<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/1139">
    <dcterms:title><![CDATA[AN EXPLORATION OF SPEAKING-IN-CLASS ANXIETY OF TURKISH AND FOREIGN PREP-SCHOOL STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main purpose of this study is to find out if there is difference between Turkish and foreign students studying in the same program in terms of their anxiety level regarding their speaking skill. A total of 35 students studying at Eskişehir Osmangazi University participated in the study. 22 students were male and 13 students were female. 20 of these students were Turkish natives while 15 students were foreigners from different countries such as 6 from Yemen, 4 from Afghanistan, 4 from Libya and 1 from Comoros. The students are prep-school students. A Turkish adaptation of FLCAS with 32 items was used for data collection. In addition to FLCAS, an open interview was also done with 8 of the students, 4 of them Turkish native, who were available. Items of the questionnaire were analyzed one by one to reach the mean scores. Content analysis was applied to the interview answers. Following the analysis, a conclusion was drawn. The results showed that Turkish students had higher level of anxiety than foreign students inhibiting students’ oral performance. Based on the findings, some suggestions for further research are proposed. Besides, possible educational implications of the anxiety are indicated.     Keywords: Foreign language speaking anxiety, prep-school students, Osmangazi university, Students, speaking in class]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3532]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3269">
    <dcterms:title><![CDATA[An Implementation Of a New Video Parsing Algorithm  For Uncompressed Digital Video Stream]]></dcterms:title>
    <dcterms:abstract><![CDATA[Today, the use of digital videos instead of analog ones has become most popular in  terms of their easy recordability and low-cost storage. Hence, huge amount of digital video  archives have come out dramatically. The meaningful search in a video has been an important  demand in order to access the video database very fast. While the standard picture and text  searching methods cannot be used in a digital video, the video indexing has become a popular  interest, and lots of research has been done. In this study, an implementation of a new video  parsing algorithm design used for uncompressed videos is presented. Through the  investigation of the parsing algorithms in the existing literature, lack of these algorithms has  been defined and a new algorithm for achieving high performance has been proposed. It is  been determined that the proposed algorithm is much better than the other algorithms  considering the computational overhead and the performance.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[510]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3277">
    <dcterms:title><![CDATA[An Implementation on the Effect of Organizational Performance on EFQM  Excellence Model at Eskisehir Maternity and Paediatric Hospital]]></dcterms:title>
    <dcterms:abstract><![CDATA[One of the quality works used to achieve success in organizational performance is  EFQM Excellence Model. The model targets sustainable excellence in all dimensions of  performance and organizes effective and productive usage of all resources, high-performance,  processes that provide constant improvement and the relationship between these. The  excellence model formed for this purpose is an instrument which shows companies where they  stand on the way to excellence by determining the obstacles and offering the usage of the  suitable approach to reach the appropriate solutions. In this paper, it is tried to determine the  effect of EFQM Excellence Model applied at Eskisehir Maternity and Paediatric Hospital]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[293]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3048">
    <dcterms:title><![CDATA[An Inter-Rater Perspective for the Researches on Assessing Writing]]></dcterms:title>
    <dcterms:abstract><![CDATA[In assessing EFL students’ writings consistently, there are various factors that  must be taken into consideration while rating. Especially those who want to make  quantitative researches using raters or who aim to give suitable feedback to written  productions should be responsible for fulfilling the requirements in marking and scoring  process. In this context, this paper looks insight for some issues related to the raters, such  as inter-rater reliability, analytic or holistic examinations, rating criteria, and others. This  study includes 8 native raters and 8 non-native raters, each of whom rated an ESL essay  both holistically and analytically. Every participant rater’s background of scoring ESL  writings was similar. The result showed that there was no significant difference between  raters, that is, participants’ grading of the essay is irrespective of their being native  speakers. At the end of the study, some important implications for essay rating practices  and both the researchers and language teacher were emphasized.  Key Words: Rater, Reliability, Assessing Writing, EFL]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[395]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3303">
    <dcterms:title><![CDATA[An Investigation into the Nature of Academic Procrastination]]></dcterms:title>
    <dcterms:abstract><![CDATA[Academic procrastination is the voluntary delay of the completion of  an academic task within the expected or desired time frame despite expecting to be  worse off for the delay (Senécal et al. 1995; Steel 2007) .   It is a dispositional trait that can have particularly serious consequences for  students who are required to meet frequent deadlines.   Research claims that 80%–95% of college students engage in procrastination (Ellis  and Knaus 1977) and about 50% procrastinate in a consistent and problematic  fashion (Day et al. 2000), delaying essential school-related activities.   Some of the major causes of academic procrastination include fear of failure,  inability to complete the task, a lack of time management or  study skills, stress, or  feeling overwhelmed with their work.   This paper discusses the reasons why academic procrastination is a problem, why  students procrastinate, and techniques for managing it.   Implications for teachers will also be discussed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[663]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2416">
    <dcterms:title><![CDATA[An Investigation into the PCK Development of Turkish Prospective Teachers of English through Lesson Preparation]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pedagogical Content Knowledge (PCK), a type of specific knowledge that teachers possess, involves the synthesis of subject-matter knowledge and pedagogical knowledge (Shulman, 1986). PCK is developed through years of experience in the classroom since how to organize and represent specific content in forms that will facilitate students’ learning is one of the most difficult aspects of learning to teach (Veal, 1999). Although teacher education programs offer courses that aim to broaden prospective teachers’ (PTs) subject-matter knowledge and pedagogical knowledge, teaching opportunities are limited; thus, it may be assumed that PTs have limited or minimal PCK. Studies on the development of prospective teachers’ PCK are scarce and mainly conducted in the fields of science and mathematics education (Ruhama, 1993; Van Driel et al., 2002; Lee et al. 2007). The present study aims to investigate the PCK development of 5 Turkish prospective teachers of English who are currently completing their third year in a teacher education program of a state university in Turkey. Data comprises of lesson preparation tasks based on a literary text and written reflections of participants illustrating their thought processes. Data will be analyzed through qualitative means and the findings of the study will be discussed by referring to the relevant literature. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[948]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2509">
    <dcterms:title><![CDATA[An Investigation of the Effecets of Critical Thinking Lessons on Learners’ and Teachers’ Perceptions and the Quality of Classroom Discussins: A Case Study]]></dcterms:title>
    <dcterms:abstract><![CDATA[Recent studies have reached positive findings regarding the significant role of critical thinking pedagogy in learning English as a Foreign Language (EFL). (See Davidson and Dunham, 1995; Erkaya, 2005; Correia, 2006; Yang, 2009; Chen, 2010; Li Li, 2011). However, further research is still needed to highlight the issue that this pedagogy could be challenging for learners and might lead to unsatisfactory outcomes, a point that the present paper addresses. Moreover, the majority of existing studies have paid more attention to examining learning outcomes rather than learning processes through employing pre and post achievement measures. This paper presents a case study that has infused critical thinking into an EFL speaking classroom over one semester in Saudi Arabia. The aim of this study was to investigate both barriers and merits of implementing the critical thinking pedagogy. The SPARE model (Burden and Williams, 1996) for evaluating classroom interventions has been adapted to evaluate this intervention.      Participants were 18 high school graduates who have enrolled a compulsory English language programme, before starting their undergraduate degrees at a prestigious university. Data were collected through regular interviews with the learners and their teacher, observation field notes and audio recordings of classroom discussions. Findings suggested that participants did generally value learning through critical thinking lessons in terms of engagement. However, the quality of talk was influenced by the topics of discussions rather than the types of thinking tasks. Another finding was that learners avoided using argumentative phrases in both pre and post course speaking activities. They viewed these phrases as barriers to fluency. Speaking of transferability of argumentative skills, there was no evidence that learners have transferred these skills into discussions that occurred in other courses. Implications for future implementation of critical thinking pedagogy have been drawn from these findings.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[842]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3218">
    <dcterms:title><![CDATA[An Investigation of the Effective E-Learning Criteria   for Higher Education Institutions]]></dcterms:title>
    <dcterms:abstract><![CDATA[stract: The recent advances in Information and Communication Technologies affected  education industry as well as other industries all over the world. Over the past decade,  higher education institutions have been increasingly utilizing e-learning programs.  However, some experiments showed that superficial e-learning systems might result in  failure and disappointment. Therefore educational institutions should develop and follow  the corporate guidelines so that the courses can be taught effectively and students can feel  comfortable to adapt quickly to the other e-learning based courses. The purpose of this  study is to investigate the effectiveness criteria of e-learning for higher education  institutions. The study presents some of the previous research findings and supplements  them with a survey conducted at Epoka University in Spring semester of 2008-2009  academic year. The findings of this study may be very useful to the higher education  institutions who are planning to establish e-learning.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[423]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3064">
    <dcterms:title><![CDATA[An Investigation of the Relationship between the Two Different Groups of  Students’ Entrepreneurship Characteristics]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to the definition of entrepreneurship and the studies carried out, the feature  of the entrepreneurship is accepted unavoidable element for entrepreneurs‘ attitude. It is known  that entrepreneurs have taken more risks or more opportunists and more innovative than he other  entrepreneurs. But, these three entrepreneur dimension can change independently from each other  in different environment circumstances. The purpose of this study is to evaluate these three factors  affecting the entrepreneurship for this reason. A survey developed for such an evaluation was  applied by face to face with 190 volunteer students attending to senior classes of three different  vocational colleges with economics and administrative sciences faculty of Atatürk University. The  data obtained from the research were taken into consideration and the students were classified into  groups. While the students in the first group consisted of the students who don‘t take education or  don‘t have any knowledge, the students in the second group consisted of the students who have  some knowledge about entrepreneurship or those who have lived in an entrepreneur environment.  While 47.0% of the students have taken the place in the first group, 53.0% of them are in the  second group. Students‘ t test and one-way anova analysis in SPSS were used in the medium to  data set obtained. In one-way anova analysis carried out, it was detected that the students who are  not from entrepreneur milieu and attending to different academic units had innovative feature. But,  in the dimensions of evaluation of opportunity and taking risks, in all comparisons, there was no  distraction between both two groups and according to the demographic features.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[221]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3190">
    <dcterms:title><![CDATA[An Investigation on Improvement of Yield Potential of TMP-2  Composite Maize Gene Pool]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study was conducted at the Black Sea Agricultural Research Institute in Samsun-  Turkey in 2005 and 2006. The aim of this research was to improve the yield potential of the TMP-  2 corn gene pool. A composite corn cultivar with high adaptation potential called &#039;Karadeniz  Yildizi&#039; in Turkish was enhanced using genetic source material (TMP-2). Nineteen maize source  materials with high yield potential and similar agronomic traits to TMP-2 corn gene pool were  obtained from Sakarya Agricultural Research Institute. These materials were then crossed with  TMP-2 corn gene pool as female parents in 2005. Obtained hybrids were tested and experiment  was conducted by randomized block design with three replications. Data was recorded for grain  yield and yield components. In the experiment, the seeds of high yielding hybrids were mixed with  seeds of TMP-2 gene pool at the rate of 5 % and used as male parents for next generation crossing.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[392]]></dcterms:extent>
</rdf:Description></rdf:RDF>