<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/2591">
    <dcterms:title><![CDATA[The Development of Intercultural Communicative Competence through Community-Service Learning in the Hispanic Community]]></dcterms:title>
    <dcterms:abstract><![CDATA[This pilot study investigates the effects of community-service learning (CSL) in the development of the intercultural communicative competence (ICC) among intermediate level Spanish learners.    The ICC highlights the importance of appropriate and effective interaction in communicative contexts between non-native speakers (NNS) and native speakers (NS), which is relevant for the teaching-learning of foreign languages (Coperías Aguilar, 2007). For this communication event to occur, the incorporation of CSL into the foreign language curriculum makes it possible. As cited by Hale’s (1997), a volunteering service in the target language (TL) community “enable[s] students to learn from a different segment of society than that which he or she would normally interact with; [and] (...) teach students the meaning of service, patience, cross-cultural understanding, interdependence, humility, and simplicity” (Slimbach, 1995:10).    Using Fantini’s (2006) theoretical framework of ICC, this study uses a quantitative method to measure university-level, intermediate Spanish learners’ intercultural competence in the TL before and after experiencing their volunteering service. To that end, fifteen students who were registered in an undergraduate course on Service Learning in the Hispanic Community participated in this study. Throughout the semester they were required to volunteer total of 35-40 hours of community service outside of the classroom in several nonprofit organizations in Lexington (Kentucky, USA). The participants completed pre and post questionnaires which explored their intercultural competence in Spanish.     The ﬁndings of this study point to a need to encourage further civic engagement in an explicit manner throughout Spanish CSL courses and curricula (Bruno, 2003). By having the opportunity to be exposed to a continuous vernacular input in meaningful interactions (Kinginger y Blatter, 2008), the results show a clear-cut connection between the instruction methodology and the ICC development.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[828]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1977">
    <dcterms:title><![CDATA[The Development of Reading Awareness of Students: A Research on the Role of School Libraries in Students Reading Skills and the Relationship of Students and Literature Books]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Reading Awarness, Books, School Libraries, Survey, Influence  ABSTRACT  This paper is a comprehensive analysis of the current situation and the relationship of children with reading extra-curricular books. It is true that younger students are not interested in reading at school and extracurricular books while it is an undeniable fact that the school and society have a significant impact in this situation. This paper continues with detailed proposals for both teachers and their views on the development of reading awareness of students through creative and constructive activities for that reason. These are activities that can be implemented booth by teachers and the parents of the students. In the search for the attitudes of then teachers towards books and reading books from students survey questionnaire was carried out to teachers in three cities of greece and the results are an important assistant and proof agent of the current relationship of students and books and these results are described and analyzed. The last part of this paper underlines the importance of the activities that can help student develop their reading language skill and the general linguistic skills either in the mother tongue or in the second/foreign language. It is in the hands of the teachers to implement this useful guide and make their students love the language learning process.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1797]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2301">
    <dcterms:title><![CDATA[The Development of the Clean Technology Industry: A Conceptual Framework]]></dcterms:title>
    <dcterms:abstract><![CDATA[The evolutionofanindustrychanges the competitive climate faced by individual firms as well  as nations. Many analysts consider the clean technology (CT)industry as a game changer for  businesses‘ and nations‘ competitiveness in the 21st century.From a theoretical standpoint, the  CT industry contains many idiosyncraticfeatures, which affect the natures of entrepreneurial  opportunities and roles in this industry. The issues of the evolution of the clean technology  industry and nations‘ competitive advantages in this industry area critical but little-examined  problem in the social science research. We contributetofilling this research gap with an  analysis of the entrepreneurship in the global CT industry. Specifically, this paper proposes a  framework to examine the development of the CT industry and assesses some major  economies in terms of the major dimensions in the framework. We also present a case study  of entrepreneurship in the Chinese CT industry.  Keywords: Clean technology, disruptive innovations, solar cells, China, venture capital,  externality mechanisms]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1249]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/170">
    <dcterms:title><![CDATA[The Development of the Professional Competencies of Teachers on the Basis of an Innovative Approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the article the question of organization, management and improvement of the quality and effectiveness of teaching processes in secondary institutions,revealed the role of the teacher in coordinating students &#039; activities. The authors have proposed a number of recommendations on the development of the professional competence of the teacher.    Keywords: Competence, a component of the pedagogical process, management, quality, efficiency.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-21]]></dcterms:date>
    <dcterms:extent><![CDATA[3281]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2123">
    <dcterms:title><![CDATA[The differences and similarities between English and German language at the basic level of translation]]></dcterms:title>
    <dcterms:abstract><![CDATA[I have aimed to concentrate on the comparative analysis between English and  German language and to investigate the differences and similarities concerning  the major word formation processes in English and German at the basic level  in this paper. Similarity between the two languages stems from the fact that  much vocabulary has common roots, as they, English and German, belong to the Germanic branch of the Indo-European language family. They are both  Germanic, even though each has borrowed many words from Latin, French  and Greek, that means that many common words are similar in both  languages, for example: house/Haus, man/Mann, here/Hier and good/gut, and  even some words are identical for example: Hand, Arm, Sand and Finger.  Modern English has evolved into one of the dominant world languages, and it  also had a growing influence on other languages. Loaned words cover different  fields such as popular culture, politics, business and the environment, because  of profound changes in the life and language, the influence of English  language worldwide and that many expressions from English appear as loan  words. According to Garrod and Sanford definition of a specific  communicative task such as a description or instruction, the information to be  expressed is not mapped directly from memory into linguistic form. Hence,  speakers generate a temporary conceptual structure which focuses on a specific  set of pragmatics, semantic, and syntactic options and sets guidelines for the  process of mapping information into linguistic form. Translation is often  thought to be primarily about words and their meanings, what the words in  the source text mean, and how words in the target language will convey  meaning. Recent linguistics research has not yet been able to come up with the  actual percentage of Anglicism in German language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1443]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2545">
    <dcterms:title><![CDATA[The Differences in Adolescent Humor Style Preferences]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Subject of this study are the styles of adolescent humor, their self-evaluation and school success. The study will use a correlation draft, in which descriptive-analytical method will be used. The Instruments will consist of HSQ scales (Humor Styles Questionnaire, Martin, 2003), RSS (Rosenberg self-esteem scale, Rosenberg, 1965), SPINO scales (Positive and Negative Affect Schedule, Waston, Clark and Tellegen, 1998, α = .82), a questionnaire SOUL (Semantic differential adjectives of affiliative humor, Kerla, 2011, N =100, NI = 26, α = . 96).  In a sample of 110 adolescents, students of International School of Sarajevo, the results have shown that there are no statistically significant differences in preference of styles of humor in female and male adolescents. However, there are significant differences in preference of afilliative style of humor in primary and secondary school students (t = 2.6 p = 0.11), as of self-defeating style of humor in elementary and high school students (t = -2.36, p = 0.02). ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[925]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2734">
    <dcterms:title><![CDATA[The Difficulty of North American – r: an Analysis as a Pronunciation  Difficulty]]></dcterms:title>
    <dcterms:abstract><![CDATA[The American-r phoneme, whose IPA sign is , which is a retroflex case of  pronunciation, represents a very serious stumbling block in teaching standard American  pronunciation to Turks. Due to use of different primary articulators (tongue tip vs.  tongue dorsum, the American English phoneme / / has long been associated with  relatively large amounts of articulatory variabilities as tap, flap, approximant, and the  like. The endpoints of the articulatory continuum for / / can be analyzed via functionally  different articulatory configurations with the accompaniment of different primary  articulators (tongue tip vs. tongue dorsum). These endpoints as a different type of / /  have been characterized in the literature as ―bunched‖ which means the use of tongue  dorsum and ―retroflexed‖ that signifies the use of the tongue blade/tip, which gets to be a  pronunciation difficulty for Turkish teachers of English.  The primary purpose of the current study is to investigate the problematic pronunciation  issue of American English /r/ phoneme for Turks. The goal of the present study is twofolded.  The first goal is to solve the serious confusion in the definition of taps and flaps,  and the second is to explore the phonetic context of word-initial-medial-final flapping of  / / into retroflexion in North American English (NAE) and tapping in British English  (BrE) via its ambiguous perception by Turks due to such observable entities, namely,  preceding or following sound, intervocalic positioning through phonotactics and crosslanguage  phonetic interference.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[554]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3382">
    <dcterms:title><![CDATA[The Dissolution Kinetics Of Chalcopyrite Concentrate In Aqueous  Chlorination Solutions Of Chalcopyrite Concentrate]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study, the dissolution kinetics of chalcopyrite concentrate was investigated  by using the solutions obtained with dissolution of chalcopyrite concentrate in water  saturated with chlorine. Reaction temperature, solid-to-liquid ratio, stirring speed, [Fe3+],  [Cu2+] and [H+] were chosen as parameters. It was determined that the dissolution rate of  chalcopyrite concentrate increased with increasing reaction temperature, [Fe3+] and [H+],  and decreasing solid-to-liquid ratio, but was not affected importantly by [Cu2+] and stirring  speed. A mathematical expression representing the process was established by using  experimental data and a package program, as follows, 1-(1-X)1/3 = {0.803.(S/L)-  0.32.(SS)0.17.[Fe3+]0.38 .[Cu2+]0.19.[H+]1.19.exp(-31.78/RT)}.t Also, it was found that  the dissolution rate was controlled by chemical reaction step with an activation energy of  31.78 kJ.mol-1 in the reaction temperature range 50-88 0C.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[513]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/739">
    <dcterms:title><![CDATA[The Driving Forces behind Albania’s Growth]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper examines the determinants of the Albanian economic growth that occurred from 2002-2012. We have explored, first, the time series properties of the growth rates of gross domestic product and labor productivity with an extended battery of unit-root tests. Then, in a multivariate setting, we use the VAR model methodology to provide evidence that physical and human capital accumulation, R&amp;D expenditure, openness and competitiveness are the main drivers of output, labor productivity and total factor productivity growth in the long run.    Keywords: growth, Solow model, VAR methodology, Albania.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2486]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1719">
    <dcterms:title><![CDATA[The Dynamic Relationships between Stock Market  Capitalization Rate and Interest Rate in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper investigates the long run and short-term relationships between  stock market capitalization rate and interest rates in Turkey over the  period 1998-2012. Prior to conducting the analysis in a time series, in  order to test the stability of the series, a unit root test was initially applied.  It is determined that both stock market capitalization rate and interest rate  series are not stationary. Long-run relationship is tested by Johansen  Cointegration tests and casual relationship is tested by Granger Causality  tests. According to the results of the study, there is long-run relationship  between stock market capitalization rate and interest rates while there is  not causal relationship between stock market capitalization rate and  interest rates in short term.  Keywords: Stock Market Capitalization Rate, Interest Rates, Cointegration,  Vector Error Correction Model (VECM), Causality.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1556]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-23-3     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>