<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/3208">
    <dcterms:title><![CDATA[Mentoring SYSTEM: An Evaluation by English Mentors and Efl Student-  Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[The system of mentoring has first been applied in England and is being used in  Turkey’s educational system, too. The aim of the study is evaluating the mentoring system of  Ataturk University, School of Education, and English Language Teaching Department in  training pre-service English teachers during their teaching experience at schools.  Questionnaires were applied to mentors, student-teachers and supervisors. Data have been  collected through questionnaires which include Lykert type items and collected data have been  analyzed statistically using mean scores of the participants. The purpose of this study is to  make student teachers and mentors aware of mentors’ importance in teaching experience, to  attract the interest of teachers who have never taken part in mentoring. The aim which is to  reach mass of mentors has been achieved. However, it is essential to state that this study is a  kind of starting point to develop new research in this context.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[365]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3209">
    <dcterms:title><![CDATA[INDUSTRIALIZATION PROBLEM OF CULTURE IN THE PROCESS  OF GLOBALIZATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[The rapid changes  and transformations in science, technology and mass  communication have gave way to a new process. This recent phenomenon which made itself felt   in almost every part of human life has, at the same time, caused debates in western cultural life  on philosophy, literature, architecture, painting under the name of globalization. One  of the  debates was the one towards modern age under the domination of production and industrial   capitalism. The valid value of industrialization, the “production”, has left its place to a new   social understanding named “upper-reality”. This has emerged as a result of post-industrial  viewpoints. On the other hand, “similarity” replaced the “reality”of modern cultural values. The  process of globalization , again, transformed the aesthetic nature of cultural values into  commercial meta identity together with post-industrial approaches. As the globalized industrial  values made man mere consumer, there emerged the ideology of entertainment industry. This  process has both produced meta and created mass culture or popular values before individuality.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[662]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3210">
    <dcterms:title><![CDATA[Determinants of Bank Efficiency in Turkey: A Two Stage Data  Envelopment Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[Financial industry plays an important role in the economy and banks are  indispensable players in the financial industry. Therefore, the evaluation of banks’  performance became a popular research topic in all over the world, and also in Turkey. There  are different techniques to determine the banks’ performance. Among those techniques, Data  Envelopment Analysis (DEA), which is a non-parametric technique, has been widely used in  the banking sector. In this research, we analyzed the efficiency of Turkish Banking Industry  with Data Envelopment Analysis (DEA) methodology between 2002 and 2007. All the banks  that constantly operated in the years between 2002 and 2007, excluding investment and  development, participation banks, get into the analysis. So there are four groups of banks in  the research, those are state-owned deposit banks, privately-owned deposit banks, foreign  banks founded in Turkey, and foreign banks having branches in Turkey. In the research  model, number of employees, interest expenses, non-interest expenses and total deposit are  determined as input, total credits, interest revenue and non-interest revenue are determined as  output. This analysis aims to explain the variation in efficiency scores with a set of  explanatory variables, such as size, ownership type, nationality, being publicly held.  According to results, the efficiency levels do not change very much between 2002 and 2007.  The efficiency scores reached top level in 2005 and 2006. The results of regression  application denote that all of the explanatory variables have a significant effect on banks’  efficiency levels. According to regression analysis results, size negatively affects the  efficiency levels of banks. Publicly listed banks operate more efficient than not publicly listed  banks. Foreign owned banks operate more efficient than their domestic peers. Furthermore,  state owned banks are less efficient than non-state banks.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[132]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3211">
    <dcterms:title><![CDATA[How Is the Market Size Relevant as a Determinant of FDI in Developing  Countries? A Research on Population and the Cohort Size]]></dcterms:title>
    <dcterms:abstract><![CDATA[The small size of the market in developing countries is associated with non-market  seeking FDI activities. Even though, GDP per capita is a poor indicator for the market seeking  FDI activities in developing countries, both population and GDP are crucial. The findings of  the study suggest that FDI is concerned with the size of market in developing countries not in  per capita basis but rather in aggregate size. More precisely, FDI will more likely focus on  regional areas rather than on an expansion through the country. In terms of cohort size, the  size of middle age cohort promotes FDI, and old and young age cohorts weaken FDI.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[286]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3212">
    <dcterms:title><![CDATA[Effects of Knowledge on Nutrition and Eating Habits of Bilecik University Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[A problem facing youth today is the lack of available healthy fast foods or easily  prepared foods. During adolescence, young people are assuming responsibility for their own  eating habits, health-related attitudes and behaviours and their growing independence is often  associated with unconventional eating patterns. The aim of this study was detecting the effect of  knowledge on nutrition and affecting healthy food choices in Bilecik University students.   Researching data were collected from 471 of Bilecik University students in 2 campuses. In the  present study which was done the method of simple randomized sampling and completed  questionnaires to nutritional knowledge, eating habits and behaviours of them. 209 (%44.4) of  male students and 262 (%55.6) of female students were examined. It was found that the average  weights of the male and female students, who were at the ages of 17-23, were 60.85 kg and the  average heights of them were 168.03m.Applied questionnaires before and after giving  nutritional training, the results demonstrated that students improved their eating habits and  behaviours; consumption ratio of fruits-vegetables for everyday was increased from %36.7  to%46.2; sugary foods consumption ratio was decreased from %91.7 to %88.7. At breakfast,  drinking tea-coffee ratio was also decreased from %81 to %73.9; drinking fruits / vegetable  juices -milk ratio was raised to %26.1 from %19 .The lunch and dinner choices of students were  seemed to develop; eating nick nack frequency was reduced from%18.1 to % 15.8,  consumption meat with unhealthy fats was down %38.3 to %27.7. On the other hand eating  vegetables frequency was getting increase %9.8 up to %16.6. Nutrition education for students  should incorporate self-efficacy, relevant health values and barriers-to-change, education about  nutrients, and improved access to healthy foods. Student smoking and drinking should also be  targeted.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[424]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3213">
    <dcterms:title><![CDATA[The Effects of Globalisation and Technological Improvements on Vocational and Technical Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[: At the beginning of the 21  st   century, it’s seen that countries find themselves in a  competition of information and technology and that they have taken a long distance on the way of  becoming communities of knowledge. In line with the added to the importance of the need for  education “Globalisation”, “re-construction” and “integration with the world” are among concepts  which are used to describe especially post-industry information societies. The fact that  information gains importance adds to the responsibilities of the whole educational organisation  from the sources where information is produced to the structure, operation, administration and  programs of educational institutions. Educational organisations must lead to the modernisation of  the society because educational organisations have the chance to have influence on other systems  by the way they lead. Main condition of rapidly improvements of developing countries depends  on improving education qualifications and training qualified person. In this study, the effects of  globalisation and technological improvements on the quality of vocational and technical  educations were examined and given some suggestions about the subject.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[406]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3214">
    <dcterms:title><![CDATA[Teachers’ Automatical Thoughts   ]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study it was aimed to analyze automatic thoughts of teachers from the aspect  of variables of gender, marital status, institution they teach or work for, service period, status  of receiving inservice training, the settlement they’ve taught or worked for the longest period,  sports playing, artiness, styles of communication. Subjects were 215 randomly chosen teachers  teaching at primary and secondary educational institutions in province center of ErzurumTurkey  within the 2008-2009 academic  (school)  year.  Data regarding  automatic  thoughts of    teachers  was obtained through Automatic  Thoughts  Questionnaire  (ATQ) which was designed    by  Hollan and Kendal  (1980)  and  adapted to  turkish  first  by  Aydın  ve Aydın  (1980)  and then    by    Şahin and Şahin (1992) to measure the occurance the frequency of automatic negative  thoughts associated with depression. It is a 30-item with 1-5 score margin likert type scale  (ATQ-30). Personal and professional data about participant teachers obtained through personal  information form which was developed by the researchers. For statistical analysis of data  obtained. t-test, one way variance analysis (ANOVA) and multiple regression analysis tests  were applied. It can be affirmed that above mentioned assumed precursor variables couldn’t  predict nonfunctional attitude scores of teachers at a significant level.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[426]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3215">
    <dcterms:title><![CDATA[Ortaöğretim Edebiyat Derslerinde İşlenecek Metinlerin Eğitim Açısından  Değerlendirilmesi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ortaöğretimde öğrencilere verilen derslerin elbette herbirinin ayrı ve gerekli  işlevleri ve yerleri vardır. Ancak bunlar içerisindeki edebiyat derslerinin fonksiyonları  göz önünde bulundurulduğunda, dersin yeri ve önemi bir kat daha öne çıkar. Edebiyat  dersleri, hem edebî bilgi, hem estetik eğitim, hem de içerdiği konular ve açılımlarla  öğrenci için bir “hayat bilgisi ve tecrübesi” edinme dersi niteliğindedir. Bunun için bu  derslerin, Türk eğitim sistemi içerisinde maruz kaldığı sorunların ciddiye alınması,  aksaklıkların giderilmesi eğitim adına şarttır. Bunların başında ise TC Millî Eğitim  Bakanlığı edebiyat dersi müfredatı içerisine alınan edebî metinlerin seçimi ve bu  metinlerin eğitim açısından daha da dikkate alınması gelmektedir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[434]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3216">
    <dcterms:title><![CDATA[Sanat, Ahlâk Ve Eğitim İlişkisine Dair]]></dcterms:title>
    <dcterms:abstract><![CDATA[Sanat, ahlâk ve eğitim üç toplumsal etkinlik alanıdır. Bunlardan sanat “güzelçirkin”,  ahlâk ise “iyi-kötü” kavram ikilisine dayanır ve kendi ilkeleri ve zeminleri  üzerinde oluşur. Ancak her iki alan da birbirleri hakkında kendileri açısından değer  yargıları geliştirebilirler. Dolayısıyla bu durum, “ahlâk açısından sanat” yahut “sanatın  gözüyle ahlâk” gibi yaklaşımları mümkün kılar. Bu iki alanın aralarındaki bu ilişki, eğitim  için de geçerlidir. Bilhassa ahlâk ve eğitimin kesiştiği “ahlâk eğitimi” alanında sanattan  faydalanma gereklidir. Bu “iyi”nin “güzel”le örtüşmesi olacaktır ki, etkisi de daha kuvvetli  ve kalıcıdır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[420]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3217">
    <dcterms:title><![CDATA[Learning and Teaching Strategies for Technology Education in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main power behind the development of a country can be considered as  EDUCATION. Today, due to rapid industrialization, professional and technical education is  regarded as locomotive in raising staff to industry equipped with necessary qualifications.  Engineering education in developed countries is based on theory and it is design oriented.  Engineers participate rarely in implementation, though in some countries they are directly involved.  The engineering education in Turkey is given in the faculties of Engineering and it has been  observed that the education is mostly theoretical. It has also been observed that there are important  shortcomings in transferring the comprehensive theoretical engineering knowledge into practice and  that there is a gap between the industry and the universities. An important shortcoming exists in  technology education, which actually means the transfer of theoretical knowledge into practice. The  Technical Training Faculties do not only give theoretical knowledge but they also provide an  important amount of applied education; however the graduates are entitled as technical teachers  without clearly defined roles and responsibilities, as a result of which the industrial institutions can  not make use of them. The engineering and technology education in developed countries are given  by Engineering Faculties, Technology Faculties and Technician Schools. The technology Faculties  part of this process is missing in our country. This should be completed by the establishment of the  Technology Faculties. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[350]]></dcterms:extent>
</rdf:Description></rdf:RDF>