<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://eprints.ibu.edu.ba/items/show/3558">
    <dcterms:title><![CDATA[ Inventory Management System]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study addresses the development and implementation of an Inventory Management System (IMS) as part of a senior design project. The inefficiencies and challenges associated with traditional inventory management methods prompted the investigation into a comprehensive system to streamline operations and enhance organizational efficiency. The primary problem addressed in this research is the lack of an integrated and automated approach to inventory management, leading to inaccuracies, stockouts, overstocking, and ultimately, increased operational costs.<br />
The methods and procedures involved in this study encompassed a thorough analysis of existing inventory management practices and the design and development of a bespoke IMS. The system integrates real-time tracking, and data analytics to facilitate inventory control, demand forecasting, and procurement processes. Additionally, user-friendly interfaces were designed to enhance usability and accessibility across organizational levels.<br />
]]></dcterms:abstract>
    <dcterms:language><![CDATA[English language]]></dcterms:language>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/2801">
    <dcterms:title><![CDATA[―Coopertive Learning in ELT: A Literature Review]]></dcterms:title>
    <dcterms:abstract><![CDATA[Cooperative learning has received increased attention in recent years due to the  movement through learner centred learning. This paper provides an overview of the use of  cooperative learning (CL) and effects of it in second language instruction. After three brief  definitions of CL, key areas are discussed in the paper. The first part of the article provides  the theory of language and learning in CL while the second part introduces the objectives,  syllabus, types of learning and teaching activities and the roles of teacher, learners and  instructional materials in CL. The article concludes cooperative learning makes maximum use  of cooperative activitites involving pairs and small groups of learners in the classroom.  Moreover, it establishes a democratic form of teaching. It enhances both the individual and  the community. Each student can share his/her ideas and learn to listen and respect each other.  Furthermore, Cooperative learning influences collabarative spirit among students by  minimizing competition leading to conflicts in today‘s world.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[53]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/1954">
    <dcterms:title><![CDATA[&#039;Head, Shoulders, Knees and Toes&#039;, Nonverbal Communication in Esl/Efl Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: nonverbal communication, teaching methodology, ESL/EFL, classroom management  ABSTRACT  This paper aims at presenting major features of nonverbal communication in general, and in an EFL/ESL classroom. Little it is known about how the principles and aspects of nonverbal communication can help in building a rapport acceptable for both the students and teachers. Commenting Schulz von Thun’s communication model, this paper also sheds light on the connection between the nonverbal communication and learner styles, teacher roles and classroom management.  The first part of the paper focuses on teacher’s nonverbal communication, and the way it affects both the students and classroom management. During everyday classroom talk it may appear that the teacher and pupils exchange information utterly at the verbal level, but as it has been suggested, between 60 and 70 percent of all meaning comes from nonverbal communication. The list of do’s and don’ts of nonverbal communication is presented (use of physical and personal space, body motion and gestures, use of face and eyes, vocal, and physical characteristics). The paper furthermore addresses teachers’ approach to different learner types, no matter what the criteria of learner type division are.  The second part of the paper introduces the nonverbal communication regarded from the students’ perspective. It will help teachers understand the component of communication not visible on first sight, but which can easily be implemented in teaching techniques used in presenting different language skills; such as concept questions in teaching grammar, intonation in teaching tone of English, mime in presenting syntactically difficult expressions, and many more. The nonverbal communication can also be implemented in classroom management techniques, such as giving task instructions, grouping or pairing students, plenary feedbacks, correcting mistakes and giving feedback to students.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1757]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/564">
    <dcterms:title><![CDATA[&#039;KADIN VE SANAT&#039; BAĞLAMINDA FATMA ALİYE&#039;NİN UDÎ VE  ANNE BRONTË&#039;UN ŞATODAKİ KADIN ROMANLARINA BAKIŞ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Fatma Aliye’nin Udî ve Anne Brontë’un Şatodaki Kadın romanlarına  baktığımızda ataerkil yapılanma içerisinde kadına düşen roller çerçevesinde  sanat da kadını bezeyen bir süs uğraşısıolarak yerini alır. Fakat romanların  kadın kahramanları açısından bu durum, zorunluluk gereği biraz değişikliğe  uğrar. Bu çalışmamızda sanatın, kadın için hangi anlamlara geldiğinin, bahsi  geçen romanlar üzerinden, bir değerlendirmesini yapacağız.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-05-23]]></dcterms:date>
    <dcterms:extent><![CDATA[2729]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-582X     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/2022">
    <dcterms:title><![CDATA[&#039;Silent&#039; Women in Robert Browning&#039;s Dramatic Monologues]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Victorian, women, silent, patriarchy, monologue  ABSTRACT  Robert Browning was one of the two most famous Victorian poets, who became well-known particularly for his dramatic monologues. Mostly set in the Renaissance Italy, they usually present a male speaker with artistic inclinations who, caught at a crucial moment of his life, unconsciously reveals the deep and dark secrets of his character to a silent listener. In his two most successful monologues, ‘My Last Duchess’ and ‘Andrea del Sarto’, Browning deals with the relationship between life and art, men and women, power and weakness. His male speakers, the rich and arrogant Duke of Ferrara and the weak and passive Andre del Sarto, ironically called ‘the faultless painter’, look back at their lives and talk about their past desires, plans, ambitions and regrets, which were significantly influenced by the relationship they had with their wives. Although we are not given the opportunity to hear the voices of these ‘silent’ women whose characters are presented to us only through their husbands’ words, we still manage to get a pretty good idea about their position in the patriarchal Victorian society and the roles they were supposed to play. This paper will try to examine different relationships between these two pairs of husbands and wives, as well as to explore the stereotypes used in the presentation of women such as ‘the angel in the house’, ‘the fallen woman’ and ‘the femme fatale’.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1763]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/2405">
    <dcterms:title><![CDATA[‘Let’s make that tower even higher’: A task-based approach to directive speech acts in spoken EFL interactions.]]></dcterms:title>
    <dcterms:abstract><![CDATA[Despite Bardovi-Harlig (1999) calling for the inclusion of more diversified naturalistic data collection methods in the study of interlanguage discourse, studies on the production of L2 speech acts still rely heavily on experimental data. Methodological comparisons in speech act research have revealed differences between naturally occurring data and language elicited in experimental conditions (cf. e.g. Beebe and Cummings, 1996; Golato, 2003; Yuan, 2001). The omnipresence of the discourse completion task and other - what Jucker (2009) calls - laboratory methods in interlanguage pragmatic research allows for comparability of both speaker variables (such as L1, length of acquisition, exposure to target language and more general sociolinguistic factors) and test conditions (such as pre-test post-test design). On the other hand, it - at least - has the potential to generate language which is not necessarily representative of what learners are capable of doing in situations with actual communicative intent.    The present paper therefore integrates the advantages of traditional laboratory methods in a more naturalistic approach to data collection in interlanguage speech act research. In order to elicit and analyse directive speech acts (i.e. speech acts with which the speaker wants the hearer to carry out a future action, cf. Searle 1976), a task-based experimental design was chosen. Participants were asked to negotiate meaning in their foreign language English while being engaged in a problem-solving non-verbal task. Participants‘ focus on achieving the goal and their involvement in the task seemed to have diminished the observer effect (cf. Labov, 1972; Kasper, 2000) which surfaces in different realisation patterns than those observed in DCT-based studies on interlanguage requests (cf. Faerch and Kasper 1989; Trosborg, 1995; Barron, 2005; Schauer, 2007). The present paper will discuss the differences found and moreover present preliminary findings on the conversational structures and the sequencing of directive speech acts in spoken learner discourse.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[879]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/2113">
    <dcterms:title><![CDATA[‘Vicarious’ Interaction in Efl Online Discussions: A Classroom Research]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this talk, I will summarise my main learning moments from a classroom research into the quality of my undergraduate students’ (n=50) participation in online platform discussions. I set up a Google Group as a non-compulsory ecomponent to my EFL course. This platform was envisaged as an opportunity for my students to alternatively contribute to the course by starting threads on topics of their interest or by commenting on existing threads. What caught my attention after observing their e-exchanges for a full academic year (2011/12) was that some students--albeit active in class--mostly stayed away from online activity. Others mysteriously disappeared from this online forum half way through the course. I was curious to explore the reasons for this, at times, strange (e-) behaviour among my students.     I engaged in both first- and second-order research (Marton in Freeman, 1998), as I was keen on investigating both the quality of my students’ exchanges and their perceptions of, and speculations about, their own behaviours. This classroom research shed local light on a global phenomenon: ‘vicarious interaction’, i.e. observing the interaction between other participants without taking active part in it (Sutton, 2000). Some of my students’ feedback supported Sutton’s claim that “direct interaction is not necessary for all students” (p. 3) and that some might learn best via long periods of observation before actually joining the group at a visible level (if they join the group at all). Sutton strongly argues that participants should be given control over how they interact with other participants, to what extent and whether they interact at all.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3580]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/1606">
    <dcterms:title><![CDATA[&quot;Axis shift&quot; as a Foreign Policy Concept and Reflectıon of  this Concept on Turkish Press]]></dcterms:title>
    <dcterms:abstract><![CDATA[In Turkey, the AK Party (Justice and Development Party) in conjunction  with the coming to power, it is claimed by some quarters in the U.S.A.  (United States of America) and EU (European Union), Turkey, especially  based on Middle East policy in the last period, is wafting through the  project of the European Union trying to hold on for more than 50 years  and therefore the westernization process to other entities, especially  towards to the Shanghai Quintet. This claim is also known as Axis Shift,  brought about internal and external public debates. The purpose of this  study, the above-mentioned claim, i.e., the axis Shift, is to investigate in  what way is reflected in the Turkish press. In this context, the framework  consists of titles such as, a shift of axis, axis shift in foreign policy, Turkey&#039;s  EU integration process, Turkey-EU relations in the last period, field  research. In this direction, in order to test the aforementioned claim,  having different ideological stance and boss structure in Turkish press, like  as Cumhuriyet Gazetesi, Zaman Gazetesi, Yeniçağ Gazetesi, Milliyet  Gazetesi and Habertürk Gazetesi under the spotlight by taking 1 month it  shall be subjected to discourse analysis of these newspapers opinion  columnists.  Keywords: Turkey and the EU, Axis Shift, Turkey Press, Shanghai Quintet,  the Middle East.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1588]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/1876">
    <dcterms:title><![CDATA[&quot;Being addressed &#039;Abla&#039; (Elder Sister) Makes One the Sibling of all Turks&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Turkish, Teaching Turkish, teaching culture, intercultural, competence, crosscultural competence  ABSTRACT  In this paper I will illustrate different cultural meanings attached to terms of address in Turkish in comparison to Finnish in regard to the term ‘abla’ which refers to one’s elder sister in Turkish. As Byram (1997) highlights integrating culture to language teaching is not a new idea but with the aid of globalization and the multi-media in recent decades it is easier to come in touch with the target culture and gain familiarity with the various usages of language by either bringing it into the classroom, or traveling to the target country. Seeing authentic usages enables the learner gain a better understanding of cultural differences and gain competence when experimenting with the specific language belonging o a context. A newspaper article in Finland mentioned about a Finnish journalist who, had studied Turkish in Finland and worked in Turkey, was addressed ‘abla’ in the street in Turkey not understanding why people were calling her like that. She realized that the term ‘abla’ she had learnt did not solely refer to the parental sibling in Turkey, and one easily could become the sister of neighbors, the greengrocer, or the minibus driver. After several months she got used to this term of address and started to use it too. She had gained linguistic and cultural competence by integrating ‘abla’ to her target language productivity. I brought the article to my classes at the University of Helsinki where I teach Turkish language and discussed the additional cultural meanings of the term of address by focusing on ‘abla’ and ‘hocam’ with 8 other terms of address. From that day on, by thinking analytically about the cultural relationships of these terms some students made the unfamiliar usage in Finland starting to address me ‘hocam’ just like my students in Turkey.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2007]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/2110">
    <dcterms:title><![CDATA[&quot;Paralyzed in Winesburg, Ohio, or Grotesques in Dublin&quot; Defining the Structure of Epicleti]]></dcterms:title>
    <dcterms:abstract><![CDATA[In a letter to Constantine Curran, in July 1904, James Joyce wrote: „I am writing a series of epicleti – ten – for a paper ... I call the series Dubliners.“ The term epicleti has been interpreted as a misspelled form of “epiclesis”, the process of transubstantiation as defined by the doctrine of the Roman Catholic Church. This went hand in hand with Joyce’s interpretation of the role of an artist as „a priest of eternal imagination, transmuting the daily bread of experience into the radiant body of everliving life”. Wolfhard Steppe convincingly argued that epicleti was a misreading of Joyce’s handwriting and that in fact the word written is epiclets, but the notion of epiclesis still remains a valuable way of interpreting the works of James Joyce, and McDermott, in a study of Joyce and Raymond Carver, has argued that epicleti itself can be considered a genre of short story. Taking this perspective, the main focus of the paper is to define the very structure of epicleti by systematically examining each of the genre’s key features, including the notion of transubstantiation and epiphany, as well as setting and characters traits. To have a variation of samples, we will use a frequently pointed out similarity between Dubliners (1914) and Winesburg, Ohio (1919) written by Sherwood Anderson. A number of scholars, including Zlotnick and Curry, examined this relation, focusing mainly on the comparison of the works and/or disbanding the possibility of imitation, respectively. Studies such as these offer a useful framework, but do not go in depth with the notion of an epicleti, and what it means for a story to be regarded as one. Using the comparison we aim to isolate the main elements of the structure, examining at the same time the place of a single structure within the frame of the whole collection, defining a genre of short story writing which can be usefully called epicleti.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3583]]></dcterms:extent>
</rdf:Description></rdf:RDF>
