since 1886 and yet  leads the beverage industry to this day. The paper also analyses some facts and data that help better  understand how because of strong marketing strategies and worldwide brand recognition people will  even buy and massively consume these kinds of harmful products.    Key words: marketing, organization, Coca-Cola, unhealthy, buy, consume.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2017]]></dcterms:date>
    <dcterms:extent><![CDATA[3656]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.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://omeka.ibu.edu.ba/items/show/1780">
    <dcterms:title><![CDATA[How Much Does the English Textbooks of Iran Conform to Universal Characteristics of English Textbooks? a Case Study on English Textbooks of Junior High Schools in Iran]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: CLT, evaluation, syllabus design, curriculum, universal characteristics of EFL  ABSTRACT  Any educational system is composed of five important components (students, a teacher, materials, teaching methods, and evaluation) which are closely interrelated. Even in the context of communicative language teaching (CLT), teachers and learners tend to rely heavily on prescribed textbooks which are still a staple in most of EFL classes. Sheldon (1988) has offered several reasons for textbook evaluation. He suggests that the selection of an ELT textbook often signals an important administrative and educational decision in which there is considerable professional, financial, or even political investment. A thorough evaluation, therefore, would enable the managerial and teaching staff of a specific institution or organization to discriminate between all of the available textbooks on the market. In this study, the English textbook of third grade of Iran&#039;s junior high schools will be evaluated based on the current research findings in syllabus design, English language teaching, and the specific language teaching situation and curriculum in Iran. Moreover, this study will be an attempt to determine the extent to which the EFL textbook (English 3) conformed to the common universal characteristics of EFL/ESL textbooks.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1969]]></dcterms:extent>
</rdf:Description></rdf:RDF>