<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/1349">
    <dcterms:title><![CDATA[ESKİ VE ORTA TÜRKÇEDE GEÇEN BAZI FİİLLERİN ÇEŞİTLİ ALTAY DİLLERİNDEKİ GÖRÜNÜMLERİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Altay dilleri, Eski Türkçe, Orta Türkçe, Fiiller. ÖZET  7. yüzyıldan 16. yüzyıla kadar, “Eski Türkçe” ve “Orta Türkçe” olarak anılan dil devreleri içinde ortaya konmuş çeşitli dil yadigârlarından alınmış bazı fiil örnekleri, çağdaş Altay dillerinin (Turki, Moğolca, Tunguzca, Mançuca vs.) sözvarlığında hâlihazırda bulunan benzer şekil ve örneklerle karşılaştırılarak ses bilgisel ve yapıbilgisel açıdan incelenmiştir. Elde edilen sonuçların ışığında, Eski ve Orta Türkçede geçtiği tespit edilen bu örnek fiillerin etimolojik yapısı ve geçiş yolları ortaya çıkarılmıştır. Bu vesileyle Altay dillerinin bazılarında bulunan ses ve yapı açısından değişime uğrasa da aynı kökten türemiş veyahut eşasıllı olması kesin ya da muhtemel olan fiillerin durumuyla ilgili olarak genel bir değerlendirme yapılmış, Altay dillerinin ortak söz varlığı Eski ve Orta Türkçeden seçilmiş fiil kök ve gövdelerinin baz alındığı bir zeminde karşılaştırmalı olarak irdelenmiştir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2002]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1805">
    <dcterms:title><![CDATA[ESKİ VE ORTA TÜRKÇEDE GEÇEN BAZI FİİLLERİN ÇEŞİTLİ ALTAY DİLLERİNDEKİ GÖRÜNÜMLERİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Altay dilleri, Eski Türkçe, Orta Türkçe, Fiiller.  ÖZET  7. yüzyıldan 16. yüzyıla kadar, “Eski Türkçe” ve “Orta Türkçe” olarak anılan dil devreleri içinde ortaya konmuş çeşitli dil yadigârlarından alınmış bazı fiil örnekleri, çağdaş Altay dillerinin (Turki, Moğolca, Tunguzca, Mançuca vs.) sözvarlığında hâlihazırda bulunan benzer şekil ve örneklerle karşılaştırılarak ses bilgisel ve yapıbilgisel açıdan incelenmiştir. Elde edilen sonuçların ışığında, Eski ve Orta Türkçede geçtiği tespit edilen bu örnek fiillerin etimolojik yapısı ve geçiş yolları ortaya çıkarılmıştır. Bu vesileyle Altay dillerinin bazılarında bulunan ses ve yapı açısından değişime uğrasa da aynı kökten türemiş veyahut eşasıllı olması kesin ya da muhtemel olan fiillerin durumuyla ilgili olarak genel bir değerlendirme yapılmış, Altay dillerinin ortak söz varlığı Eski ve Orta Türkçeden seçilmiş fiil kök ve gövdelerinin baz alındığı bir zeminde karşılaştırmalı olarak irdelenmiştir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1961]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1891">
    <dcterms:title><![CDATA[ESL Teachers&#039; Professional Development on Facebook]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Facebook pages, ESL teachers, online communities ,professional development, social networks  ABSTRACT  ESL teacher from around the world can create or join Facebook pages, groups or clubs for ESL teachers for free. Those pages are online learning communities that provide opportunities for in-depth peer-to-peer interaction. They help teachers exchange knowledge, information and experiences. They create social inter-personal rapport among the participants. They foster dialog among teachers, promote asynchronous self-directed learning, peer support and greater involvement in teaching-learning and student-teacher issues. They provide opportunities for cognitive, social, and teaching presences and are essential for the successful development of online learning communities. Members of the Facebook ESL teachers&#039; pages constitute a homogeneous group of teachers from different countries and cultures and the climate of interaction is warm and positive. Members are inclusive, supportive and receptive of each other&#039;s ideas and attend to each other&#039;s needs. Members can upload and download resources such as tests, video activities, movies for the ESL classroom, ebooks, lesson plans, software, and worksheets. They post questions and receive answers about teaching and learning English such as: how to become a teacher, teaching via skype, grammar usage rules, improving students’ accent, ideas for increased comprehension, communicative activities, how to reinforce speaking, problems in teaching writing, reading, grammar, pronunciation…etc. Facebook teachers&#039; pages also enhance teachers’ awareness of non-conventional ESL teaching issues such as: Teaching business with no teaching certificate, Facebook pen-friends, teaching in rural schools in China, online tutoring, testing private students at Euro levels, using songs in TEFL, ideas for teaching presentation with 600 students, and others. The presentation will give examples of Facebook pages, groups or clubs for ESL teachers, kinds of topics, issues and problems posted about the teaching and learning of English to students of all ages, the role of Facebook teachers&#039; pages in professional development as perceived by a sample of ESL teacher members.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1921]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1161">
    <dcterms:title><![CDATA[ESP CURRICULUM AT THE UNIVERSITY LEVEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper focuses on the former curricula for English for Special Purposes at the University of Banjaluka. Namely, the old curricula that had been used to teach ESP to students of mathematics, physics, chemistry, biology, geography, and spatial planning had displayed a poor focus on the specific vocabulary. Furthermore, the main focus was one the basic grammar points so the students could not be expected to show deep understanding of specific texts. If we consider the fact that students from the target departments all use different vocabulary in their own fields, it became obvious that the target vocabulary should be included, which had not been the case. Another flaw of the former curricula was that the students did not deal with any original English texts in their subject field or with the translation. Hence, we introduced such texts in the new curriculum resulting in a better understanding of the students&#039; own subject matter. We also considered the fact that most scientific papers and handbooks that the students use during their college years were written in English. Our suggestion was that apart from the grammar points presented to the students, their ESP curricula should more focus on their own scientific language, i.e. on the vocabulary that is typical of their own subject matter and which they might be able to use one day in their own field of research. The new curricula resulted in students being more eager to study ESP and better understand the specific target texts.    Keywords: ESP, curriculum, revision, university level, teaching trends]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3515]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1791">
    <dcterms:title><![CDATA[ESP in the Academia]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:ESP, vocational English, academia, teaching, syllabi  ABSTRACT  The role of the English as lingua franca is indubitable, and our academia acknowledged this fact a long time ago. Nowadays it is almost impossible to find any university programme or department which does not have English course(s) in their curricula. Understandably, the particular syllabi have been made according to the specific, usually vocational, needs of each of the programmes or departments. Nevertheless, if a closer look is made into the syllabi of English language departments in Bosnia and Herzegovina, it becomes obvious that very little, if any, attention is paid in teaching English for Specific Purposes. Even though one can see some traces of ESP in the above-mentioned departments, the majority of teaching has still been focused on teaching what can be called “general English”.  This presentation will focus on the results of the survey of the present state in teaching of the ESP at the University of Banja Luka, the second largest university in Bosnia and Herzegovina. There has been a need felt that the English departments throughout the country should immediately take some action into introduction of courses in ESP not only in the first cycle studies, but also in the second and the third. There is a need felt in the academia for professionals who will both be experts in the language itself and the specific needs which each branch of the ESP has.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2056]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/502">
    <dcterms:title><![CDATA[ESP Teaching Practice at Technical Faculties]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper offers an insight into the highlights of the ESP teaching practice at the University of Zenica, the university with the longest ESP tradition in the country. This type of language instruction started as part of an optional course at the Faculty of Metallurgy in 1970s. During the following decades – especially in recent times – the teaching has been developed and organized into several obligatory ESP courses that are taught during the final four semesters of undergraduate studies at technical faculties. The training finishes with so called Public Lecture – a series of presentations delivered by the students themselves. The main characteristics of ESP instruction at these faculties are total flexibility and adaptability. This means the ESP teacher not only tends to follow the most recent findings in the realm of the ELT, but also observes the specific educational and social circumstances within which the learning/teaching process takes place. In a country such as Bosnia and Herzegovina, where the legacy of war includes a brain drain and a complex situation at all three educational levels, it is important to design innovative practices that can compensate for the aforementioned deficiencies. By being responsive to students’ needs, we try to bridge and/or fill in the gaps in their knowledge. In the course of our ESP instruction the students are equipped with the most appropriate and practical tools they can use when they encounter the problem of translating a technical text – a simplified &#039;translation technology&#039;. Thus, they are encouraged to enter the language arena. Without such a scaffold, they would most probably remain only spectators.     Key words: ESP, translation technology, vocabulary, syntax, morphology]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014-11-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2779]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/993">
    <dcterms:title><![CDATA[ESP TUITION AND THE INTERNET]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper discusses the options for using the Internet and various resources it provides within specific ESP courses and tuition in general. After a general introduction dealing with specific features of ESP in higher education (purpose, objectives, issues, tuition organization modes) the paper will mention, analyse and explain various aspects of using the Internet resources for tuition improvement and enrichment. On that occasion, the resources will be grouped and classified on the basis of different relevant criteria, and observed pursuant to that. At the end of the paper, the conclusion will give an overview on the usability of mentioned and discussed resources.     Keywords: ESP, Internet, tuition.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3392]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3447">
    <dcterms:title><![CDATA[Essentials of Digital Forensics ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Information available on Internet Live Stats web site<br />
(www.internetlivestats.com) that 40 percent of world’s population is<br />
using Internet Media almost daily reports on different cyber and digital<br />
security incidents. Many more similar incidents have never been reported<br />
or they have been reported years after they had occurred due to the fact<br />
that they could have jeopardised ongoing law enforcement investigations<br />
or because they could have been embarrassing and thus negatively affect<br />
reputation of the victim – organisation or a person.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[July, 2019]]></dcterms:date>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2370">
    <dcterms:title><![CDATA[Estimating The Number Of Daily Patient Applications By Using Artificial Neural  Networks]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study is aiming at estimating the patient volumes of hospitals by using artificial neural  networks. In order to train the artificial neural network models in this study, historical patient  applications data from a Turkish hospital were used. All patient applications counted as daily  numbers during three years and dependent variable of our study (patient_count) is derived. A  different approach used in this study and instead of a single independent variable (which is  time), four different time periods were used as input variables of the artificial neural network  models. These input variables were day of month, day of week, month, and year. Several  artificial neural network models have been generated and compared with each other by their  predictive performance measures. The best predictive artificial neural network architecture  has an estimation accuracy of 94.22 percent. This artificial neural network model has an input  layer with four neurons, an output layer with one neuron, and only one hidden layer with  nineteen neurons. The arithmetic mean of patient application in a day is 755.93  (S.d.=486.60). Mean error of the artificial neural network model is -0.047 and mean absolute  error is 105.64. The linear correlation between the actual values and the predicted values of  the number of patients is 0.918.  Keywords: artificial neural networks, decision support systems, modeling, estimation,  hospital management.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1105]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3172">
    <dcterms:title><![CDATA[Estimation of Phenotypic and Genetic Parameters and Effect of Some  Factors on Birth Weight in Brown Swiss Calves in Turkey Using  MTDFREML]]></dcterms:title>
    <dcterms:abstract><![CDATA[The objective of this study was therefore to assess the influence of the age of dam,  sex of calf, birth type, season and year of birth of the calf on birth weight and to estimate  phenotypic and genetic parameters for birth weight for Brown Swiss cattle in Turkey using  Multiple Trait Derivative Free Restricted Maximum Likelihood (MTDFREML). A total of  1437 calf birth weight records of Brown Swiss cows raised at Altınova State Farm in Konya  Province were used for estimation of phenotypic and genetic parameters for calf birth weight.  Phenotypic and genetic parameters were estimated by MTDFREML programme using a  Single Trait Animal Model (STAM). The model included additive direct effect, maternal  permanent environment and errors as random effects, birth type, sex of calf, season of birth,  year of birth and age of dam as fixed effects. Calf birth weight least square mean was  determined as 39.20 ± 2.42 kg, the direct heritability (h2  a), maternal heritability (h2  m) and the  repeatability (r) of calf birth weight were calculated as 0.12 ± 0.06, 0.15 ± 0.006 and 0.12 ±  0.06, respectively. The breeding value of dam, sire and calves were calculated. Minimum and  maximum breeding value of calves and its accuracy were -1.037 ± 0.66, 0.979 ± 0.68, 0.41  and 0.45, respectively. The effect of birth type, sex of calf, season of birth, year of birth and  age of dam on calf birth weight were significant (P&lt;0.01).]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[440]]></dcterms:extent>
</rdf:Description></rdf:RDF>
