<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/2051">
    <dcterms:title><![CDATA[Animal Spirits and Trading Volume in  International Financial Markets between  2002 and 2011]]></dcterms:title>
    <dcterms:abstract><![CDATA[The change in trading volume and returns and the dysfunction  of the economy and more specifically of financial markets has been  increasingly attracting attention of researchers, analysts, practitioners,  institutions as well as government organizations. This paper investigates  the factors that are able to explain how financial markets work. Testing  the rational expectation hypothesis and different components of animal  spirits including investors’ beliefs and their behavioral biases, results  show that economy is driven by animal spirits and not by rational  behavior. Considering the classification of the sample by periods of  stability and periods of excessive volatility, results incite to think that  financial markets work in terms of economic cycles.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-03-10]]></dcterms:date>
    <dcterms:extent><![CDATA[2380]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2050">
    <dcterms:title><![CDATA[Implications of Cognitive Developmental Theories for Teaching English as a Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: EFL, cognitive theories, language acquisition, teaching  ABSTRACT  One of the most fascinating aspects of human development is language acquisition and it has attracted the attention of linguists and psychologists for generations. Researchers all over the world discuss the particular developmental sequences and describe what it is that learners actually learn throughout their language development.  In this paper, we attempt to focus on how this outstanding development takes place and what the implications are for teaching English as a foreign language (EFL), especially to younger and adolescent learners. We explore the role and importance of well-known language theories, including Piaget, Vygotsky, Bruner and Skinner; and we transfer their ideas to the EFL classroom. Furthermore, we conducted a research comprised of questionnaires and observations of classes in NGO Creativus and elementary school Izet Šabić in Sarajevo, Bosnia and Herzegovina, so as to gain insight in particular theoretical uses when working with the mentioned ELL groups. The results show that the most appealing theory for teachers of younger language learners are Bruner’s scaffolding and Skinner’s behaviorism, as well as that teachers do try to incorporate theories in their everyday practice and that every one of the theories offers plenty of possibilities and suggestions for teaching EFL.  Classroom activities and teacher decisions can create, or limit, the learners’ opportunities for learning EFL. For that reason, we aim and hope to help teachers make their teaching more effective by attending to the mental world of the learner and by understanding how theory works in EFL practice.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1697]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2049">
    <dcterms:title><![CDATA[Cultural Perception as a Part of Cultural Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: topoi, argumentation, discourse analysis, Austrio-Hungarian monarchy, Bosnia and Herzegovina  ABSTRACT  Intercultural competence has become very prominent after the occurrence of the EU and globalization in general. However, one should not forget that intercultural competence is formed not only by contacts that are modern, but also by those that occurred much earlier among cultures, so that its roots must be also investigated from the historical perspective. This paper wants to show the acquisition of intercultural competence at its very onset, ie, from a historical perspective. Views that are created during the cultural contact have shaped the attitudes and determined perceptions which are an important part of intercultural competence. Cultures involved in the investigation are the Austro-Hungarian monarchy and Bosnia and Herzegovina. In order to investigate this contact, the paper analyzes articles in daily press at the time of the Austro-Hungarian rule in Bosnia and Herzegovina. The method used in this paper is based on the analyse of the argumentative forms or patterns, ie topoi by which expressions that implicitly or explicitly refer to the contact of these two cultures can be extracted from the text.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1696]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2048">
    <dcterms:title><![CDATA[Formative Feedback Tools to Enhance Learning and Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: formative feedback, self-directed learning  ABSTRACT  The paper will mainly focus on what formative feedback involves, how learners and teachers can benefit from it and what possible formative feedback tools can be employed. Formative feedback provides hands-on experience for learners to reflect on how their learning process is going on and thus creating an opportunity for teachers to realize how effective their teaching is. Teachers taking action according to the feedback they receive from their students not only creates a positive learning atmosphere but also boosts learners&#039; confidence as they feel they have a say in the learning and teaching process. After a brief introduction to formative feedback, some fundamental principles will be presented. Then the motive, means and timing of formative feedback will be presented. And finally some formative feedback tools will be shared with the audience.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1740]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2047">
    <dcterms:title><![CDATA[TÜRKÇE İLE İLİŞKİSİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Saha (Yakut) Türkçesi, kök, ses değişikleri.  ÖZET  Saha (Yakut) Türkçesi, Kuzey Sibirya Türk Lehçeleri içerisinde değerlendirilmektedir. Bu lehçe ana Türkçeden erken bir tarihte ayrıldığı ve coğrafya olarak da uzakta kaldığı için, genel Türkçeden çok uzaklaşmıştır. Bu nedenle birçok bilim insanı Saha (Yakut) Türkçesi’ni ayrı ve bağımsız bir dil olarak ele almaktadır. Saha (Yakut) Türkçesi, lehçe olarak “z”li ve “ş”li (Zetasizm) sesleri kullanmaktadır. Kullanılan bu sesler sözcüklerin kök ve ek yapılarını etkilemiştir. Bunun sonucu olarak, sözcüklerin köklerindeki seslerin özelliklerine göre (Sedalı, Sedasız); ekler değişik biçimde görülür. Bir sözcüğün kökündeki son sesin özelliğine bağlı olarak ekler; 8, 16 bazen de 20 değişik biçimde bu köke eklenir. Bu çalışmada sözcüklerin köklerindeki son sesin özelliği dikkate alınarak, eklerin ses değişmeleri ele alınmıştır. Böylelikle Eski Türkçenin sözcük köklerindeki seslerinin özellikleri de düşünülerek; bu seslerin nasıl korunduğu ve kökteki son sese göre sözcüğün aldığı ekin nasıl bir değişime uğradığı tespit edilmeye çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1959]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2046">
    <dcterms:title><![CDATA[Views of Teachers on the Courses of Turkish as a First Language in Western Germany]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Turkish as a First Language in Germany, Mother Tongue, Foreign Language, Teaching of Turkish.  ABSTRACT  The aim of this research is to investigate the views of the teachers of Turkish immigrant students in Germany towards the course of Turkish Language. The research has been carried out in accordance with the relational screening model during the summer of 2011. The population of the research was composed of teachers of immigrant students of Turkish origin between the ages of 11 and 18, who receive education at the 5th to 12th grades in various states of Germany (Baden-Württemberg, Lower Saxony, Bremen, Hamburg and Berlin). The sample included 92 teachers. In the study, two questionnaires prepared by the researcher were used in order to identify certain demographic features of the teachers concerned, as well as their views towards the course of Turkish Language.  The first dimension of the questionnaire consisting of two dimensions includes items investigating personal background regarding the independent variables of the research. Apart from items investigating information related to teachers, in the questionnaires there is another dimension with open-ended items under 3 sub-dimensions entitled as Aims of Teaching Turkish to Students, Teaching and Using Turkish Activities, and Problems Encountered in Turkish Teaching and Suggestions.  The analysis of the data was conducted through SPSS for Windows 15.0 package software. The statements found interesting were selected and interpreted by categorizing the responses to the questionnaire under the titles mentioned above.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1726]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2045">
    <dcterms:title><![CDATA[Wording and Discourse of Conservative Female Columnists]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Discourse analysis,Female Columnists, rhetorical statements,columnists of styles,Turkish press.  ABSTRACT  Along with the improvements in new media and communication technologies, the press that finds a place for itself in the definition of traditional media maintains its importance with detailed news analysis and exclusive news.  Like other forms of media, the printed media also tries to reach its target audience in various ways. It can do this by bringing up news and also through columnists who establish a close and intimate relationship between the paper and its readers, reflecting the newspaper’s identity.  In general, columnists in the Turkish press are the people who comment on and assess recent developments based on their own philosophy of life and their basic references.  Through AKP (The Justice and Development Party) that has been in power since 2002, female columnists with conservative and islamic lifestyles have become more visible in the Turkish press, particularly with their different wording and discourses.  While the majority of these authors have been writing in conservative newspapers, such as Yeni Şafak and Star, others have chosen secular newspapers, such as Taraf or Haberturk.  Sibel Eraslan, Elif Çakır, and Halime Kökçe from Star and Fatma Barbarosoğlu, Hilal Kaplan and Özlem Albayrak from Yeni Şafak can be shown as examples of the first group of writers. On the other hand, Nihal Bengisu Karaca from Habertürk and Hidayet Tuksal from Taraf are the authors of the latter group.  In this study, a month-long articles of these authors will be examined in the axis of the &quot;woman&quot; issue. The ways the authors approach the “woman” issue as well as the common and different aspects of their styles and their rhetorical statements will be tried to be revealed. Through a discourse analysis, the statements they make in their writing pieces and the subtle messages and meanings behind their texts will be exposed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1836]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2044">
    <dcterms:title><![CDATA[Harold Pinter and Orhan Pamuk: Two Radical Voices of our Century]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Harold Pinter, Orhan Pamuk, politics, human rights, Turkey, western societies  ABSTRACT  Introduction: It is interesting to note that Pinter’s association with Orhan Pamuk , Turkey’s only Nobel laureate, goes back to the mid 1980s when he went to Turkey with Arthur Miller in order to investigate the mistreatment and imprisonment of the Turkish writers, intellectuals, trade union and political leaders and allegations of human rights abuses during the military regime on behalf of International PEN. During that fact-finding mission, they were introduced to and guided around Istanbul by that young and unknown novelist called Orhan Pamuk. It is also by sheer coincidence that Harold Pinter received his Nobel Prize for literature in 2005 just the year before Orhan Pamuk won the same award in 2006. In case of these outspoken cultural figures, it was always the search for human dignity and human respect and freedom of the individual that brought them into relentless conflict with the authority. Both of them are friends of the oppressed and enemies of the totalitarian regimes, East and West. Both spoke out on behalf of the oppressed and vigorously criticised the policies of their respective political administrations.  Objectives: This analysis is intended to demonstrate some certain parallels in the political stance and political activism of the above-mentioned writers and to find out important points of contact in their political discourses that give us most of the same concern. It is also part of the contention of this analysis to consider how these internationally acclaimed writers are seen from their respective countries , who we assume, are more honoured everywhere in the world than in their own societies.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1784]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2043">
    <dcterms:title><![CDATA[An Examination Of The Typological Features Of Turkish]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Language, Turkish, Language typology,linguistics, applied linguistics  ABSTRACT  In this study, Turkish is examined in terms of language typologies and the language opportunities to the user of Turkish. Moreover, the easy and difficult characteristics of Turkish are aimed to explore. While attempting to investigate, description and comparison methods were used and the typological features of Turkish were examined in terms of the theory of language richness and perfection. That a language is a magical and perfect system is widely acknowledged by thinkers and linguists. Another agreement among the linguists is that languages resemble each other through certain features, therefore some gene! ralizations can be established. Given the typical instances of agglutinative languages, Turkish is suggested as a developing language of science, education and art, according to “Language Perfection Criteria” and the arguments are thought to provide useful insights to Turkish learners, material designers, language researchers and practitioners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1910]]></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:RDF>