<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/3221">
    <dcterms:title><![CDATA[Teacher Effect on the Level of Test Anxiety among Young EFL Learners  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Related literature indicates that teachers and tests are strong sources of test anxiety        among adult language learners while there exists a serious lack of research on the relationship  between teachers and test anxiety in terms of young learners. Thus, this study aims to  investigate the teacher effect on the level of test anxiety among young English as foreign  language learners as the findings of the previous studies indicate that teachers and tests are  strong sources of language anxiety. The sample group of the study consisted of 477 young  EFL learners from five primary schools. In order to collect data, a background questionnaire  and the TAS were used to assess learners’ attitudes towards teachers and their test anxiety  levels. The collected data were used to provide a descriptive and correlational analysis to  address the research question. The results of the study demonstrate that positive attitudes  towards teachers have facilitating effects on test anxiety among children while students  experience some physical and affective problems. In the light of the findings of the research, it  is recommended that language teachers should use effective communication techniques to  ensure moderate levels of test anxiety]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[665]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3220">
    <dcterms:title><![CDATA[The Impacts of Religiosity on the Ethical Attitudes of the Prospective  Managers]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this study, we aimed to explore the relationship between religiosity and business ethics.  Two dimensions of religiosity – intrinsic an extrinsic- were studied. We tested mainly one  hypothesis: whether ethical attitudes are affected by religiosity. However, we also explored the  relationships between ethical attitudes, intrinsic and extrinsic religiosity and various demographic  measures of the participants such as age, sex, and nationality.  In our study, we surveyed students at two different universities -- one is in Turkey and the other is in  Bosnia &amp; Herzegovina. Our sample consisted of first year university students. Our survey  instruments have three parts. First part included 24-vignette ethics scale of Barnett and Brown  (1994). Second part included 15-item religiosity scale of Allport and Ross (1967) -- adopted version  of it by Vitell et al. (2007). Third part contained various demographic measures such as age, sex, and  nationality.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[152]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3219">
    <dcterms:title><![CDATA[Global Financial Crisis and Economic Sustainability in South East Europe]]></dcterms:title>
    <dcterms:abstract><![CDATA[The global financial system has witnessed rapid growth and substantial  structural change during the last ten years leading to globalization of financial markets.  The integration of financial markets has accentuated the rapid flow of capital across  borders as well as magnified the contagious effects of financial crisis with wide  implications for transmission of financial policies on the domestic economy and  internationally. The global financial crisis has become a major international event and has  spread to developing countries through trade linkages, a reduction of FDI and remittances,  and a collapse in commodity prices. The effect of the global financial crisis was worsened  by rising global energy prices which pushed up inflation. The global financial crisis has  evolved differently from other major crises that have hit the developing world. This paper  analyzes the economic sustainability in South East Europe against global financial crisis.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[127]]></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/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: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/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/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/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/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:RDF>