<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/796">
    <dcterms:title><![CDATA[The Role of School Management in Human Resources Management]]></dcterms:title>
    <dcterms:abstract><![CDATA[Quality education in all studies, in numerous international conferences is recognized as the only response to the new complex challenges of the twenty-first century.  The purpose of the reform is to modernize education at all levels of the education system, their mutual alignment with internationally recognized standards and labor market needs. The focus of attention is the modernization of the curriculum, assessment and certification of students and teachers, with the proper equipment for schools. In addition it is necessary to improve the quality of management education, to ensure the management, control and organization of schools in a modern, democratic and inclusive manner.  Management theory and practice as well, capturing the attention of both the scientific and professional community. At the present time, management is defined as the systematic way of directing individuals, groups, activities and operations with the aim of achieving organizational goals with the resources that the organization has at its disposal.     Modern managers (executives) are performing tasks through routing (control) operations and the organization, people and operations within the framework of products and services.  The most important issues related to management, refer to the social relationships that due to the nature of the pedagogical process, significantly impacting the educational results. When we talk about leadership, the dominant professional problems are related to the elements of communication among personnel in the school, the way we motivate staff for the successful achievement of the objectives, the styles that apply to the conduct of employees, conflict and resolution, teamwork and cooperation, working climate and other.    Keywords: Governance, management, human resources, education, school    ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04]]></dcterms:date>
    <dcterms:extent><![CDATA[2648]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/710">
    <dcterms:title><![CDATA[The Role of Small and Medium-Sized Enterprises for Regional Development: the Case of Gaziantep]]></dcterms:title>
    <dcterms:abstract><![CDATA[All of the countries whether developed or developing have the problem of regional imbalance. Landforms and distribution of national resources vary in terms of regions. Establishing infrastructures which provide an assessment of industrial potential is difficult in the regions where geographical conditions are not appropriate. Thus, investments head towards areas where infrastructures are ready. Therefore, the inter-regional imbalances arise.    One of the most important functions of small and medium-sized enterprises (SMEs) is its contribution to regional development. Unlike large-scale enterprises which are usually located around major cities, these businesses are located in all geographical areas of a country. Therefore, they contribute to a balanced allocation of economic activities between the country&#039;s regions. On the other hand, due to their labor-intensive structure, they provide increasing regional employment.    In this study, we aimed to introduce the role of SMEs for regional development by using secondary data. First of all we will explain the definition and importance of regional development on the one hand, and the definition and importance of SMEs on the other hand. After that, we determine the situation and importance of Gaziantep in Turkey’s economy, the course of SMEs in Gaziantep, the development of SMEs’ export in Gaziantep and the contribution of SMEs to employment in Gaziantep. We will use tables to reveal them. Afterward, we will try to demonstrate the role of SMEs for regional development.    Keywords: Development, Regional Development, Gaziantep, Small and Medium-Sized Enterprises (SMEs).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2517]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/695">
    <dcterms:title><![CDATA[The Role of Social Media on Corporate Reputation in the Smartphone Market: A Student Perspective]]></dcterms:title>
    <dcterms:abstract><![CDATA[Shamma (2012) noted that “Corporate reputation is more important than ever”. The highly turbulent business environment aroused different stakeholder groups’ expectations leading to pressure that contributed to the generation of a behavior focusing on examining and managing a company’s reputation. There is an increasing belief among companies in corporate reputation which is an intangible asset. However, this is not only dependent upon the managerial efforts within the newly developing world of social media. As Jones (2009) emphasized in blogs, social Networks, wikis, podcasts, mail groups, news groups, forums and chat rooms, the corporate reputation can easily be either enhanced or permanently damaged. Although management researchers have more interest in social media, there are no sufficient empirical researches that reveal the relationship between social media and corporate reputation. Smartphone which is not much addressed in the literature is one of the fastest growing and developing industries. Because of the target audience of smart phone producer&#039;s and sellers are the young people who are at the sometime follow social media and technological advances more closely, university students have been selected as a sample.  The aim of this study is to examine the impact of social media on corporate reputation and how this is perceived by the university students. In the study, after reviews the literature of corporate reputation and social media a survey is set out to analyze how the university students who are smart phone users have perceived the relationship between corporate reputation and social media. Two leading companies in smart phone market and the impacts of their social media activities on corporate reputation are examined comparatively. It is empirical evidence that the company which is using social media more actively and effectively has a high perception of corporate reputation. This result indicates the significance of the use of social media to manage the corporate reputation which is regarded as most invaluable asset for the company. The finding might hopefully fill the gap in the literature and prepare the ground for further future research in the field.  Keywords: Corporate Reputation, Social Media, Smart phones.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2565]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/696">
    <dcterms:title><![CDATA[The Role of Social Media on Corporate Reputation in the Smartphone Market: A Student Perspective]]></dcterms:title>
    <dcterms:abstract><![CDATA[Shamma (2012) noted that “Corporate reputation is more important than ever”. The highly turbulent business environment aroused different stakeholder groups’ expectations leading to pressure that contributed to the generation of a behavior focusing on examining and managing a company’s reputation. There is an increasing belief among companies in corporate reputation which is an intangible asset. However, this is not only dependent upon the managerial efforts within the newly developing world of social media. As Jones (2009) emphasized in blogs, social Networks, wikis, podcasts, mail groups, news groups, forums and chat rooms, the corporate reputation can easily be either enhanced or permanently damaged. Although management researchers have more interest in social media, there are no sufficient empirical researches that reveal the relationship between social media and corporate reputation. Smartphone which is not much addressed in the literature is one of the fastest growing and developing industries. Because of the target audience of smart phone producer&#039;s and sellers are the young people who are at the sometime follow social media and technological advances more closely, university students have been selected as a sample.  The aim of this study is to examine the impact of social media on corporate reputation and how this is perceived by the university students. In the study, after reviews the literature of corporate reputation and social media a survey is set out to analyze how the university students who are smart phone users have perceived the relationship between corporate reputation and social media. Two leading companies in smart phone market and the impacts of their social media activities on corporate reputation are examined comparatively. It is empirical evidence that the company which is using social media more actively and effectively has a high perception of corporate reputation. This result indicates the significance of the use of social media to manage the corporate reputation which is regarded as most invaluable asset for the company. The finding might hopefully fill the gap in the literature and prepare the ground for further future research in the field.  Keywords: Corporate Reputation, Social Media, Smart phones.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2567]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1944">
    <dcterms:title><![CDATA[The Role of Students&#039; Presentations in Foreign Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: presentation, foreign language, interculturality, tolerance  ABSTRACT  Student&#039;s presentation plays a multiple role in teaching foreign languages at an institution of higher education, since the presentation itself includes several competencies students have to show if they want it to be successful. First of all, the theme should be created and presented in a foreign language, which includes all language competencies, starting with the vocabulary specific for a certain topic, grammar structures and spelling in the first stage of preparing the presentation. Another important component is a theme of the presentation which is always a topic related to culture and civilisation of English-speaking countries, with the aim of gaining knowledge of their culture, history, geography, art, noting the similarities and differences compared to their own country, acceptance of the customs and tradition of different nationalities, with the aim of developing mutual tolerance and formation of a young person for the intercultural society of the future. Furthermore, the knowledge on how to make and structure the presentation slides is also required, and everything should be done in a way attractive for the audience, in this specific case it is the fellow students to whom the topic is presented. The final step in the whole process is student&#039;s verbal presentation in a foreign languge, which will finally consolidate all previous steps and requires loud oral articulation of words and sentences in a foreign language. Whereas on the one hand there is a presenter, on the other hand there is audience, i.e. students who listen to the presentation and actively participate in it by not only listening but also asking questions and final peer evaluation of the topic presented. The fact that the evaluation of the presentation contributes to the final grade also shows how important such a teaching method is.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1896]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1794">
    <dcterms:title><![CDATA[The Role of Texual Input Enhancement in the Second Language Acquisition of English Passive Voice]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Texual Input Enhancement, Explicit,the second language acquisition, English passive voice  ABSTRACT  The question of whether or not grammar should be taught has been determinedly debated in the fields of language pedagogy and second language acquisition. Some scholars (e.g. Ellis, 2003) are against form-oriented language instructions such as the Grammar Translation Method, because they state that grammar is acquired naturally if students are exposed to the sufficient input so there is no need to be taught. Others (e.g. White, 1987) have an opposing opinion, focusing on the inclusion of formal grammar teaching. They argue that instruction is necessary, as some grammatical features cannot be acquired naturally. Taking into consideration that both techniques aim to present the input in such way that learners’ attention is drawn to the target feature, the research conducted here focuses on how textual input enhancement affected the acquisition of the passive construction in English in the long term that compares traditional ‘form-focused’ instruction. Sharwood Smith (1991:118) defines input enhancement as ‘the process by which language input becomes salient to the learner.’  Ninety Libyan students from one Libyan university participated in the study, were randomly assigned to one of three different conditions; enhancement, explicit and control groups. Participants in the enhancement group received enhanced reading passages in English with all passive forms highlighted; participants in the explicit group received explicit teaching and participants in the control group received no enhanced reading texts or instructions.  An analysis of the participants’ responses revealed that participants in the explicit group show better knowledge of English passive than the enhancement and control groups. However, they were unable to show further improvement in the delayed post-test (long term) as the enhancement group did. The results of this study showed that textual input enhancement proven to be more effective in the long term than explicit and no instruction conditions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1804]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2606">
    <dcterms:title><![CDATA[The Role of the Nonlinguistic Knowledge of Preschoolers in Their Mental Categorization of Antonyms in Croatian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language education of preschool children in Croatian kindergartens often involves lexical-semantic tasks. In the analyzing of the knowledge of paradigmatic lexical relations in preschool children, their knowledge about the world is an essential factor. This work, pulls away from the traditional theoretical approach based only on linguistic knowledge, and the acquisition of antonyms in preschool language development reflects on the foundations of cognitive-functional theory of language. In the absence of metalinguistic and metalexical knowledge, children&#039;s derivation of antonyms depends on nonlinguistic experience, on the knowledge about the world.    The tasks in the generation of antonyms conducted among children in Zagreb kindergartens show that differences in success in the production of antonyms are attributable to the children&#039;s cognitive characteristics, to the familiarity of the words involved, to the familiarity on the tasks, and to nonlinguistic experience of children.    Conclusions presented in this paper illuminates acquisition of metalexical and lexical knowledge of the Croatian language in preschool children.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[882]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2306">
    <dcterms:title><![CDATA[The Role Of Tourism In Regional Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[Along with the acceleration of the globalization phenomenon, the level of development among  the countries has been showing substantial differences. Developed countries have performed their  development levels because they have a number of economic advantages and they have slightly  minimized the imbalance between the regions. One of the most important problems of developing  countries involves the development and underdevelopment. One of the ways to cope with this  problem is to identify the priority sector for development of these countries. Performing the development in developing countries is merely possible by evaluating the potential of their tourist  supply. The tourism sector plays significant role on regional development and the efficient use of  local tourism resources.  In this respect, the purpose of the research is to investigate the role of tourism along with  development policies to resolve interregional imbalance. Therefore, it is intended to figure out the  importance of tourism in regional development and focused regional development instruments.  As a result, it is aimed to examine the role of tourism in developing regions on their development  processes.  Keywords: Regional development, Tourism, Alternative Tourism]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1371]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2236">
    <dcterms:title><![CDATA[The Role of Tourism Incomes in the Reduction of Foreign Trade Deficit:  A Comparative Analysis of Turkey and Bosnia-Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Foreign Trade deficit, one of the most important problems in both developed and developing  countries, has been occasionally leading to crises and recessions. Nations benefit from the  tourism incomes in the reduction of foreign trade deficit at utmost level. Developing countries  such as Turkey and Bosnia-Herzegovina structurally need foreign resources to be able to solve  the sustainable development and foreign trade deficit problems. In this context, foreign currency  inputs obtained from tourism and regarded as “service industry,” have importance in the  reduction of foreign trade deficit of nations. In this sense, tourism industry has a role in both  acquiring resources needed and in reducing the foreign trade deficit.  This paper aims to present the role and importance of tourism incomes in reduction of foreign  trade deficit in Turkey and Bosnia-Herzegovina comparatively.  Keywords: Tourism industry, Tourism incomes, Foreign trade deficit, Developing countries,  Turkey, Bosnia-Herzegovina.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1363]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1922">
    <dcterms:title><![CDATA[The Role of Translation in Foreign Language Teaching – Time for Reassessment?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: foreign language teaching (FLT), translation, L2 acquisition, grammatical competence, translation exercises  ABSTRACT  Translation as a method of foreign language teaching (FLT) has been out of favour with the language teaching community for much of the 20th century. In addition to economic and ethno-centric forces, which have played a major role in the banishing of translation foreign language classroom - namely the spread of international language schools and uniform course materials classroom - objections to its use seem to be a reaction provoked by a number of disparate motives and reasons. Some of them seem to have been pedagogic, such as the belief that translation was dull and frustrating; others cognitive, namely the idea that translation creates interferences and causes negative transfer. Further objections pertain to practicality and the argument that translation is only suitable for future translators.  In recent decades, however, an increasing number of counter-arguments have been voiced for the use of translation in FLT, and pleas have multiplied for a more balanced and holistic examination of its role. In line with above observations this article attempts to contribute to this debate and presents, first, an overview of common objections to using translation contrasted with counter-objections and, second, preliminary findings of an experimental study on the role of translation in linguistic competence acquisition that is currently underway at the University of Maribor’s Department of Translation Studies. The research investigates the effect of translation exercises on the acquisition of grammatical competence in L2 in 1st year students and is predicated on carefully selected and/or prepared texts and exercises targeting particular aspects of grammar under instruction. The preliminary evidence seems to point to the belief that translation exercises contribute to explicit language learning, and are in this context particularly suited to advanced students at colleges and universities.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1897]]></dcterms:extent>
</rdf:Description></rdf:RDF>