<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/2911">
    <dcterms:title><![CDATA[Frequency of Sustainable Consumption Behavior of People: A Research on  Class Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[The world‘s sources about to running out have been realised as a result of that  population increase and economic development to be lived in the twentieth century have caused  the transformation from the notion of unlimited economic development to sustainable  development notion. Sustainable development is a model that predicts existing generation satisfies  their needs without that next generation‘s satisfy their need. The target of sustainable development  notion in regard of consumption is to be accepted sustainable consumption behavior. It requires  inquiring the frequency of sustainable consumption behavior in question because sustainable  consumption pattern to be accepted and spread to the world. This paper gives place to various  definition about sustainable consumption behavior and then presents the findings of a research. In  the study examined that frequency of sustainable consumption behavior of class teacher who work  at elementary schools in Kutahya, Turkey. At the end of this study, it was found that there was a  difference between frequency of sustainable consumption behaviors. Also, it was found that means  of frequency of all sustainable consumption behavior is mid-level. The results of this research  have significant implications for stakeholders of sustainable consumption and future research.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[219]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2910">
    <dcterms:title><![CDATA[EU Projects And Project Sample In Sustainable Development Of Lifelong  Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The countries allocate a high wealth from their budget to provide sustainable  development in the field of lifelong education. However the budgets of the institutions are  limited because of some reasons it is difficult to allocate institutional budget. Whereas all  institutions can draw benefit from EU Education and Youth Programs. The thing to do is  to perform a project. Thereby they can provide donation. But many institutions do not  have information about such a program. To cover the knowledge shortcoming and to  enlighten the projects it is approached the feasibility of the project as a study subject.  The lifelong learning program (LLP) which is included in EU Education and Youth  Program donates these kinds of projects. Especially Leonardo Da Vinci (LDV) program,  inside this program mobility and inside mobility program VET and Education Experts  Oriented (VETPRO) project sample “Consultancy applications and application examples  in real estate sector”. The sections listed below will try to form the project.  -The aim of the project  -The connection of the project with participants’ education, vocational and individual  development and relation of intercultural language skills  -The project’s program aims in relation with the European priorities in call offer  -The work plan and the timetable of the project  -The abroad information for the participants pedagogical, cultural and language  preparation.  -The content of education for participants  -Budget]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[421]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2909">
    <dcterms:title><![CDATA[The Strategic Role of Universities in Local and Regional Development: Case of  Cankiri Karatekin University-Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is expected that socio-economic development should be started at local level and  extended to regional level and then contributed positively to sustainable national development.  New established universities are among strategic actors of local development as well contribute to  university education and scientific in Turkey. Therefore, there is a compulsory for universities to  work in corporation with local actors in the subject of development in addition to its leader role in  national development. After establishment of regional development agencies, development process  extending from local to national has gained more importance. Having a take-off and strategic role  of universities in local development accelerate this process. In this study cankiri karatekin  university choosen as case study will show us that how universities have communicated and  coorperated with local dynamics in the field of local and regional development. In this study,  activities, projects, formal communications and meeting documents between university and local  actors will be investigated via using secondary data.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[205]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2908">
    <dcterms:title><![CDATA[Effects of Internal Entrepreneurshıp as an Innovative Activity: a Field  Research on Manufacturing Industry]]></dcterms:title>
    <dcterms:abstract><![CDATA[Intraperneurship is an entepreneurship activity in existence foundation.  Intrareneurship is an innovative activity which is very important for competition. In this study,  intrapreneurship is considered within the scope of innovativeness, it is discussed what the  efficient causes are on the formation of internal entrepreneurship structures and what sort of  effect internal entrepreneurship has on company achievement. In this study, in which internal  entrepreneurship is considered as an innovative activity was used and questionnaire method was  used for the purpose of data acquisition. According to the results of research, there are  significant relationships between innovation and intrapreneurship. In addition corporate  entrepreneurship and innovation were higher tendency in research organizations.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[304]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2907">
    <dcterms:title><![CDATA[Effect Of Trichoderma Harzianum And An Arbuscular Mycorrhizal  Fungus Glomus Mosseae On Fusarium Crown Rot (Fusarium  Culmorum) In Wheat (Cv Altay 2000)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The necrotrophic fungal pathogen Fusarium culmorum causes crown rot  disease (CR) in wheat. The experiments were designed to compare the effectiveness of  Trichoderma harzianum and Arbuscular Mycorrhizal Fungus Glomus mossea on  reduction of F. culmorum in wheat (cv Altay 2000) in pots tests in this research. Three  weeks after sowing, percentage of diseased emerging seedlings were evaluated. In pot  trials, Trichoderma harzianum, Glomus mosseae were initially evaluated for reducing  disease on wheat cultivars Altay 2000 planted in sterilized soil artificially infested with  the pathogen. Wheat plants growing from T. harzianum, and G. mosseae showed the  average disease severity of 82.68% for 30-40% while plants from untreated soil had the  disease severity of 75% and 98%, respectively Both of them gave also a good control in  wheat cultivars. The ability of these isolates to affect the infection of wheat seedlings by  F. culmorum may be of potential value in field trials]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[321]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2906">
    <dcterms:title><![CDATA[Architecture Constructions Which Were Established Taraklı In Sakarya,  Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Taraklı, although its history goes very back, is an Ottoman settlement place in  which the Ottoman civilian architecture samples are abundant when its pattern that should be  protected was taken into account. It is a fact that the mentioned architectural asset was  unnoticed until the recently and the required studies should be carried out in order to reveal  this our valuable heritage. It is an expected process for this 200-300-year architectural pattern  to fray and extinct. It is only possible with the academic studies to stop or slow down this  process. The value of the studies on this issue was stated in traditional architectural heritage  regulation as follows. “Traditional architecture has a special place for the whole society and  it is a reasonable source of proud. It is accepted as an attractive product that reflects the  characteristics and differences of the society. It is utilitarian, attractive and pretty. It is both  the focus of contemporary life and a document for the past of a society. It is an inappropriate  behavior not to make an effort to maintain these traditional harmonies which create the core  of the human being’s existence on the world.” There are approximately 400 historical  structures, 90 of which are documented, in Taraklı that still protects its traditional pattern and  features and has a rooted history. These structures are composed of inns, baths, schools,  mosques and houses in great numbers with public buildings in a few numbers. In this study,  the general architectural pattern and the features of this pattern of the current structures in  Taraklı that witnessed to our architectural history with its architectural aesthetic and eyeful  beauty was examined. Moreover, the studies to be carried out to protect our historical heritage  were determined analyzing the current structures]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[449]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2905">
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[360]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2904">
    <dcterms:date><![CDATA[2010-12-01]]></dcterms:date>
    <dcterms:extent><![CDATA[745]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2903">
    <dcterms:title><![CDATA[PERCEPTIONS AND EFFECTIVENESS OF BEING A NON-NATIVE ENGLISH SPEAKER TEACHER (NNEST) AS A FOREIGNER IN BOSNIA AND HERZEGOVINA]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the field of English language teaching (ELT), a growing number of teachers are not native speakers of English. According to current estimates, about eighty percent of English teachers worldwide are non-native speakers of the language. The term non-native English speaking teacher (NNEST) has created a division among professionals in the ELT profession. English is taught commonly in many countries where English is spoken as a second language or spoken widely. Therefore, being a non-native English speaking teacher in your own country, where English is the target language between you and your own local learners and inevitably your mother tongue is used partly during the classes, is different from in a foreign country where English is mutual language between you and your learners. In that case, English is the only way for you and your learners in order to communicate in every part of school life, in school activities or even in your daily life. Learners feel like talking just the target language before, during, and after the classes unavoidably. We can see the differences of learning English through a local non-native English speaking teacher.  Key words: English language teaching, NNEST  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-12-15]]></dcterms:date>
    <dcterms:extent><![CDATA[747]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2902">
    <dcterms:title><![CDATA[Culture-focused learning in the EFL classroom: Materials and approaches]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this presentation, I introduce approaches and materials that I have developed  with university students studying English as a foreign language in Okinawa Prefecture,  Japan, to focus on cultural diversity and regional identity.  Okinawa is the southernmost Prefecture in Japan. It has a rich cultural tradition that was at  its height in the ‗Golden Age‘ of the 15th century. One of my teaching goals is to help  students identify the special features of this living heritage and to be able to talk about and  explain them to visitors in English. Since we clearly learn about our own culture through  contrasting it with others, my materials are also multicultural. Several sets of materials  are introduced:  Using the vehicle of The Guided Walk to identify, research, and make presentations about  local cultural artifacts. This includes students assuming the role of tour guide.  Looking at what artifacts we can find on the streets in cities outside Japan.  Examples from a government funded CALL project in which our team is compiling  regional-focused lexical materials in a visual dictionary.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011]]></dcterms:date>
    <dcterms:extent><![CDATA[100]]></dcterms:extent>
</rdf:Description></rdf:RDF>