<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/2018">
    <dcterms:title><![CDATA[BOSNALI SÂBİT DİVANI’NDA RAMAZAN VE KURBAN BAYRAMI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Klâsik Türk Edebiyatı, Bosnalı Sâbit, idiyye / bayram şiirleri, Ramazan Bayramı, Kurban Bayramı.  ÖZET  Klâsik Türk Edebiyatı şairleri, şiirlerinde içinde yaşadıkları toplumun sosyal ve kültürel hayatını, bağlı bulundukları edebiyatın kurallarına uyarak sanatsal bir üslûpla işlemişlerdir. Türk toplumunda önemli bir yere sahip olan Ramazan ve Kurban Bayramı, özellikle kasidelerin nesib bölümlerinde olmak üzere gazel, kıta gibi nazım şekilleriyle yazılan idiyyelerde (bayram şiirlerinde) belli başlı bir tema olarak ele alınmaktadır. XVII. yüzyıl şairi Bosnalı Alaeddin Sâbit’in Divanı’nda da Ramazan ve Kurban Bayramıyla ilgili bilgiler vardır. Bildirinin amacı, eski dönemlerdeki bayram anlayışının, düzenlenen tören, oyun ve eğlencelerin bayram şiirlerine nasıl yansıdığını belirlemektir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1950]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2019">
    <dcterms:title><![CDATA[Insights on the Diaries of Novice Efl Teachers: Challenges for Tesol]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: NESTs, teacher development, culture shock, teacher stress  ABSTRACT  When offered the opportunity to travel to another part of the world on a free airline ticket, and then once there be given a free house, food, medical insurance and a pension, many Native English Speakers (NESs) with no actual teaching experience embark on new career paths as English teachers in foreign countries. In certain cases, the catchphrase, ‘if it sounds too good to be true, it probably is’ becomes applicable to this group of individuals. NESs may experience differences in culture and challenges in the workplace which are difficult to overcome. This may lead to increases in teacher stress and a lack of motivation. By examining the detailed diary entries of four novice Native English Speaking Teachers (NESTs) at a South Korean private preschool, the challenges they faced are soon evident. Each teacher is able to discuss in detail how they went from being ‘ambitious newbies’ in the field of TESOL, to frustrated individuals ‘going through the motions’ while waiting for their contracts to finish. This presentation discusses some of the thoughts that novice NESTs experience while teaching English for the first-time. It then goes on to offer suggestions on what these challenges mean for the TESOL industry and possible ways that these challenges can be overcome.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1819]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2020">
    <dcterms:title><![CDATA[A Comparison of Pre-Service Foreign Language Teachers’ Beliefs about Self-Efficacy in Terms of Some Variables]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: teacher training, pre-service teachers, self-efficacy about foreign language teaching  ABSTRACT  Pre-service teachers have beliefs about many varied topics, including their professional roles, their academic performance, correct and incorrect classroom practices (Raths, 2001). Self-efficacy in teachers refers to their beliefs and judgments about their teaching performance in regard to effective teaching. Expectation of outcomes in teachers is their belief and judgment about increasing the student achievement through effective teaching methods (Savran and Çakıroğlu, 2001). Studies on teachers’ self-efficacy (Gibson ve Demo, 1984; Riggs ve Enochs, 1990) conclude that those students with higher levels of self-efficacy are much more diligent, willing and enthusiastic in the teaching process and make immediate decisions about teaching. They are also reported to be more successful in implementing the program and less stressful.  The data of the study will be collected through the use of “The scale of teachers’ self-efficacy” developed by Gibson and Dembo (1984). The scale that includes 31 items was adapted into Turkish. The participants of the study are senior pre-service foreign language teachers attending to a public university in Ankara during the academic year of 2012-2013. Firstly, their mean scores on the scale will be revealed, indicating their self-efficacy levels. Then their mean scores will be analysed and compared based on some variables, indicating the department they are attending, gender, and the high school they graduated from. ANOVA will be employed to see whether or not the mean scores of the participant groups differ significantly. Then the Scheffe test will be used to see which group leads to significant difference. The findings will be discussed in the light of previous findings.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1938]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2021">
    <dcterms:title><![CDATA[First Language Use in the Second Language Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords: First Language(L1), Second Language (L2), Second Language Acquisition (SLA), Classroom management, Affective filters, Language anxiety  ABSTRACT  The subject of the research is the use of first language in the process of learning second language in the second language classroom. In this research, two usages will be considered: teachers’ use, and students’ use. Several teaching methods are used by the teachers in the second language classroom: the holistic approach (including visual, auditory and kinesthetic learning style), the silent way, and total physical response. In this paper two methods will be considered: analytic and comparison. Implications of this research will be used in the classroom to improve classroom management making the input comprehensible and easy to follow, to lower affective filters allowing deeper and more profound input of the second language, to reduce the levels of language anxiety thus improving communication and comprehension of the second language, and also for psychological and pedagogical teaching improvements.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1963]]></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: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/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/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/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/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:RDF>