<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/2055">
    <dcterms:title><![CDATA[The Effect of Financial Development  on Economic Growth in BRIC-T  Countries: Panel Data Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study, the effect of financial development on economic growth was  researched for the most rapidly developing countries (emerging markets)  (Brazil, Russia, India, China and Turkey, BRIC-T) via panel data  analysis using the annual data for the period from 1989 to 2010. Foreign  direct investments and trade openness, which was thought to have effects  on the growth, were included in the analysis. According to empirical  evidence derived from the study made with panel data analysis it was  found that the effect of financial development on economic growth was  positive and statistically significant in line with theoretical expectations.  Evidence that even foreign direct investments and openness contributed to  the growth positively was also found.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-03-10]]></dcterms:date>
    <dcterms:extent><![CDATA[2382]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2270">
    <dcterms:title><![CDATA[The Effect Of Financial Development On Economic Growth: Panel Data Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study, the effect of financial development on economic growth was searched for the  most rapidly developing countries(emerging markets)(Brazil,Russia,India,China and  Turkey,BRIC-T) via panel data analysis by using the annual data of the period from 1989 to  2010. Foreign direct investments and trade openness which were thought to have effects on  the growth were included in the analysis.According to empirical evidence derived from the  study made with panel data analysis it was found that the effect of financial development on  economic growth was positive and statistically significant in line with theoretical  expectations.The evidence thateven foreign direct investments and openness contributed to  the growth positively was also found.  Keywords:Financial Development, Economic Growth, BRIC-T, Foreign Direct Investment,  Trade Openness.  Jel Codes: E49, F19, G29]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1321]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2350">
    <dcterms:title><![CDATA[The Effect Of Information Technologies On Private School Workers’ Work Stresses]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study, the effect of information technologies on private school teachers and  administrators work stress was reviewed. Besides education and training, private schools,  unlike public schools, are business organizations. Customer satisfaction is the most important  key factor for business organizations to survive. Private schools should use essential  information technologies in education and training facilities to satisfy their customers.  Information technologies are used effectively not only in indoor education but also in school  administration and outdoor education facilities. Concerning the intensive use of ICT  (Information and Communications Technology), what kind of effect does it leave on  educational staff and administrators? Does it have a positive or negative effect on teachers  work stress in a competitive school environment? To answer this question, Organizational  Stress Questionaire (VOS-D), translated into Turkish by Meral Türk, was adapted to  information technologies and was used as a data collection tool in this study. Data gathered  from 10 private schools in Antalya district and 164 staffs, was entered into SPSS program.  Both inferential and descriptive statistical methods were used in the analyses of these data. As  a result of these analyses, it is revealed that the effect of information technologies on private  school staff are as follows, responsibility, overwork, psychological symptoms and fear of  unemployment.  Keywords: Information Technologies, Work Stress, Private Schools, Education, Computer]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1214]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2900">
    <dcterms:title><![CDATA[The Effect of Job Security on the  Perception of External Motivational  Tools: A Study in Hotel Businesses]]></dcterms:title>
    <dcterms:abstract><![CDATA[Hotel guests’ satisfaction with service and product depends largely on employees’  doing their job willingly and readily because of the direct relationship between  employee motivation and quality of products. Therefore some internal or external  means of interference are needed throughout management processes in order to  motivate employees. In this study external motivation levels of employees working  in hotel businesses and as an independent variable, job security factor’s effect on the  perception of external motivational tools are investigated. Population of the study  consists of hotel employees working in 4 and 5 star hotels in Turkey. A sample of 24  hotels was chosen from cities with dense tourism activities. The study was conducted  in the months of July and August of 2009 and 414 employees participated in the  survey. Regression Analysis Methods are used in analyzing the data. The results of the  study have shown that there is a meaningful relationship between job security and  external motivational tools and existence of job security is effective on the perception  levels of all other external motivational tools. Based on the analysis results obtained  it has been concluded that job security is most effective on factor variables related to  ‘Hierarchical Structure’ among other external motivational tools.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2011-01]]></dcterms:date>
    <dcterms:extent><![CDATA[1066]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2803">
    <dcterms:title><![CDATA[The Effect of L and L2 Word Glossary on Learning of  Technical Vocabulary in Reading Comprehension Texts]]></dcterms:title>
    <dcterms:abstract><![CDATA[Recent studies suggest that word marginal glossaries are very useful  in reading text when readers have no knowledge about some words and help  them comprehend the text without wasting time for looking up the word  meaning in dictionaries or making mistakes because of incorrect guessing the  word meaning according context. The study aimed to compare the effect of L1  &amp; L2 word glossary on learning and retention of technical vocabularies of Civil  Engineering students. The research question is: &#039;Is there any relation between  retention and learning of technical vocabulary and using of glossaries?&#039; If so,  what is the difference between using of L1 and L2 word glossary and which of  these two sorts has more effect on retention and learning of technical  vocabulary? and the considered hypothesis is &#039;The effect of L1 and L2 word  glossary is similar on retention and learning of technical vocabulary‘. The  study was done by two tests (test 1 &amp; test 2) with five passages of reading  comprehension. In test 1, the definition of words in word glossary of technical  vocabularies is in English language (L2) and in test 2, the definition of the  vocabularies is in Persian language (L1). These two tests were administered  one after another with 15 minutes break between them and 45 minutes was  considered to answer the questions for each test. The same students participated  in two tests. They were 40 Civil Engineering students of Engineering Technical  University (Azad University), Chaloos branch. All of them were male and they  were selected after administering a placement test among 60 Civil Engineering  students of the university. The placement test was administered one week  before the main tests. Comparison the scores of two tests and analyzing them  showed that the students answer test 2 (with Persian word glossary) better than  test 1 (with English word glossary). Although there were students that answer  test 1 better than test 2 and some of them act the same in two tests, most of  them answer test 2 (with Persian word glossary) better than test 1 (with English  word glossary) and totally result disapprove the hypothesis of the study and it  can be said L1 word glossary is more effective than L2 word glossary on  learning and retention of vocabularies and also technical word glossary.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[578]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1844">
    <dcterms:title><![CDATA[The Effect of Leitner’s Learning Box on the Improvement of Vocabulary Teaching and Learning  (Case Study: First Year Students in Parsabad Moghan Branch, Islamic Azad University, Parsabad Moghan, Iran)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords: Leitner’s learning box, Vocabulary, Flash cards, First year students.  ABSTRACT  The goal of this paper was to investigate the effect of using Leitner’s learning box in studying inter-mediate to advanced vocabularies among first year students at the Islamic Azad University-Parsabad Moghan Branch in Parsabad Moghan City, Iran. This research was carried out in a class with diversified students from engineering to humanitarian fields. The participants were haphazardly assigned into two homogeneous groups each consisting of twenty five students. The test was performed in fall semester 2012. The control group received the conventional treatment while the experimental group received the Leitner’s learning box to use it for learning vocabulary. Before initiating the treatment, two similar tests were prepared as the pre-test and post-test to discover the vocabulary knowledge of the students at the initial and final stages of the study. The analysis of obtained results in the post-test manifested significant differences between the two groups such that the students in the experimental group outperformed the students in the control group in terms of their vocabulary knowledge. Thus, it was concluded that the use of Leitner’s learning box in studying vocabulary for first year students at the university led to a higher level of vocabulary improvement.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1798]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2271">
    <dcterms:title><![CDATA[The Effect Of Openness On Economic Growth: Panel Data Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study, the effect of openness on economic growth was searched for the most rapidly  developing countries(emerging markets)(Brazil,Russia,India,China and Turkey,BRIC-T) via  panel data analysis by using the annual data of the period from 1989 to 2010. As openness  variable, the proportion of external trade scale to GDP was used. According to empirical  evidence derived from the study made with panel data analysis it was found that the effect of  openness on economic growth was positive and statistically significant in line with theoretical  expectations.  Keywords:Trade Openness, Economic Growth, BRIC Countries, Turkey.  Jel Codes: E41, F43, G53]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1322]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2510">
    <dcterms:title><![CDATA[The Effect of Partners&#039; Gender during Peer Interaction Activities on Learning in EFL Classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigated the merits of pairing learners into different genders in peer interaction activates, here the cloze activities, in EFL classes in Iran. The participants were twelve pre-intermediate EFL students learning English in a Foreign Language Institute.  During two nine sessions, students worked together on cloze activities. To diminish the effect of peer interaction activates done during the course, first learners were paired in different sex for 10 sessions and for the last ten sessions they were put in to same sex pairs. They were given a pretest and a posttest in the tenth and twentieth session to find out the impact of gender in peer interaction activities. The results indicated that the learners who had participation with a partner of different sex during the pair and small group activities demonstrated improved production of target forms and their overall their performance significantly improved when they worked with a heterogeneous gender partner. The result of the participants&#039; pretest and posttest was compared through Paired Sample T-Test the table below, the mean score of the learner&#039;s on their pretest was which shows a higher achievement compered to posttest in It reflects that the result of each pair&#039;s pretest and posttest as indicated in   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[840]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2076">
    <dcterms:title><![CDATA[The Effect of Pre-school Education to Learn foreign Language in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a foreign language is a vital process during children’s acquisition  process. They are affected physiologically and socially in their cognitive  development. Turkey is a country where learning a second language and  supplementary spending on education are insufficient. This paper indicates  how the teaching and learning of foreign language (i.e. English) at pre-schools  and the effects of the foreign language education on children in Turkey. After  supplying information about learning foreign language during pre-school  education, the paper discusses the importance of pre-school education and  how the effects of teaching show itself in children’s continuing future  education based on Turkey’s education system. Recent studies show that a  child’s best time to learn another language is at the age of three of four. This  paper also explores what are the defects of teaching a second language on education in Turkey and how those defects may be reduced; and how learning  a foreign language can be activated, having educated during pre-school age,  and used outside of the life.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1444]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1999">
    <dcterms:title><![CDATA[The Effect of Proficiency Level on the Rate of Receptive and Productive Vocabulary Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Vocabulary, vocabulary acquisition, vocabulary size  ABSTRACT  Teachers and researchers have long been interested in measuring learners’ vocabulary size in order to estimate to what extent do learners acquire and use vocabulary items receptively and productively. There are a number of studies on vocabulary acquisition related to receptive and productive vocabulary. For example, some researchers have looked at the receptive or productive vocabulary size while other researchers have looked at whether receptive knowledge is gained before productive knowledge. However, no investigation has looked specifically at the relationship between proficiency level and the rate of receptive and productive vocabulary acquisition, in conjunction with an examination of materials and instruction.  In this paper, I presented the effect of proficiency level on the rate of vocabulary acquisition, taking into account learners’ receptive and productive vocabulary knowledge. The purpose of the study is to explore the rate of vocabulary acquisition of the beginner and elementary students in a Turkish EFL context, investigate the role of materials and instruction in the vocabulary acquisition, and examine the relationship between learners’ proficiency levels and rate of vocabulary acquisition. In this study, two groups of ESL students with different proficiency levels were given experience tests. The same tests were given twice throughout their foreign language education process to estimate their receptive and productive vocabulary development. The gain scores among groups from the two tests were compared to see their development of receptive and productive vocabulary size taking into account their proficiency levels. The participant teachers were interviewed in order to reveal their handling with vocabulary during their courses. The materials were analyzed in terms of the number of vocabulary activities and activity types in order to find out what vocabulary exposure students had.  It is thought that the result of the study may be of benefit to classroom teachers, in helping them to choose an appropriate vocabulary teaching strategy for helping their students to acquire receptive and productive vocabularies. Teachers may develop their curriculum, materials and strategies to increase students’ receptive or productive vocabulary and to help them turn their receptive vocabulary knowledge into productive use in speaking and writing courses]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1892]]></dcterms:extent>
</rdf:Description></rdf:RDF>