<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/3175">
    <dcterms:title><![CDATA[A Survey on Swarm Intelligence based Routing Protocols in Wireless  Sensor Networks]]></dcterms:title>
    <dcterms:abstract><![CDATA[Recently, wireless sensor networks have attracted many researchers. One of the  main topics adopted by researchers studying on wireless sensor networks is developing  routing protocols for wireless systems. Routing protocol development concerns to deal with  problems such as complexity, scalability, adaptability, survivability and battery life in  wireless systems. Routing protocols grounded for wireless systems are developed in order to  solve these problems. In this paper, we briefly discussed especially swarm intelligence based  routing protocols for wireless sensor networks.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[542]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2963">
    <dcterms:title><![CDATA[A Tale of Two Disciplines:  Perspectives on HRM vs. Industrial Relations in Europe and in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[In 1960‘s there are many problems about HRM like stagnation because of  many different factors. During 1950‘s HRM is seen as a part of industrial relations. After  1960‘s in time HRM and industrial relations tended to develop as two different areas:  industrial relations is narrowly focused on unions and labour-management relations and  HRM is focused on the functional parts of employment management. IR and HRM  differentiation is parallel to work economist and scientists from management and  behaviour sciences (Kaufman 2007: 33). In this paper, the comparison of perspectives of  IR and HRM disciplines within the framework of the text books will be made.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[305]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2964">
    <dcterms:title><![CDATA[A Tale of Two Disciplines:  Perspectives on HRM vs. Industrial Relations in Europe and in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[In 1960‘s there are many problems about HRM like stagnation because of  many different factors. During 1950‘s HRM is seen as a part of industrial relations. After  1960‘s in time HRM and industrial relations tended to develop as two different areas:  industrial relations is narrowly focused on unions and labour-management relations and  HRM is focused on the functional parts of employment management. IR and HRM  differentiation is parallel to work economist and scientists from management and  behaviour sciences (Kaufman 2007: 33). In this paper, the comparison of perspectives of  IR and HRM disciplines within the framework of the text books will be made.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[255]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/740">
    <dcterms:title><![CDATA[A View to the Short and Long Run Dynamic Relationship between Crude Oil and the Major Asset Classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Using DCC-MIDAS model, we analyze the time-varying correlations between crude oil and the major asset classes by taking into account both long and short term components. Next, the structural changes in the long term correlation components are determined by a novel methodology of penalized contrast functions, and the robustness of the results is checked with Markov switching regressions. We reveal that there is a strong positive (negative) secular trend toward higher correlation magnitudes across crude oil and gold (dollar index) over our sample time period. On the other hand, the increase toward higher positive correlation levels between crude oil-stock market and crude oil-bond market occur in a near-instantaneous fashion after the 2008 global financial crisis. In particular, the structural changes in the long term correlations are observed around April-May 2009. Following Fed&#039;s tapering signals in 2013, we observe a significant rise in crude oil-dollar index correlation for both short and long run components. Such a situation might indicate the reversion of the relationship between these two markets to pre-crisis status.    Keywords: DCC-MIDAS; crude oil; interest rate; exchange rate; stock market; gold.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2546]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1086">
    <dcterms:title><![CDATA[A WORLD PICTURE: DEVELOPING AND IMPLEMENTING CROSSCULTURAL EDUCATION IN FOREIGN LANGUAGE TEACHING]]></dcterms:title>
    <dcterms:abstract><![CDATA[The question of how educators can raise cultural awareness and help learners produce cultural identity in foreign language teaching has been widely debated in the education field with linguists such as Sapir and Whorf arguing that thoughts and behavior are determined (or are at least partially influenced) by language. The possibility of culture being controlled by language brought attention to the relationship between language, thought, and culture. However, these perspectives have not adequately addressed the issue of diversity and the power of language to reflect culture and influence thinking. Therefore, the following question arises: How can we make use of cultural differences in language teaching and how can we raise cultural awareness in our language classrooms?    The National Center for Cultural Competence of Georgetown University defines culture as an “integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations” (Goode, Sockalingam, Brown, &amp; Jones, 2000). This means that language does not reflect the culture rather is the culture. Integrating culture into education provides learners with acquiring the components of culture together with the language they are exposed to.     Through the study of languages, students gain a knowledge and understanding of the cultures that use that language; in fact, students cannot truly “master” the target language until they have also mastered the cultural contexts in which the language occurs. (National Standards in Foreign Language Education Project, 1996, p. 27); and linguistic competence alone is not enough for learners of a language to be competent in that language (Krasner, 1999). Language learners need to be aware, for example, of the culturally appropriate ways to address people, express gratitude, make requests, and agree or disagree with someone. They should know that behaviors and intonation patterns that are appropriate in their own speech community may be perceived differently by members of the target language speech community. They have to understand that, in order for communication to be successful, language use must be associated with other culturally appropriate behavior. However, cultural information should be presented in a nonjudgmental fashion, in a way that does not place value or judgment on distinctions between the students’ native culture and the culture explored in the classroom which Kramsch (1993) describes as the “third culture” of the   language classroom - a neutral space that learners can create and use to explore and reflect on their own and the target culture and language.   Therefore, we could argue that the teaching of culture in ELT should include these things:    I. Cultural knowledge The knowledge of the culture’s institutions, the “Big C”, as it’s described by Tomalin and Stempleski in their 1995 book ‘Cultural Awareness’. II. Cultural values The ‘psyche’ of the country, what people think is important which includes things like family, hospitality, patriotism, fairness etc.   III. Cultural behavior The knowledge of daily routines and behavior, the “Little c”, as Tomalin and Stempleski describe it.   IV. Cultural skills The development of intercultural sensitivity and awareness, using the English language as the medium of interaction.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3371]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/380">
    <dcterms:title><![CDATA[A YEAR OF CELEBRATIONS: RAISING CULTURAL AWARENESS IN CLASS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The multinational nature of the English speaking community as well as the increasing use of English by non –native speakers, as it has become the lingua franca of our era, may lead to the assumption that the English language is not tied to any particular culture. This paper however suggests that teachers should choose a pluralistic approach with the ultimate goal of raising their students’ intercultural communicative competence. Thus, it examines both theoretically and practically, through extensive Needs Analyses, and a posteriori students’ evaluations, the appeal of a cultural awareness approach and the success of its implementation by means of a series of organized events. The Needs Analyses prove that the students are eager to learn more about the countries which they overwhelmingly consider a possible destination for studies and/or job (mainly US, UK, Australia, Canada and to a lesser extent Ireland). Celebrations, sports, local cuisines, as well as music and the film industry are absolutely cherished.     	Their participation in events including British Tea Parties, Irish Saint Patrick’s Day presentations and distinctive American Thanksgiving and Halloween celebrations prove the merit of the cultural awareness approach in EFL. Thus Clarks’s objective “to learn by doing rather than by being taught” can be applied in conjunction with a modern intercultural communicative approach and a strategy of an English language contextualization. Hence, students embark voluntarily on a learning process, improving not only their language but also their research, organizational and communication skills, while achieving cultural familiarization with all English-speaking people. In order to achieve the aforementioned, the use of computer-based technology is a sine qua non since it offers flexibility and redefines the roles of the teacher and the learners as the teacher assumes the role of the facilitator/guide on the side, leading students to autonomy.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2886]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2117">
    <dcterms:title><![CDATA[Abbreviations and Acronims between Language and Orthography]]></dcterms:title>
    <dcterms:abstract><![CDATA[The fast way of life necessarily has repercussions on all aspects of life, including the language, and then, indirectly, the letter. It is understandable that the authors of various texts in print media are trying to save time and space.     Therefore, a significant increase of shortening words is evident. Abbreviations and acronims are caused by shortening words or by omitting some letters. There are two types of shortening words: abbreviations, that arise by taking the first letter or the first few letters of one word, and acronyms, that are formed from multiword lexem by taking initial letters or groups of letters. The paper reexamines the descriptions and definitions of abbreviations and acronims in Croatian ortography manuals and reshearches their word formation, morphology, sintactic rules, taking under consideration their lexical status in dictionaries.    The research is based on a corpora of Croatian ortography manuals, Croatian monolingual dictionaries and electronic corpus Croatian Language Repository of Institute of Croatian language and linguistics.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3582]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1324">
    <dcterms:title><![CDATA[ABDÜLHAK HÂMİD, MAKBER VE UNUTULAMAYAN AŞK İMGESİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Abdülhâk Hâmid, Makber, Aşk, metafizik.  ÖZET  Abdülhak Hâmid Tarhan, Makber adlı eserini karısı Fatma Hanım’ın ölümünden sonra yazmıştır. Bu şiir Türk Edebiyatının çok bilinen önemli eserlerinden biridir. Bunun nedeni öncelikle bir sevgilinin ölümünün ardından yakılan bir ağıt olmasıdır. Bu romantik özelliğinin yanı sıra eserde birçok felsefî konu da şair tarafından dile getirilmiştir. Hâmid, karısının ölümünü kabullenemediğini hissettirdiği bu eserinde ölüm, varlık-yokluk, ahiret vb. metafizik konuları sorgular. Kafasının karışık olduğunu hissettiğimiz şairi tüm çelişki ve tezatlardan Allah’a olan inancı kurtarır. Fakat uçurumun kenarına kadar sürükleyen, şairi karanlık bir çukura benzeyen düşüncelere götüren şey, karısına duyduğu büyük aşktır. Hâmid’in karısına olan aşkı onu kaybetmiş olmasıyla bitmemiş, felsefi meselelerle derinlik kazanmıştır. Bu açıdan Makber’i bir başlangıç noktası olarak kabul edebiliriz. Çok üretken bir sanatçı olan Hâmid, Makber’den sonra birçok eserinde aynı konulara değinmiş, aynı sonuçlara ulaşmış, aynı ölünün hayaliyle kederlenmiştir. Başka evlilikler yapmasına ve çalkantılı bir hayatı olmasına rağmen Fatma Hanım’ı ve çölde bir başına bıraktığı mezarını unutamamış ve eserlerine yansıtmıştır. Bu çalışmada, Hâmid’in Makber’deki ölümsüz aşkı ve bu aşkı ebedileştiren felsefî sancıları incelemeye çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2282]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1410">
    <dcterms:title><![CDATA[ABDÜLHÂK HAMİT’TE PİERRE CORNEİLLE ETKİSİ VE “HORACE”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Horace, Abdülhâk Hamit, Pierre Corneille.  ÖZET  Abdülhâk Hamit, Türk edebiyatının önemli simalarından biridir. Hayatının birçoğunu Avrupa’da geçirmiştir. O, Londra sefiri olmak gibi önemli mevkilerin sahibi olmuş, Avrupa’ya ve Avrupa sanatına âşık olmuştur. Abdülhâk Hamit, Nesteren adlı eserini Pierre Corneille’in Le Cid’ine nazire olarak yazmıştır. Namık Kemâl kendisine bir mektup göndererek, Abdülhâk Hamit’in bu eserini eleştirmiştir. Yine de Avrupa kültürünü ve etkisini çok fazla taşıdığı için bu eserler, Abdülhâk Hamit’i daha önemli bir yere de taşımıştır. Pierre Corneille’in yazdığı Horace, Abdülhâk Hamit’in eserlerine etki eden önemli bir diğer eseri. Günümüzde bu eserin Latin harflerine aktarılmış hâli mevcut değildir. Yalnız Osmanlı Türkçesi ile Ahmet Mithat Efendi ile Mehmet Ali Tevfik tarafından Osmanlı Türkçesi ile aktarılmıştır. Bu çalışmada, ‘Horace’ hakkında bilgi vererek Abdülhâk Hamit’in eserlerine nasıl yansıdığı gösterilecektir. Bu çalışmanın Avrupa edebiyatının Türk edebiyatı üzerindeki etkisini göstermesi bakımından önemli olduğu düşünülmektedir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2283]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1518">
    <dcterms:title><![CDATA[ABDÜLHAK ŞİNASİ HİSAR’IN ELEŞTİRMEN KİMLİĞİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Abdülhak Şinasi Hisar, eleştiri, roman, kurmaca.  ÖZET  Bu yıl Abdülhak Şinasi Hisar’ın doğumunun 125. ölümünün 50. yıl dönümüdür. Bundan ötürü Türkiye’de sempozyumlar, anma geceleri gibi etkinlikler yapılmaktadır. Bu münasebetle Bosna Hersek’te az bilinen ama Türk edebiyatında önemli yer tutan Hisar’ın eserlerine değinmek aydınlatıcı olacaktır. Türk edebiyatı tarihinde A.Ş. Hisar daha çok anı yazarı kimliği ile bilinmektedir. Ancak zamanının dergilerinde yayınladığı eleştiri türüne yaklaşan makaleleri şimdiye kadar yeterince incelenmemiştir. Halbuki edebi eserlerini anlamak eleştiri yazılarını dikkate almadan mümkün olmayacaktır. Özellikle Türk edebiyatına Hisar’ın döneminde yeni giren roman türü konusundaki görüşleri Batı roman kuramı açısından değerlendirilmiştir. Bu bağlamda Bakhtin’in destan ve roman arasındaki ayrımı Hisar’ın görüşlerini incelerken kuramsal temel oluşturmuştur. Ayrıca kurmaca ile kurmaca dışı metinlerin modernite içerisindeki yeri saptanarak Hisar’ın bu konuya yaklaşımı anlamlandırılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2184]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>