<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/2031">
    <dcterms:title><![CDATA[Attitudes of Foreign Language Students towards Environment]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Environmental, environmental awareness, attitude, attitude scale  ABSTRACT  Researches conducted so far demonstrated that environmental pollution increases every passing day. Sustainable development and habitable future will only be possible with individuals sensitive towards environment. In developing awareness about environment in an individual, education has a great impact in addition the family and friends. While important studies are conducted in relation to environmental education and protection of environment in some countries, environment is almost ignored in human activities in the other countries. Wrong practices and developments in the surrounding environment indicate that the awareness towards environment is low in our country. At this point, our schools and teachers play an absolutely crucial role. This role does not only belong to the teachers of geography and biology courses where related topics are addressed. Teachers of the other branches should also possess an awareness concerning environment and convey this to their students in a way related to their branches. Foreign language teachers have a crucial role in raising environmental awareness in order to convey studies conducted in foreign countries and make comparisons between countries. To this end, foreign language teachers should have a good environmental awareness. It is beyond doubt that a teacher who does not have a positive attitude towards environment can not raise individuals with high environmental awareness. In this context, this study was conducted to investigate the attitudes of Foreign Language students towards environment. Within the scope of the study, a five-point likert type attitude scale developed by Bilgi (2007) and a questionnaire containing variables which are thought to affect attitudes towards environment were applied to freshmen and seniors studying at the Department of Foreign Languages of Education Faculty of Gazi University. The obtained data were analyzed by SPSS (Statistical Package Program for Social Sciences) and the impacts of sex, type of settlement where students lived for the most of his/her life, education statuses of parents and university education and class level, in particular, on the attitudes of Foreign Language students towards environment were examined.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1942]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2030">
    <dcterms:title><![CDATA[Association of Poem and Music in Turkish Culture Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Poems, Music, Dance, Bektashisim, Shaman  ABSTRACT  If we consider the historical development of Turkish culture language, it is seen that association of poem and music has begun with ceremonies of religious-mystical types called as Shaman. As far as we follow, dances of Shamans also have gone with this association that has begun twenty-four centuries ago. In this context, Shamans are the oldest and the first poets, music lovers and artisans of Turkish culture. We have been able to carry this period, in which poem, music and dance performed together, to the tenth century that is the century Turks begun to accept Islam. As of this date, increasing of work sharing and number of profession branches in Turkish communities put an end to this collocation of poem, music and dance in ceremonies of Shamans and then of Kams afterwards Islam. By leaving this association, poem and music created a particular form apart from dance. The increasing dominance of Islamic religion among Turks has deepened this separation also in sense of language. As from XI century, therefore, encomiasts grown by Arabic and Persian language and culture began to take the places of Shamans, Kams and Ozans in the palaces of Ghaznavid and Seljuk. Afterwards Islam, as from XIII century in particular, as a result of increasing number of sufistic religious orders originating from Arabic and Persian, such as Mevleviyeh and Alevi-Bektashisim, it is seen that association of poem and music was dragged in a more different channel and continued. While “Mevlevi Sema Ceremony”, which appears again in accordance with Mevleviyeh morals, accompanies with the poem and music came together in context of Mevleviyeh tradition; “Alevi-Bektashi Semah Ceremony” accompanies with the poem and music in context of Alevi-Bektashi tradition. As from XVI century, as a result of decreasing effects of sufistic movements; minstrels who perform their non-religious poems in company with their instruments, has grown up in context of the tradition that we called as “Minstrelsy Tradition”.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2005]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2029">
    <dcterms:title><![CDATA[Practice and Application in the SIOP Model and the Role of Meaningful Activities]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:The SIOP Model, Practice and Application, Meaningful activities, English Language Learner  ABSTRACT  Sheltered Immersion Observation Protocol or SIOP is a contemporary method of teaching content-based ESL at schools all over the world. Developed by Echevarria, Vogt and Short (2013), the model quickly adapted by many language teachers in the USA. The method is accepted to be an empirically validated approach to teach all English learners. There are eight interrelated components to The SIOP® Model (Echevarria, Vogt &amp;Short , 2012) .  Lesson Preparation  Building Background  Comprehensible Input  Strategies  Interaction  Practice and Application  Lesson Delivery  Review and Assessment  In this article I have mainly focused on the component Practice and Application of the SIOP Model and the role of meaningful activities for English language learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2087]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2028">
    <dcterms:title><![CDATA[Parasocial Interaction in Twitter Context]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: CMC,Netspeak,Parasocial Interaction, Microblogging,Twitter  ABSTRACT  Internet, being the most significant advent of new technologies, has fundamentally changed the way people interact. The purpose of the Internet goes beyond communication into virtual social spaces or third places. Some of the third places where socialization takes place are chatrooms, social networks and microblogging services. Among the latter,one of the most popular is Twitter, an online microblogging site.  The present study aims to explore the complexities that a computer-mediated , Internet based platform for communication and socialization such as Twitter presents. By problematizing follower- followed asymmetrical parasocial relationship, it is argued that through the use of hashtags and re-tweets, which is intertextual and dialogic. It has mainly been contended Twitter features instantiate Parasocial Interaction Theory, elaborated means being Internet lingo or Netspeak.  In order to explore the Parasocial Interaction Theory and the employment of Internet lingo in Twitter context, a digital corpus of 1000 tweets was built (around 25, 900 words approximately) by taking screenshots of Twitter timeline. In order to carry out the analysis, the sample under scrutiny was tabulated and finally classified according to the categories of analysis. Two criteria have been looked into, Netspeak features elaborated and functions of Twitter features like Hashtag and re-tweet in constructing and maintaning a parasocial interaction. The variables selected within each system have been explored both quantitatively and qualitatively.  As a result of the analysis, it is seen that Twitter context encourages the use of Netspeak features, like abbreviations, acronyms and letter homophones. And features like RT and # serve to carry on the parasocial interaction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1884]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2027">
    <dcterms:title><![CDATA[The Turkish Olimpics as a Practice of Communication Management]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Turkish language, Turkısh culture, different culture, communication management, discource.  ABSTRACT  Communication management is an strategic concept which needs to follow the right tactics and methods. When we think about the communication’s specific objectives “unmanaged communication” musn’t have effective results and musn’t reach the desired objectives.  When we start to use communication management strategy primarily we have to fill up and determine target audience message for to show corporate/individual vision and mission, “why we are doing, what we are doing”, we have to respond these questions to the target audience. While transmitting the message should be considered the communication way have to be persuasive and used channel have to be right. In persuasive commucation, target is provide changes at individuals’ behaviours and attitudes.  Of individuals to manage their communications, such as interstate communication needs to be managed in. Just as the corporations, countries have their own images. . Therefore, how to us &quot;perceive&quot; from other countries has carry great importance. Create the image, determine the agenda, to change the conjucture and create the perceptions in the desired way, media are important tool to used in.  In communication management, to create a succesful image, communications&#039; elements must be used in a holistic manner. An image which percieved from this way is provided to make an association in people&#039;s mind as desired. There are factors to be considered for the production of a successful image. These, prepare the simple theme or messages, these, must be more remarkable than competitors, strike the aware and must be spread from all communication channels.  In Turkish Olimpics which organize since ten years for the increase the use and known of Turkish language. Beside the universalize it, this organization publicize Turkish culture, poems, folk dances, folk songs and participated students are have a chance to present their culture in Turkish at their countries booth. In our study, our goal is to examine the way of “Turkish Olimpics” as a communication management which brings to different cultures, different languages in a common point.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1729]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2026">
    <dcterms:title><![CDATA[Downfall of Traditional American Values in Tennessee Williams&#039; a Streetcar Named Desire]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: traditional values, downfall, American nation, life styles, Tennessee Williams  ABSTRACT  Traditional American values relate to the customary standards and values which most Americans clung from the very initiation as a nation and throughout the most part of its history. It has been a common belief that these traditional values occupied a great deal of what rendered America a great and independent nation. Traditional historical American values have in the past included values such as nobility, gentility and the roles people had taken in their lives underwent changes in the twentieth century. Tennessee Williams’ play A Streetcar Named Desire provides a vivid and saddening portrayal of how the above-mentioned American traditional values, which have for a long part been the foundation of American nation. This paper attempts to discover how Williams describes the loss of such values that have been serving as the function of cement in keeping the Americans together.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1694]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2025">
    <dcterms:title><![CDATA[ADNÎ RECEB DEDE DİVÂNI’NDA MEVLÂNA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Mevlânâ, Divân şiiri, Adnî.  ÖZET  Türk İslam medeniyetinin yetiştirdiği en önemli isimlerden biri olan Mevlânâ, derin fikirleri, dehâsı, eşsiz sevgi ve hoşgörüsüyle gerek yaşamı gerekse ölümünden sonra pek çok topluluğu etkilemiş büyük bir mutasavvıf, âlim ve şairdir. Birçok divan şairi Mevlânâ’nın düşünceleri çevresinde kurulan Mevlevîlik tarikatına intisap etmiş, Mevlevîliğe sevgi duymuş ve Mevlânâ’ya duydukları sevgiyi şiirlerinde sıkça dile getirmiştir. Zamanla Mevlevîlik adeta şair yetiştiren bir ocak haline gelmiştir. Bu ocakta yetişen şairlerden biri de 17.yüzyıl Mevlevî şairlerinden Adnî Receb Dede’dir. Adnî’nin Divânı tarandığında 7’si Mevlânâ’ya, 1’i Şems-i Tebrîzî’ye, 1’i de Mesnevî’ye yazılmış 9 na’t ve Mevlâna’ya ait birçok unsur görülmektedir. Bu çalışmada tespit edilen unsurlardan hareketle Mevlevî bir divan şairi olan Adnî’nin gözünden Mevlânâ’ya bakmaya çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1945]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2024">
    <dcterms:title><![CDATA[Poetic Dictionaries in Our Tradition of Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Language Teaching, Dictionary, Poetry, Poetic Dictionaries, Schools and Madrasahs  ABSTRACT Dictionary is a reference book which keeps a language’s vocabulary in itself. In historic processes, dictionaries have been written in various categories depending on needs. One of these dictionary categories is poetic dictionaries. Poetic dictionaries have been prepared to teach students vocabulary based on memorability of poetry. Such works, which started to be drafted by Arabian linguists in the XIth century, were also taught in islamic countries in madrasahs, dervish lodges and schools within instrumental subjects after this century.  Poetic dictionaries begin with a poetic “preface”. After giving the work’s purpose of compilation and construction characteristics, it passes to the dictionary part. Generally it ends with an “epilogue” giving its compilation date.  Studying and revealing of poetic dictionaries, which have been utilized in language education by using the captivating and memorable aspects of poetry throughout the centuries, will shed light on today’s methods as well]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1926]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2023">
    <dcterms:title><![CDATA[Investigating Intersubjectivity asa Discursive Achievement in Interpreter-Mediated Encounters: Building a Conceptual Framework]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper relates to a wider research project on the ways in which intersubjective understanding is accomplished, sustained and enhanced in encounters involving interpreter-mediation. It is underpinned by an assumption that the general lack of attention to the existence of a professional interculture and its inner workings by service providers and interpreters has implications, inter alia, for the quality of service and ability of service providers to adapt to interpreter mediation in the workplace.  Investigating intersubjectivity is a multilayered process that appeals to a range of research traditions in building a picture of intersubjective understanding in interpreter-mediated encounters. My wider project concerns three strands of investigation: perceptual frames of the occupational other that are ‘brought to’ the interaction; discursive accomplishment of intersubjective understanding in interaction, and the self-reflexivity of the actor in responding to his/her context both during interaction and as a post-hoc activity.  This paper focuses on the second strand mentioned above, namely the discursive accomplishment of intersubjective understanding, and considers in particular the extent to which service providers and interpreters orient to each other’s ‘occupational otherness’ during interaction to form shared understandings, and the extent to which the interculture is recognised and (re-)constructed discursively during the interaction. The discussion is premised on an assumption that the lack of scope for the interpreter to ‘display’ his/her occupational otherness during interaction precludes the service provider from developing a deep understanding of the professional interculture and potentially limits the self reflexivity required to adapt to service delivery in this mode.  The paper draws on research on workplace discourse practices from the conversation analytic tradition and sociocultural approaches to mind, in building a conceptual framework to analyse the discursive accomplishment of intersubjective understanding. Particular attention is given to the discussion of concepts such as the multivoicedness of meaning and the heterogeneity of voices (following Wertsch, 1991) and modes of talk in the workplace (following Roberts and Sarangi, 1999).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1713]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2022">
    <dcterms:title><![CDATA[&#039;Silent&#039; Women in Robert Browning&#039;s Dramatic Monologues]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Victorian, women, silent, patriarchy, monologue  ABSTRACT  Robert Browning was one of the two most famous Victorian poets, who became well-known particularly for his dramatic monologues. Mostly set in the Renaissance Italy, they usually present a male speaker with artistic inclinations who, caught at a crucial moment of his life, unconsciously reveals the deep and dark secrets of his character to a silent listener. In his two most successful monologues, ‘My Last Duchess’ and ‘Andrea del Sarto’, Browning deals with the relationship between life and art, men and women, power and weakness. His male speakers, the rich and arrogant Duke of Ferrara and the weak and passive Andre del Sarto, ironically called ‘the faultless painter’, look back at their lives and talk about their past desires, plans, ambitions and regrets, which were significantly influenced by the relationship they had with their wives. Although we are not given the opportunity to hear the voices of these ‘silent’ women whose characters are presented to us only through their husbands’ words, we still manage to get a pretty good idea about their position in the patriarchal Victorian society and the roles they were supposed to play. This paper will try to examine different relationships between these two pairs of husbands and wives, as well as to explore the stereotypes used in the presentation of women such as ‘the angel in the house’, ‘the fallen woman’ and ‘the femme fatale’.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1763]]></dcterms:extent>
</rdf:Description></rdf:RDF>