<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/2058">
    <dcterms:title><![CDATA[The Factors Which Caused the Decline  in the Amount of the Newly One Family  Houses Sold in US]]></dcterms:title>
    <dcterms:abstract><![CDATA[The new privately owned one-family house sold (C25) is recognized as  great indicator for economy. The monthly data indicates that 250.000  houses were sold in February 2011. Compared to 2006 when 1,061,000  were sold, we understand that the total number of houses sold decreased  by 76% in 2011. The purpose of this paper is to analyze factors that  determine the decline of number of C25 in US. The empirical results  indicate when the interest rate increases 1%, the number of new privately  owned one-family houses sold decreases by 20 thousand.When the  unemployment rate increases 1%, the number of new privately owned  one-family houses sold decreases 81 thousand, holding all other variables  constant. The results show a positive relationship may exist if rising home  prices increase the quantity demanded for housing. Income and house  sold have positive relationship but it’s not significant. For the population  variable, the coefficient is a negative number. The result of monthly  dummy test indicates that none of the months has significant effects. We  could be able to conclude that current mortgage rate is significant at 1%  level; mortgage rate at lag one time period is significant at 5% level; both  real personal incomes at lag one time period and unemployment rate at  lag two time period are significant at 10% level.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-03-10]]></dcterms:date>
    <dcterms:extent><![CDATA[2381]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2059">
    <dcterms:title><![CDATA[Who is English Language Teacher from The Point of Pre-Service  Teachers` View? Future self-image of modern language teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study aims to provide an understanding towards the question “Who is  English Language Teacher?” which may sound very simple to answer when it  is heard for the first time, but in reality it is NOT so simple. “Education”  covering many concepts under it is accepted inevitable from ancient times till  todays. The investments for the education by governments are still not enough  to fulfil the changing needs. “Teachers” are playing the main role in that  important process. If that role is crucial what about the qualifications of  teachers? Steps to be taken training are changing according to the needs of the  time and developing technology. By conducting a questionnaire survey for the  evaluation of those qualifications, we examined the current situation and  expectations for that dynamic from the point of the pre-service teachers  studying at a Faculty of Education.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013-03-07]]></dcterms:date>
    <dcterms:extent><![CDATA[1448]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2060">
    <dcterms:title><![CDATA[English for Employability Project]]></dcterms:title>
    <dcterms:abstract><![CDATA[My abstract will be about The English for Employability project. The project was run through a partnership between the British council and the ATFP and aimed to enhance the quality of vocational English training and through this the employment prospects for Tunisian youth in vocational education. The ultimate goal of this project is to improve the quality of professional development, in particular teacher training, in the vocational education sector by building trainer capacity at the national level. The program, which contributed immensely in boosting our career and open new horizons to us, consisted of the following key phases: phase 1: teacher training, phase 2: Train the trainer, phase 3: Curriculum development and Materials design while phase deals with mentoring and shadowing. In my abstract, I will show the impact of the training we had on the quality of our teaching especially in our context of operation in the vocational training sector. Teaching ESP with a huge variety of fields without any coaching or training was a real challenge to us. One of the main problems we were suffering from in the ESP context was the lack of specialized material as well as the inability of the trainers to design the material appropriate to the needs of the learners. This reflected negatively both on the performance of the trainers as well as on our products, who are the learners. Here came the intervention and the input of the British council whose output gave us the confidence needed to carry on]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3574]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2061">
    <dcterms:title><![CDATA[Green Economy in the Global World, Green Economy Implementations  in the World and Examples of Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[The primary purpose of this article is research of the Green Economy in the  Global World, Green Economy Implementations in the World and Examples  of Turkey. The importance of green economy is improved by various  environmental events day by day. According to this case, we have researched  many resources which about the effects of green economy and combined the  all information that two categorized as world applications and examples of  Turkey. Actually, we have defined that what green economy is, with many  different words in order to understandable for everybody because, if we would  like to talk the importance of green economy we must know that what it is. It  is also important for big companies and political forces. A lot of company  knows that the green economy will bring a big profit margin, more  employment and less damaged nature. But, only a few big companies which  placed in the developed country try to do green economic factors in their work  life and corporate culture. The developed countries like U.S.A, France,  Germany and less developed countries like Egypt, India and China carry out  the green economy in order to improve their economy. For example, in the  U.S.A, the political forces has over than $900 billion to use controlling  country’s economy but they used the 10% of this money for green economy and they have received a lot of return. In this study, we must recognize that,  Turkey needs to use green economy every part of production and economics.  We also focused on the weakness of green economy in Turkey. Recent, there is  much study to increase using green economy in Turkey. Some politicians and  economists want to give information’s to people in order to teaching what  green economy is. This is important for Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1419]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2062">
    <dcterms:title><![CDATA[HISTORICAL AND SOCIO-POLITICAL FEATURES OF LANGUAGE IN BOSNIA AND HERZEGOVINA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosnian language-for Balkans- has always been a very sensitive question. Therefore, this paper deals with the reasons behind dissolution of Serbo-Croatian language into three different languages from the historical, socio-political and linguistic perspectives. This paper began with the historical background as inevitable introductory framework for an understanding of language changes and transformations. Then the second part of this paper analyzes socio-political developments and language that were conditioned by various historical processes. An attempt has been made to present how language was evolving from Medieval Bosančica to present day three constitutionally accepted languages namely Bosnian, Croatian and Serbian. Furthermore, last part of the paper deals with the main characteristics of Bosnian language in comparison to Serbian and Croatian languages. Apart from indicating affirmed historicity of Bosnian language this paper holds that the development of different languages in Bosnia-Herzegovina was a result of a need for national identification. However, there are insignificant linguistic differences among three languages that are officially used in Bosnia-Herzegovina.   Key words: Bosnia-Herzegovina, Language, Bosnian language and Serbo-Croatian Language]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[MOTİF AKADEMİ Hakemli Halk Bilimi Dergisi]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1403]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2063">
    <dcterms:title><![CDATA[Vernacular in North East Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language is one of the most important features of our lives; it is the one thing that connects us not just in a social way but also through decades and even generations. It is probably the only one thing that almost every human being has, whether he is a teacher, lawyer, beggar, or even a president. But what and how much do we know about our language? Do we know that even in our own native language we have differences, that we all do not use the same language in the same manner? That these differences can sometimes bring color to our culture and lives but at the same time could cause misunderstandings? Or even that these small differences could sometimes give clues to our past and future? In this paper I will look at a vernacular of Turkish just like this, used in the Black Sea region, mainly around the eastern parts. I will show how vocabularies can be owned by certain groups and how even syntax and phonological features such as consonants can be changed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3585]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2064">
    <dcterms:title><![CDATA[Edebi Hatıralarda 1860-1923 Dönemi Türk Edebiyatı (Meseleler, Şahıslar)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Türk edebiyatı bugünlere birçok değişim ve gelişim içinde fikir çatışması ve dönüşüm ile gelmiştir. Değişim dönemi eser ve şahsiyetlerinin genel edebiyat hakkındaki fikirlerini ürünleri üzerinden hareketle birçok kaynaklarda topluca veya kısım kısım ele alındığını görürüz. Ancak edebi hatıralar ve diğer hatıra türlerinde yazılan ve beyan edilenleri bir arada okuma ve inceleme imkânımız, bugüne değin, olmamıştır. Oysa ele alınan meselelerde hatıra türünün anlatım zenginliği, bireyselliği edebî meselelerin dönem içerisinde algılanma biçimi bakımından oldukça önemlidir. Bugün arşivlerde bulamadığımız birçok konuyu hatıralar üzerinden ele alabilmekteyiz. Elbette hatıra türünün kişisel olma durumu göz önünde bulundurularak bu inceleme ve tahlil yürütülür.    Araştırma, dönem olarak Tanzimat, Serveti Fünun, Fecr-i Ati ve Milli Edebiyat devirlerini kapsamaktadır. (1860-1923) tarihleri arasındaki şahsiyetlerin evvela edebi başlık altında yazmış oldukları hatıralarını araştırıp bulmak ve incelemek. Yine (1860-1923) yıllar arasında yazılan hatıralar içerisinde edebi fikir ve tartışmaları araştırıp incelemek, bu incelemeler ışığında Türk edebiyatının meseleler ve şahsiyetler etrafında bütünlüklü bir portresini çıkarmak mevzu ettiğimiz problematikin çözümüne katkı sunacaktır.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1399]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2065">
    <dcterms:title><![CDATA[A COGNITIVE PROCESS IN SECOND LANGUAGE  ACQUISITION THROUGH SPEECH ERRORS ANALYSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Speech accidents can also be evaluated by some psychological constraints as some of  the interfering effects of the producing some sounds may cause slip of tongue in the codingencoding  process. Such an error is the result of the transposing of initial sounds of two words;  what&#039;s more, spoonerism as a linguistic deviation refers to the speech errors of L2 learners while it  can also be related to the ones of native speakers. Especially errors in the verbal production of the  L2 learners stem from some slips of tongue, which hinder the intended message as a result of some  psychological conditions, and sometimes they may convey unintended humorous meaning codes.  Spoonerisms of the L2 learners are tried to be explained by a psycholinguistics perspective. In this  context, the linguistic conditions that sanction the slips of tongue will be explained through  cognitive processes.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[PedActa]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1401]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2066">
    <dcterms:title><![CDATA[Communication Approach in English Through  the Internet]]></dcterms:title>
    <dcterms:abstract><![CDATA[This book is for communicative EFL classes that focus on developing language production skills through using Internet and multimedia resources. Until recently EFL student in-non English speaking country had very limited access to authentic English language materials to study and use in class. With the apperance of multimedia and Internet technology students now have virtually limitless access to a plethora of authentic, educational, informative, and entertaining materials. However, students still need to be taught not only about this tecnology and its applicability to learning English, but also how to research these resources, how to analyze and organize them, and how to use them effectively to develop practical and professional skills in using English.          This book attempts to integrate communicative methods in EFL teaching with multimedia applications. Each unit of the book presents theoretical ideas along with effective communicative practice in using these principles for meaningful communication. The activities emphasize meaningful and communicative language production. Students are invited to write and speak in various communicative contexts and to express their ideas, opinions, analyses, and so forth, in extended speaking. The course not only emphasizes development and communicative skills through the Internet and multimedia, but also the development of research and presentation skills in English. ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1376]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2067">
    <dcterms:title><![CDATA[EFL LEARNERS PERCEPTIONS AND ATTITUDES TOWARDS  ENGLISH FOR THE SPECIFIC PURPOSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the past, during a language teaching process, focus was on the teacher not  on students. Today the attention is given to students namely students’ needs. At every level  of teaching English, take it primary school education or tertiary education, the student is at  the center. However, when we talk about tertiary education, students’ needs become more  specific because they learn English for a specific purpose. Spending 5 years teaching English at a  tertiary education institution, I have witnessed cases in which students from faculties come to us  and complain that we have not taught them what they need at their faculty departments. They say  they mostly do not understand the terminology used in their lectures. They believe that they are  relatively good at using General English in both productive skills, but they have problems  understanding the English both written and spoken, being used during their lectures. What do the  students think? What is their expectation? Since we always say that teaching English can no  longer be teacher-centered but student-centered, we cannot neglect which English they need in  their faculty departments. The aim of this study is to determine the attitude of students towards  English for Specific Purposes and we want to learn their opinions about English for Specific  Purposes.  Key Words: General English, English for Specific Purposes, Approach, Language Acquisition]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[PedActa]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1402]]></dcterms:extent>
</rdf:Description></rdf:RDF>