<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/1761">
    <dcterms:title><![CDATA[ŞUARA TEZKİRELERİNDE ANEKDOTLAR VASITASIYLA BİLİNÇALTINA VERİLEN MESAJLAR: KÜNHÜ’L-AHBÂR’IN TEZKİRE KISMI ÖRNEĞİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şuara Tezkireleri, Künhü’l-Ahbar, Gelibolulu Mustafa Âlî, Anekdot.  ÖZET  Şuara tezkireleri, Osmanlı şair ve ediplerinin biyografileri hakkında bilgi veren en eski ve güvenilir kaynaklar olarak kabul görmektedir. Türk edebiyatında Mecalisü’n-Nefâis ile (Çağatay sahası) başlayan tezkire yazma geleneği, 20. yüzyılın başında yazılan Tuhfe-i Nailî’ye kadar devam etmiştir. Yakın geçmişte ise tezkirelerin tıpkıbasımları yahut bugünkü harflere aktarılmış (transkripsiyonlu) metinleri oldukça ciddi çalışmalar neticesinde günümüz insanının istifadesine sunulmuştur. Mamafih bu önemli çalışmaların yanında tezkirelerle ilgili yapılması gereken başka önemli çalışmalar da vardır. Bunlardan biri Türk şairlerinin biyografilerine dair bilgiler ihtiva eden şair tezkirelerinin mukayeseli ve tenkidî bir bakış açısıyla ele alınması; bir diğeri ise tezkirelerde verilen bilgilerin güvenirliklerinin sorgulanması ve tezkirecilerin bu eserleri yazmaktaki asıl gayelerinin belirlenmesidir. Zira bu eserlerin hangi kimlik, karakter ve bakış açılarına sahip insanlar tarafından kaleme alındığı konusu araştırılmayı beklemektedir. Bu bildiride Osmanlı edebiyatının önemli müelliflerinden sayılan Gelibolulu Mustafa Âlî’ye ait Künhü’l-Ahbâr’ın Tezkire Kısmı’nda yer alan biyografilerin, içerdikleri anekdotlar vasıtasıyla, okuyucunun bilinçaltına verdiği mesajlar üzerinde durulmuştur. Bu bağlamda, tezkirecinin anlattığı anekdotlar üzerinden Osmanlı toplumunu şairiyle, sultanıyla, kadısıyla, ilmiye sınıfıyla ve sosyal yapısıyla hangi karakter ve bakış açısından ele aldığı ortaya konmaya çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1953]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1760">
    <dcterms:title><![CDATA[Vernacular Antakya Turkish: Antekece]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: vernacular, standard language, Antakya dialect, dialect, diglossic community  ABSTRACT  The objectives of this personal observation based paper is to attract some attention on vernaculars used in Antakya, in Turkey, and therefore special attention is paid to the dialect called ‘Antekece’. There are many vernacular languages because of the ethnicity of the city where Muslim Turks, Kurds and Arabs and Christian Armenians, and Jews and Nusayris among some others who live together peacefully. Antekece generally refers to a vernacular which has not been standardized and which does not have any official status. Based on the personal observations of the Antakya born author, it is concluded that there are two sides of attitudes toward vernacular Antekece, namely the positive side which shows the respectful feelings towards the vernacular language and the second is the negative side which shows the feelings of seeing the vernacular language inferior to the standard dialect. Hence, it is suggested that people from Antakya have positive attitudes towards their vernacular language and use it appropriately in the right spatial and temporal settings. However, how the language attitudes of people in general from Antakya towards this specific vernacular language is and to find out the reasons why it happens the way it does requires further research]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1903]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1759">
    <dcterms:title><![CDATA[University Students’ Errors in Using Subject Verb Agreement in Writing]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research deals with the English Language students&#039; errors while using subject-verb agreement. The research is carried out to suggest some solutions to the problems that students of second year at the college of Education face in using subject-verb agreement. This research aims at finding out the errors committed by the learners in subject- verb agreement as well as analyzing these errors, and finding out the sources of those errors and taking pedagogical precautions towards them. In addition, the research aims at suggesting some solutions to overcome such problems. The data collected for this research from the answers to the test items answered by students by means of a test consists of thr ee different parts. It contains twenty- one items and each part is composed of various items. The sample for the presents study is the second level students of B. Ed, Dept of English, Faculty of Education, Hajjah University, Yemen, and they were selected randomly, disregarding gender, rank and background of English. The results of this study showed that the learners mostly commit errors because of the intra-lingual errors. They sometimes commit errors because of the overgeneralization, faulty or limited experience. Sometimes they are caused by the interference of the learners &#039; mother tongue. To overcome those problems of committing errors the rules should be supported with more examples. English teachers should focus on the different types of the subject, including subjects with conjunctions .The rules of subject –verb agreement should be practiced by the learners intensively by means of using different activities such as group work, pair work, role-play, self-study and practice.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2110]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1758">
    <dcterms:title><![CDATA[Reflections of the CEFR on the Programs of Primary Education and Secondary Education French Language Course in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: CEFR,program of the primary education Ankara,French language course in Turkey  ABSTRACT  Council of Europe recommended in Switzerland in November 2001 using the Common European Framework of Reference for Languages (CEFR) to set up systems of validation of language ability. The CEFR proposes a nucleus program for all students’ independent in their study fields. It reinforces the awareness about linguistic diversity all over the Europe and emphasizes the significance of multilingualism and multiculturalism to provide the opportunities for citizens to communicate with at least two languages in addition to their native tongue. Moreover, the CEFR is a comprehensive, transparent and consistent guide book for language teachers and learners in the fields of language learning, teaching and assessment. It also attaches importance to life-long learning, learner autonomy and multicultural communication. Furthermore, it describes the objectives to be reached by learners, language skills and knowledge. Such activities in Turkey which is a candidate for the EU should also be revised and adapted. Therefore, the aim of this study is to analyze the secondary French language course in Turkey in terms of a) approach employed, b) objectives, c) content, d) process of teaching and learning, and e) measurement and assessment within the framework of the CEFR.  In introduction part of the program, the principles of the CFFR were used in developing the programs. However, some differences were determined in the program. This study discusses these differences and similarities.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1976]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1757">
    <dcterms:title><![CDATA[Vicarious’ Interaction in Efl Online Discussions: A Classroom Research]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: e-learning, vicarious participation, student identities  ABSTRACT  In this talk, I will summarise my main learning moments from a classroom research into the quality of my undergraduate students‟ (n=50) participation in online platform discussions. I set up a Google Group as a non-compulsory e-component to my EFL course. This platform was envisaged as an opportunity for my students to alternatively contribute to the course by starting threads on topics of their interest or by commenting on existing threads. What caught my attention after observing their e-exchanges for a full academic year (2011/12) was that some students--albeit active in class--mostly stayed away from online activity. Others mysteriously disappeared from this online forum half way through the course. I was curious to explore the reasons for this, at times, strange (e-) behaviour among my students.  I engaged in both first- and second-order research (Marton in Freeman, 1998), as I was keen on investigating both the quality of my students‟ exchanges and their perceptions of, and speculations about, their own behaviours. This classroom research shed local light on a global phenomenon: „vicarious interaction‟, i.e. observing the interaction between other participants without taking active part in it (Sutton, 2000). Some of my students‟ feedback supported Sutton‟s claim that “direct interaction is not necessary for all students” (p. 3) and that some might learn best via long periods of observation before actually joining the group at a visible level (if they join the group at all). Sutton strongly argues that participants should be given control over how they interact with other participants, to what extent and whether they interact at all.  This realisation has changed the way I perceive face-to-face interaction in class, too (not only online interaction), and has the potential to carry implications for any teaching context, teacher training contexts included]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1742]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1756">
    <dcterms:title><![CDATA[Retrospective Review of the Teaching of English in the Third World Countries]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Colonialist influence, Cultural flexibility, interaction, stimulative, vitility  ABSTRACT  Learning of any second language which once had been as fashion or fun, now has become a necessity. Economical globalization has given birth to the communicational globalization, this in turn, has factorized in the emergence of a global language, in the shape English. The learning of English has become a distinctive academic phenomenon around the globe and in particular a subject of privilege in the third world countries, but like the other fields, this academic field has undergone various upheavals. Non availability of linguistic experts and inconsistency in the delivery has made the English learning a staggering process in these countries. This paper focuses on the teaching of English as seen thrown the eyes of scholars with particular reference to the dogmatic approaches towards the practical significance of cultural interaction in the teaching process.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1928]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1755">
    <dcterms:title><![CDATA[Peripheral Study of Second-Language Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: inter-language, sociolinguistic, strategic competence, learning mechanisms fossilization  ABSTRACT This paper includes a discussion on the nature of SLA and different approaches towards it.Factors affecting the processes of SLA has been mentioned as vital to the topic.Some key terms related to SLA has been explained so as the reader may feel at ease while going through this paper. The factors influencing the second language acquisition are included in this research as they are to be kept in while dealing with the topic of SLA. The target of research is to enhance the awareness among teachers and learners the essentials of second language equisition.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1925]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1754">
    <dcterms:title><![CDATA[An Exploration of Instructors’ Role in Implementing Group Work When Teaching English with Particular Reference to Debre Birhan College of Teachers Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Implementation of Group Work in Teaching English  ABSTRACT  The main objective of this study was to explore English Language Instructors’ role in Higher Education Institutions in implementing group work. To this end, Debre Birhan College of Teacher Education was selected as a study area. To gather information from the subjects (6 English Language Teachers and 75 students from Language Department) three instruments (questionnaire, class room observation and interview) were used. All English Language teachers who were giving different English Language courses as well as 30% of the total number of the students (75 in number) were taken as a subject. Simple random sampling was used to select the sample students; besides, to ensure proportionality of the two sexes as well as to take the proportitional number of students from each batch stratified sampling was also employed. The result of the study clearly showed that all the teachers were frequently incorporating group work when teaching English. Furthermore, from the students’ questionnaire, it was found that the majority of the students wanted to learn through group work and they had the experience of learning through it. In addition, it was found that the majority of the instructors appeared to have adequate understandings about the various roles they were expected to play when using group work in teaching English. However, from the classroom observations and the students’ response, it was found that the majority of instructors were not efficiently playing their expected roles in group work. And, though the study showed some factors which hinder instructors from playing their expected roles effectively in group work, it was also concluded that the major factor is negligence. Finally, based on the result obtained through the three instruments, it was concluded that group work was not properly implemented by the majority of English Language teachers. Hence, the importance of preparing short or long term trainings regarding group work especially for teachers by any concerned bodies as well as some other possible solutions were recommended to alleviate the problems regarding group Work.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1841]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1753">
    <dcterms:title><![CDATA[The Efficiency of Investment in Education and Teacher  Training and Professional Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[The efficiency of education funding defines the possibility for the high  achievement of desired results in education without increasing the amount  of used resources.  The process of educational activities, especially teacher training whereas  its representative content is a matter of expense that is considered as two  subsystems, such as regular expenses and general consumption. Thus, the  costs of educational activities, including the training of teachers should be  considered an investment. Professional development of teachers and  educational outcomes are directly related to the quality, in terms of  educational production, and on the other hand the educational process.  Human resource (teachers, assistants) is formed by investing in education,  which leads to strengthening of the internal economic value. Moreover, it  becomes a reason for overall economic growth, which ultimately results in  a better quality of the life of citizens. Therefore, it is important to study  education and even in terms of economic discourse because education and  the labor market through external aims of education are in immediate and  lasting correlation.  Keywords: Teacher Training, Investment in Education, a Labor Market.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1650]]></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/1752">
    <dcterms:title><![CDATA[Innovativeness and Competitiveness of Bosnian  Production Firms]]></dcterms:title>
    <dcterms:abstract><![CDATA[In today&#039;s world, both innovations and innovativeness are two of the most  important issues to be considered for globally competing firms. Innovation  is the application of new and improved ideas. However, innovativeness is  the ability to produce new and improved ideas/products/services. In this  research paper, the authors propose a research model about the level of  innovations/innovativeness in Bosnian firms by considering the relevant  literature. The limitations of the model are discussed. The implications of  the model for practice and research are addressed and the paper is  concluded.  Keywords: Bosnia and Herzegovina (B&amp;H), Innovation Adoption,  Innovativeness, Model Proposal.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1537]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>