<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/1870">
    <dcterms:title><![CDATA[Teaching Young Learners: The Importance of voice]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Young Learners Voice Chant  ABSTRACT  This workshop will look at the imporatnce of voice in teaching young learners. It is based on an actual lesson given to fourth year students on a Teaching Young Learners course. It will take as its premise a quote from a British voice coach: &quot;Everyone comes into this world with a beautiful voice but then it becomes blocked. The natural voice wants to come through but it gets stopped by the habitual voice.&quot; Participants will be led through a series of drama techniques which focus on the voice (taken from Maley and Duff 2009). These will then be applied to a children&#039;s chant. After which the participants will be asked to incorporated the chant into a lesson plan. The feedback discussion will focus on the appropriacy of using the activities both in training teachers and in teaching young learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1890]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2693">
    <dcterms:title><![CDATA[TEAMWORK    -Activities for Communication in English-  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[The intent in putting this book together was to provide students with models of language, and ample opportunities to use them meaning fully, purposively, and creatively for self-expression, and thereby to gain practical experience, communicative skills, and confidence in using English.   The emphasis is on performance of language through developing ability to &quot;think in English&quot;. The requirement is that students actively engage and participate in using language for communication and thereby develop their skills through interaction in English.   While emphasis is on fluency development, accuracy practice is also provided through the language modeled and subsequent exercises to help students enhance their communicative competence in using English.   ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publications]]></dcterms:publisher>
    <dcterms:date><![CDATA[2011-05-01]]></dcterms:date>
    <dcterms:extent><![CDATA[1078]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/511">
    <dcterms:title><![CDATA[Technological Progress as a Generator of Economic Growth and Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosnia and Herzegovina (B&amp;H), as well as many other countries in transition, was faced with inadequate and insufficient technological progress, which is the result of years of neglect of investment in science, research, and new technology. This paper attempts to present the actual situation in B&amp;H in terms of technological progress, innovation and investment in scientific research, as well as to offer basic guidelines for getting out of this difficult situation. B&amp;H is located at the bottom of the all European countries when it comes to innovation, research and new technologies, and consequently it is not surprising that the B&amp;H economy consistently recorded poor results. Investment in research and development and employee education is the primary goal of any successful company, whether it is a small, medium-sized enterprise or oligopoly. Therefore, the aim of this paper is to determine the guidelines i.e. strategic objectives, which will constitute the basis for future progress of B&amp;H in the field of technological progress. Empirical research, which was conducted in order to determine the strategic objectives, has been carried out by using a questionnaire built on a sample of the leading experts in this field in B&amp;H.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-07-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2407]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1542">
    <dcterms:title><![CDATA[Technological Structure of Export between Turkey and  Brazil]]></dcterms:title>
    <dcterms:abstract><![CDATA[In recent years, the rapid growth of trade volume causes more rapid  diffusion of new technologies to emerging economies. International  Monetary Fund (IMF) labels Turkey and Brazil as emerging economies.  Brazil is the sixth largest economy and Turkey is the eighteenth largest  economy in the world in order of GDP in 2011. Turkey and Brazil are  attracting attention among emerging economies lately. Turkey export was  614 million dollar and import was 1.3 billion dollar. Trade volume between  Turkey and Brazil was 1.9 billion dollar in 2010 and it is reached 2.9 billion  dollar by 52 percent increase and 1.1 billion dollar Turkish deficit in 2011. It  is expecting to reach 10 billion trade volumes between two countries.  The main purpose of this paper is to analyze the technological structure of  exports that may help to explain trade performance between Turkey and  Brazil. The process of technology structure is analyzed from quantitative  and qualitative aspects. This paper used a trade classification system which  divided trade structure into ten technological parts such as primary  products, resource based, low, medium and high technology products. The  trade classification system prepared by Lall and OECD. The study used  annual data in the form of STIC revision 2 and 3 digit for the years between  1992 and 2010. The data collected from United Nations Commodity Trade  Statistics Database. The reporter country is Turkey for Turkey’s export to  Brazil and Brazil is the reporter country for Brazil’s export to Turkey. As a  result of this study, it is expected to determine firstly technological  structure of trade between two countries then how technological structure  of trade changed between Turkey and Brazil over the years. Policy makers  can decide future trade plans for both country according to result of this  paper.  Keywords: Trade Classification, Technological Structure, Export, Brazil,  Turkey.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1643]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2231">
    <dcterms:title><![CDATA[Technologies Aiming To Improve Work Efficiency And Sustainability: Personnel  Tracking Systems]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study, by dealing with personnel tracking systems used in business sector, it is  examined their effects on business productivity and sustainability of these effects. Personnel  tracking systems are computer-based electronic systems which enable to record business  entry and exit times and preparation of the daily and monthly reports. It is aimed to increase  business efficiency by ensuring the continuation and sustainability of personnel.  Personnel tracking systems, according to application of RFID (Radio Frequency  Identification), are performed by using biometric and barcode technologies. RFID can work  contactless different from biometric and barcode technologies. RFID is the most common  technology used in Personnel tracking systems because of this advantage.  It is thought that staff awareness will increase on the use of tracking systems in the workplace  with this study discussed the sustainability and dealing with the benefits of the Personnel  tracking systems enabling the detection of workplace entry and exit times of workers.  Keywords: Radio Frequency Identification, Personnel Tracking Systems, Sustainability,  Business Efficiency, Identification Technologies]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1149]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/925">
    <dcterms:title><![CDATA[TECHNOLOGY HELPS BUT DOES  NOT DO A TEACHER&#039;S JOB]]></dcterms:title>
    <dcterms:abstract><![CDATA[Modern technology plays an important role in the life of a young language learner and therefore it should be regularly used in the process of language teaching. There are many arguments in favour of using technology and there are some arguments that do not support it. This paper aims to present some basic arguments on both, using and not using technology in the classroom. Unfortunately, most of language teachers in Bosnia and Herzegovina do not have anything more than an old CD player that could be considered as teaching technology. In some situations they have very good equipment but they are not very enthusiastic to use it. If we have teachers who are well-equipped and willing to use their equipment, there is usually lack of good software or proper sources to follow the lessons which are to be taught.     The main stress of this paper is on the fact that good teaching depends on teachers, not on technology they use. To support this statement the paper gives examples which are to prove that most of the teaching activities can be successfully performed either using modern technology or basic materials such as textbooks, paper, board and chalk combined with teacher’s creativity. The activities cover multiple language skills so we can see what we can do with or without technology when we teach (or revise) vocabulary, when practising reading, pronunciation, speaking or writing.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3360]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2716">
    <dcterms:title><![CDATA[Technology Usage of Teachers in High Schools of Erbil City]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this research, high school teachers‘ technology usage rates in lessons or prelesson  period in Erbil City, Kurdistan Region-Iraq, is studied. A questionnaire was  prepared and the survey was done in April 2010 in 7 high schools on 65 teachers. The  research included most of the technologies in education such as board, book, projection  and internet. According to the results, it is obtained that high school teachers in Erbil have  never used some technologies and are not using some technologies sufficiently except  from boards and books. One of the reasons for this is identified as these technologies are  not available in schools. It is remarkable that most of the teachers have computers and  internet connection at home but they are not using these technologies for their lessons  despite the striking improvements in educational technologies.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[34]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/965">
    <dcterms:title><![CDATA[TECHNOLOGY-ENHANCED ENGLISH LANGUAGE LEARNING]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents the project ‘Technology-Enhanced English Language Learning’ which was made to meet the requirements for completion of the course ‘Building Teaching Skills Through the Interactive Web’ within the E-Teacher Scholarship Program offered by the American English Institute, University of Oregon.     The project was created and conducted at the Pedagogical Faculty in Sarajevo, University of Sarajevo, in order to meet the students’ needs and address the particular issues and problems by implementing some of the technology-enhanced changes in the actual teaching context, i.e. a Class Blog, a Web Quest and a Nicenet Class. The target class for this project was a group of 30 Bachelor level students, all EFL learners, who attended the third year of Pedagogical Faculty in Sarajevo. The project was envisaged to introduce some novelties into our classes through the implementation of new technology. The aim was to increase the students’ motivation and self-confidence, foster their autonomous learning and enhance their abilities to use English more effectively in a meaningful context.    This paper presents all relevant stages of the project implementation, starting from the background information about the learners, the setting, the course goals and the students’ needs, then describing the issues that started the project and the initial solutions, elaborating on the response and changes made, and concluding with reflections about the project and suggestions resulting from it.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3458]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1340">
    <dcterms:title><![CDATA[TEKKE VE ZAVİYELERİN BALKANLAR’DAKİ ROLÜ VE ÖNEMİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Ahmet Yesevi, Hacı Bektaş Veli, Bektaşilik, Anadolu, Balkanlar, Bosna Hersek.  ÖZET  Türklerde ilk tarikatın kurucusu Ahmet Yesevi Hazretleri’dir. Ahmet Yesevi, yetiştirdiği müritlerini Anadolu’ya göndermiş ve bu müritler Anadolu’nun manevi mimarları olmuşlardır. Halka arasından Anadolu’ya gelen müritlerin sayısı doksan dokuz bin olarak ifade edilmektedir. Ayrıca bu müritlere Horasan erenleri adı da verilmektedir. Her mürit Anadolu’nun çeşitli yerlerini mesken tutmuş ve bulundukları yerlerde birer tekke veya dergâh inşa etmiştir. Bu mistik kurumların (tekke veya zaviyelerin), bunların kurucuları ve yöneticilerinin (pirlerin, şeyhlerin ve dervişlerin) sadece dini, sosyal ve kültürel yaşamda değil, aynı zamanda siyasal ve ekonomik hayatın düzenlemesinde, siyasi hudutların genişletilmesinde, elde edilen toprakların işletilmesinde, imar ve iskânında da önemli etkileri vardı. Anadolu’da tarikatlar arasında en önemlisi hiç şüphesiz Hacı Bektaş Dergâhı’dır. Anadolu’dan Balkanlar’a, kısmen Mısır’a ve Yakındoğu ülkelerine dek geniş bir coğrafyaya yayılmış olan Alevi Bektaşi dergâhlarının ana merkezi Hacıbektaş’taki Pir Evi’dir. Bugün Balkanlarda tespit edilen tekke sayısı yirmi üçtür. İşte bu bildiride de yukarıda sayısını verdiğimiz tekkelerin Balkanlardaki rolü ve önemi üzerinde durulmuştur.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2276]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3408">
    <dcterms:title><![CDATA[Telecommunication Sector in Bosnia and Herzegovina: An Overview  Telecommunication, Regulation &amp; Sustainable Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the study is to investigate the telecommunication sector in Bosnia and  Herzegovina with respect to the liberalisation process mentioned by the Public Governance  Committee of the OECD and the sustainable development goals introduced by the World  Bank. It is analyzed that how telecommunication sector has been regulated in the post-war  period, the sectoral structure, legal infrastructure and regulatory agency characteristics are  represented and finally a SWOT analysis is made for the telecommunication sector in Bosnia  and Herzegovina and the Communication Regulatory Agency.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[292]]></dcterms:extent>
</rdf:Description></rdf:RDF>