<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/2101">
    <dcterms:title><![CDATA[AN APPROACH TO STUDYING AND TEACHING THE NOVEL  A Practical Student Guide]]></dcterms:title>
    <dcterms:abstract><![CDATA[What can be the ideal way of teaching a novel? This practical guide was intended to show  how to go from one step to another, from “What is worthy of teaching in a novel?&quot; to &quot;How will  students be able to be involved in the issue and understand this book? How will progress be  assessed? What may be the indication of students’ understanding plot, story, theme,  characters and so on? “This book will provide examples of materials, resources on the  Internet, and approaches which were admitted successful in teaching settings.  Inevitably the ways offered here may not be the only ones to teach novel. But it may only be a  way to teach it regularly. But it is a fact that people needed to get resources and are  searching for them. Through this book we tried to offer a collection of probable resources for  the teachers and the students studying literature at college level or higher. Therefore this  practical guide may be recommended to such target readers and facilitators.  As the non-native speaker and the learner of a language- here English is presumed-, it will be  a double challenge for the learner and the teacher to understand and analyze a novel.  Therefore the content of this book is primarily targeted such people who are speakers of  English as a foreign language. Therefore the handled subjects and samples may seem to be  simple for a native English learner and teachers of novel analysis.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Melih Karakuzu]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1375]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2621">
    <dcterms:title><![CDATA[An Approach to Studying and Teaching the Novel: A Practical Student Guide]]></dcterms:title>
    <dcterms:abstract><![CDATA[What can be the ideal way of teaching a novel? This practical guide was intended to show how to go from one step to another, from “What is worthy of teaching in a novel?&quot; to &quot;How will students be able to be involved in the issue and understand this book? How will progress be assessed? What may be the indication of students’ understanding plot, story, theme, characters and so on? “This book will provide examples of materials, resources on the Internet, and approaches which were admitted successful in teaching settings.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University Publications]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012-04-01]]></dcterms:date>
    <dcterms:extent><![CDATA[1077]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2506">
    <dcterms:title><![CDATA[An Approach to Understanding Native English through Listening]]></dcterms:title>
    <dcterms:abstract><![CDATA[Our attention has been drawn increasingly to the problems our learners have in listening, and in particular to hearing the weak forms, especially the most commonly used sound in the English language, the schwa.    We see that many non-native speakers of English find it difficult to understand the English spoken by native speakers or other fluent speakers of English.That is to say, they cannot recognise words they know when they hear . We consider that this difficulty generally arises because of their unfamiliarity with the schwa , which is weak, unstressed , occuring in auxiliary verbs , pronouns, articles , linkers and prepositions that are not usually stressed , and are reduced to keep the stress  pattern regular.Recognising the fact that the weak forms are problematical for Turkish learners, and English language tuition tends to focus primarily on grammar, it is therefore not surprising that Turkish learners have  considerable  difficulty in  hearing sounds uttered by native-English speakers. A further problem is spoken English should not be confused nor considered to be the same as academic English, nor written English, or perfectly structured grammatical English sentences; spoken English is inherently in short form regardless of being formal or informal spoken English. The most articulate standard English speaker will use short forms when speaking.    This presentation shows the results of a small- scale  research project undertaken with a mostly random selection of about 150 students attending Rize University, from different faculties in the range preparatory level to 2nd year level, and with varying levels of English tuition in terms of years of study but attending both private and government schools. Each student listened to 50  elementary-level sentences that are common to hear in everyday life , which were repeated three times by a recorded native English speaker,  and they were asked to write down what they heard. No attention was given to spelling and some learners wrote phonetically. Interestingly the vocational students’ listening capacity was equal to some of the medical students  and higher than the educational faculty  students. Those with the most proficient listening skills came from the merchant navy faculty students  who  had had exposure to native- English speakers in their home towns situated on the touristic Aegean and Mediterranean coast.    Our purpose in this presentation is to raise the awareness of non-native teachers, especially the new inexperienced teachers of English usage to value, understand the nature of listening and to practise  a more constructive methodology of  teaching listening skills to their learners. In doing so, we can help our learners not only  understand native speakers better but enable them to sound a bit more natural when they speak English.In addition, we believe the other skills, that of reading, writing and speaking of English will not only be advanced but internalised into becoming a lifelong skill.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[858]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2335">
    <dcterms:title><![CDATA[An Assessment on Evolution of Regional Development Concept]]></dcterms:title>
    <dcterms:abstract><![CDATA[Associating the terms, knowledge, innovation and learning, with development is not a  new process. The innovation as the primary source of competitive advantage in capitalist  economies had been postulated firstly in Marx and Schumpeter’s ideas. But in parallel with  evolution process of development theories and studies, addressing the concepts on regional  level and within the framework of sustainability is a new process. It is seen apparently that  interest in “region” concept has a considerable place in development studies from the early  1990s. Now regions are seen as opened identitites and are exposured to the effects of  international competition directly. Right at this point, the development efforts of lagging  regions by “cut and copy” transfer practice of the development models and policy  instruments of advanced regions have lost their meanings. Prior development models which  used to focus on physical infrastructure and capital endowment have been replaced with  internal models emphasizing the accumulation of intellectual capital and intangible assets.  Key source of competitive advantage is defined as the capacities of regions to support learning and innovation processes. To achieve and sustain the competitive development on  regional level, such models and instruments are required that, they will consider the unique  features and differences of regions, built on the peculiarities of different regions, , not general  but customized and bottom up participatory, have ability to constitute exploitable advantages.  In accordance with the saying, “think globally, act locally”; the concept of sustainability  also shifted from its global understanding to such an understanding which is fed from local  and regional applications.When a region starts to develop, region’s sustainability must be  examined. An ecological deficit which may emerge, should also affect the neighbour  developed regions inevitably. So regional development should not be thought independent  from sustainability. At this point, two concepts come to the scene; “regional sustainable  development” and “sustainable regional development”. The difference is that, for “regional  sustainable development” enviromental objectives and targets are in the forefront, while  economic goals have priority in “sustainable regional development”. But in the second one,  to maintain the sustainability of regional development, some enviromental precautions and  policies are considered too.  This study aims to offer critics of recent studies and provide some inferences to possible  directions for further research by examining the studies, particularly the ones which  reconsider the innovation, knowledge and regional development relation in framework of  sustainability. In the study, firstly the conditions will be underlined which led the emergence  of “the new regional development approach”, focusing on the local dynamics as driving  forces of regional development. And then, in relation to evolving debates about sustainability  and regional development, the forefront concepts- like “learning regions”, “innovative  milieux”, regional networks- will be held within its intellectual context and clarified how they  are situated and conceptualized in empirical studies. In this context, new development models  and the internal drivers of regional development should be revealed. And finally the reached  findings will be examined in terms of common goals for sustainable development and some  inferences for further research will be offered.  Keywords: sustainable development, innovation, knowledge, regional development,  development models, new regional development approach, sustainability.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1172]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2408">
    <dcterms:title><![CDATA[An Attempt to ESLize EFL through Video Making]]></dcterms:title>
    <dcterms:abstract><![CDATA[Leaving aside the subsidiary discussions about specific distinctions between ESL and EFL in literature, ESL as a learning situation in which the learner has a chance to be exposed to the language outside the class stands out more advantageous than its counterpart most of the time. EFL students start the language race with not only this disadvantage but also the lack of real communicative tasks in the class which creates a real gap between ESL and EFL curriculum (Al-Hashash 2007). Specifically in the English language preparatory programs (or year) of Turkish higher education the gap is aggravated by the unmotivated students who consider this year as the Berlin Wall between themselves and their branches of study. In MUYDEM (Meliksah University  Foreign Languages Education Center) which offers such kind of one year extensive English program and has about 650 students as of 2012, Muydem TV started as a project to replace these three problems with a tripod. Compared to the studies describing various criteria and several benefits of video making in ESL and EFL teaching (Cogill, 1999; Hoelker, Nimmannit, and Nakamura 1999; Hada, Ogata and Yano 2002; Ryan, 2003;Goulah 2007; Long &amp; Doughty, 2009; Masats, Dooly &amp; Costa, 2009;Gromik, 2006) Muydem TV rather focuses on encouraging students from different levels and classes to work in video shooting teams organized on Facebook to use English outside the class for authentic purposes and online audiences on Youtube and Moodle. The participants of this workshop will prepare and present an episode whose parts will be merged into the prefabricated format of Muydem TV, and through this, will have a chance to experience communicative, creative, and especially motivational aspects of this method or pack of activities for the teachers in closing the gap between ESL and EFL by immunizing the language for further use outside the class.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[974]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1706">
    <dcterms:title><![CDATA[An Economic Order Quantity Model For Defective Items  Under Permissible Delay In Payments And Shortage]]></dcterms:title>
    <dcterms:abstract><![CDATA[Inventory control models are classified as deterministic and stochastic  models upon the condition that the demand is definitely known, or not.  Economic Order Quantity Models are among the most widely used  techniques in deterministic inventory control models. Economic Order  Quantity models have many assumptions that are not satisfied completely  with recent economic conditions such as all items in an ordered lot are  perfect quality and the payments are made as soon as the items received.  In this study, by loosening these two assumptions, a new model is proposed  in the case of defective items, permissible delay in payments and shortage.  For two case of permissible delay, the optimal values are determined and  the effects of permissible delay in payments on ordering quantity and total  profit are analyzed. Result of the analysis show that while permissible delay  of payment increases order quantity decreases and total profit increases.  Furthermore, numerical examples are given for the developed model and  changes in the optimal values are analyzed with sensitivity analysis. Finally  some previously published results are deduced as special cases of proposed  model.  Keywords: Economic Order Quantity, Permissible delay in Payments,  Defective items, Shortage.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1582]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3082">
    <dcterms:title><![CDATA[An Education Structuring Model in Vocational and Technical Education  with The Orijins of Young Lecturers: Kaman Vocational School]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study, it is discussed that a breakthrough approach to education with young  faculty members in vocational technical education. Kaman Vocational School which was  connected another university before, connected Kırsehir Ahi Evran University with a decision  received in its foundation date in 2006. Continuing its tarining activities given 160 students three  departments, two permanent faculty members and the others coming from nearby provinces;  Kaman Vocational School has gained acceleration with a department at four years, students over  1700 and 48 faculty members and the radical decisions given by university management. Not  only physical growth but while improving the quality of education with seminars, conferences,  technical tours, modern laboratories, important scientific progress achieved by numerous  scientific articles and reports, papers, original and alternative textbooks. Under European Union  (EU) projects, it was participated with lots of faculty members and students to eight different  countries and projects; the social integration increased with the EU higher education and youth  arrangements. Successes in sporting activities held within the Vocational School and the  university; higher artistic levels in light music, folk music, rock music concerts, theatres, musical  and poetry nights prepared by student groups; publishing students’ works that take a degree and  honorable mention in story and poetry writing competitions are all provided with the  contributions of young and dynamic academic staff. Among over 550 Vocational School in  Turkey, Kaman Vocational School that catches on the tops in a short time, constituted a sample  training model. In the study, in this model and the role of young teaching staff and the added  value they provide within this model is discussed with the help of related data.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[705]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1772">
    <dcterms:title><![CDATA[An Emic Approach on the Perception of “Woman” By Woman Mistrels]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Minstrelsy Tradition, Woman Minstrels, Lyric Hero, Emic Approach.  ABSTRACT  The Minstrelsy (Âşıklık) tradition has an important place in the Turkish culture and is a live tradition which continues its existence in verbal and written cultural media from centuries ago until today.  Minstrels are folk artists who act as a society spokesman, reflect the world view, taste of art, life order and traditions of the society, maintain them and serve as a bridge to pass them down to the future generations. When the tradition is considered regarding woman minstrels, and to the extent they are determined, many woman minstrels have performed their art within the minstrelsy tradition since 17th century; however, they have not been able to perform many aspects of the tradition (apprenticeship, traveler, being in the assemblies of minstrels etc); the studies on woman minstrels have been of more interest since the last quarter of the twentieth century. Woman minstrels about whom there have been inadequate studies have been considerably neglected. Minstrelsy has been seen as a man’s profession and “woman” as a theme has been widely used by the male minstrels.  In the present study, starting from the folk songs of the well-known woman minstrels (like Telli Suna, Özlemi, Sarıca Kız, Didari, Şahturna, Selvinaz, Sürmelican and so on), the position of the “narrator-lyric hero” will be examined both as a subject and an object. How woman minstrels see “woman” as a narrator-lyric hero will be discussed from an ethical point of view.  The social roles of woman minstrels in the tradition and the problems caused by these roles will be presented; it will also be revealed whether this affects their art as a “narrator-lyric hero”.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1998]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/482">
    <dcterms:title><![CDATA[An Empirical Analysis of Real Deposits in Nigeria]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: The difference between estimated parameters of money supply and currency-deposit ratio is used to examine the behaviour of real deposits in Nigeria between 1960 and 2012. This is done using unrestricted error correction modelling within the bounds testing approach to cointegration proposed by Pesaran et al. (2001). Our findings revealed that inflation, real income and interest rates remain major factors influencing real deposit dynamics in Nigeria. Interestingly, financial innovation measured by the ratio of credit to the private sector and GDP was found to increase real deposits by 0.014% while the shadow economy accounted for the 0.96% fall in real deposits recorded. While interest rate and inflation remain quantitatively important in explaining long-run real deposit behaviour in Nigeria, our finding further underscores the need for monetary authorities to mainstream the informal sector into the financial system given the significant negative influence the shadow economy exerted on real deposit]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2924]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3421">
    <dcterms:title><![CDATA[An Empirical Analysis of Turkish Financial Crises in the Early 2000’s.]]></dcterms:title>
    <dcterms:abstract><![CDATA[The financing scheme has a crucial function in an economy since it enables fundowners    to transfer their funds to those in need. Unless the financing scheme operates  effectively, economic growth is hampered severely due to the inadequacy or immobility of  capital. The world finance history has experienced many financial crises, the case of  malfunction of the financing scheme, repeatedly so far. Many theories and models have been  developed to give an insight into the reasons and dissemination mechanisms of, and  precautions against the financial crises. This paper is intended to find out the explanatory  variables of the Turkish financial crises that took place in November 2000 and February 2001  with the help of the method of Artificial Neural Network (ANN) and within the framework of  the models of financial crises. To this effect, the models of financial crises are briefly dealt  with; the Turkish financial crises in the early 2000’s are analyzed subsequently by making use  of ANN.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[130]]></dcterms:extent>
</rdf:Description></rdf:RDF>