<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/3088">
    <dcterms:title><![CDATA[Accumulation of Heavy Metals in Some Plants Grown on Serpentine Soils  of Mersin, Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this study was to determine hyperaccumulator species growing in  Findikpinari-Mersin. The soils derived from ultrafamic rocks lead to unusual and sparse  associations of flora that are tolerant to extreme environmental conditions such as high heavy  metal contents. As the geological structure, Mersin-Findikpinari has rocks containing  ultramafic and serpentine, but this site is one of the less studied areas. The 26 specimens of  total 755 plants identified systematically from Mersin-Findikpınari in between in 1997-2002  were randomly selected and studied whether hyperaccumulator or not. Twenty six plants  collected (members of 26 genera and 8 families) from different sampling locations were  analyzed for their total As, Cd, Co, Cr, Cu, Mn, Ni, Pb, Se and Zn concentrations using an  ICP-MS. A certified reference material (SRM 1573A, SRM 1547) was also analyzed to check  the accuracy of the used extraction technique. In the present study, Mn content (548 mg kg-1)  of Anthemis aciphylla Boiss. (Asteraceae) was higher than the critical Mn value (300-500 mg  kg-1) and Ni content (115 mg kg-1) Crocus graveolens Boiss&amp;Reute (Iridiceae) was higher  than the critical Ni value (10-100 mg kg-1) but unfortunately none of the plants studied was  hyperaccumulator.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[574]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/536">
    <dcterms:title><![CDATA[Achievement of Green Manufacturing using  Alternative Types of Cooling in Machining  Processes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Machining is a process commonly used in the production of mechanical  workpieces. Improving efficiency must be accompanied by environmental awareness with  special emphasis on the social protection and labor. Higher values of the cutting parameters  offer the possibility to achieve higher productivity, but at the same time present a risk of  deterioration surface quality and tool life. Cutting fluids are used in metal machining for a  variety of reasons such as improving tool life, reducing workpiece thermal deformation,  improving surface finish and flushing away chips from the cutting zone. In order to increase  the efficiency, there are incorporated some new parameters, such as environmental and  social acceptability and greater economic profitability. More attention focused to the  negative effects of the cooling and lubrication as well as the multiplication of these effects  has led to the necessity of finding new solutions. Alternative types of cooling in  combination with new materials for making tools and special coatings represent an area of  finding appropriate replacement of the cooling and lubricating. The main focus of this  paper is demonstration the capabilities and benefits of applying dry machining and  alternativetypes of cooling in terms of reaching a better surface quality with longer tool life.  Keywords: green manufacturing; machining sustainability; cutting fluids; dry machining;  alternative types of cooling; cooling with cold compressed air.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-06]]></dcterms:date>
    <dcterms:extent><![CDATA[2753]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233 - 0054     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1242">
    <dcterms:title><![CDATA[ACHIEVEMENT OF GREEN MANUFACTURING USING ALTERNATIVE TYPES OF COOLING IN MACHINING PROCESSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords:green manufacturing; machining sustainability; cutting fluids; dry machining; alternative types of cooling; cooling with cold compressed air.  ABSTRACT  Machining is a process commonly used in the production of mechanical workpieces. Improving efficiency must be accompanied by environmental awareness with special emphasis on the social protection and labor. Higher values of the cutting parameters offer the possibility to achieve higher productivity, but at the same time present a risk of deterioration surface quality and tool life. Cutting fluids are used in metal machining for a variety of reasons such as improving tool life, reducing workpiece thermal deformation, improving surface finish and flushing away chips from the cutting zone. In order to increase the efficiency, there are incorporated some new parameters, such as environmental and social acceptability and greater economic profitability. More attention focused to the negative effects of the cooling and lubrication as well as the multiplication of these effects has led to the necessity of finding new solutions. Alternative types of cooling in combination with new materials for making tools and special coatings represent an area of finding appropriate replacement of the cooling and lubricating. The main focus of this paper is demonstration the capabilities and benefits of applying dry machining and alternative types of cooling in terms of reaching a better surface quality with longer tool life.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2049]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233-1565     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2463">
    <dcterms:title><![CDATA[Acquisition and Learning in a Foreign Language: the case of Italian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Italian as a foreign language means that Italian is taught in countries where the first language (L1) is not Italian. It means that Italian is taught as a school subject for the purpose of communicating with foreigners or for reading printed materials. Considering this peculiar position of Italian language, is possible to apply the Krashen’s distinction between acquisition and learning? Do acquisition and learning share the same importance in Italian FL teaching? The aim of this paper is to provide some answers to these questions]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[785]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/348">
    <dcterms:title><![CDATA[ACQUISITION OF L2 PHONOLOGY – SPANISH MEETS CROATIAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[The phoneme is conceived as a mental image that is stored in our mind and then represented by sounds in speech and graphemes in writing for phonologically based alphabets. The acquisition of L2 phonology includes two very important skills – reading and writing. The information stored in the mind of a speaker interferes with new information produced by the L2 (Robinson, Ellis 2008; Nathan, 2008). What is similar or equal in the target language to one&#039;s native language is, while unknown, incorporated one way or another into an existing model, based on prototypicality (Pompeian, 2004, Moreno Fernández, 2010). The process of teaching the sounds, letters and alphabet to foreign students is much shorter than for native speakers because to a foreign student must be given a tool for writing as soon as possible as they have to write what they are learning and memorize new language units (Celce-Murcia, Brinton, Goodwin, 1996). This paper discusses one type of difficulties Spanish learners of Croatian as L2 face when they are introduced to phonology through letters which represent Croatian sounds in order to display the influence of their preexisting phonological concepts. The subjects are ten students from Spain and Latin America. Their task was to read a group of words containing sounds that were predictably hard for them, minimal pairs and a short text.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2960]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1841">
    <dcterms:title><![CDATA[Acquisition of Professional English Lexis in the Field of International Relations and Diplomacy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: international relations and diplomacy, methods of teaching, vocabulary acquisition, relevant context, competent use of professional language  ABSTRACT  In the global arena of international relations, the role of a diplomat is to bridge cultural, social, and geopolitical differences while achieving, first and foremost, professionalism and efficiency. In order to accomplish this, a diplomat has to have excellent command of foreign languages, where English is unanimously recognized as lingua franca. Competent use of a foreign language in diplomacy not only serves as an instrument of communication, but often underpins the very foundation of the diplomatic vocation. That is why the education of future professionals places great emphasis on foreign language courses as the mainstay of the core curriculum. Assuming that students have already mastered general foreign language structures, the aim of such courses is the acquisition of specific terminology in international relations and diplomacy, which incorporates the lexical fields of law, economics, geopolitics, sociology, communication sciences, cultural studies, and the like. The objective of this paper is to demonstrate different methods of introducing, acquiring and using subject-specific vocabulary for students of international relations and diplomacy. The best sources for teaching such professional vocabulary are the materials that focus primarily on international current affairs, keeping students up to date, which is fully compliant with the principal requirements of the diplomatic profession. Teaching materials include authentic audiovisual recordings and newspaper articles, as well as non-authentic material, such as vocabulary exercises, prepared specifically as a complementary means of revision and recycling of the subject-specific lexis. The approach adopted in the teaching process starts from introducing the subject matter, followed by a methodologically processed written text used to pinpoint specific terminology. Follow-up exercises are designed to provide additional practice and reinforcement with the purpose of independent and confident use of newly acquired vocabulary in a written or oral text form. Such lexical recycling should result in professional language competence and proficiency.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1779]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1862">
    <dcterms:title><![CDATA[Acquisition of Syntax in Turkish]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: acquisition, syntax, morpho-syntax, Turkish, learning  ABSTRACT  Syntax investigates the rules of functions of the words in sentences and how words form a meaningful sentence in an order (Galda et al., 1997: 27;), while morphology investigates organization and formation of words (Yavuz and Balcı, 2011) and the order of the morphemes. In Turkish, morphemes gain inflectional or derivational features in a word in a sentence or this one single word might be a sentence on its own. It is difficult to separate morphology from syntax in Turkish, since Turkish is inflected, agglutinative and allowing diversion via free word-order. Inflectional morphology constitutes a relationship between sentence formations (Penke, 2012). Thus the aim of this study is to investigate morpho-syntax acquisition and development of language of Turkish infants; i.e. what types of words are observed in morpho-syntax acquisition in Turkish infants and at which stage syntax acquisition can be followed. As methodology, empirical data which is longitudinal data of a child called Özge starting from the age of 1:4.26 to 2:04.14 from CHILDES, in addition to some sample data of the longitudinal study of Ekmekçi (1979) that was showed in the study of Ekmekçi and Can (2000) on Turkish language acquisition. As a result, the last phases of one-word stage is the start for syntax acquisition, an early acquisition period; and nouns and verbs both are observed for the use of morpho-syntax stage.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1749]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1825">
    <dcterms:title><![CDATA[Action Research as a Tool to Enhance Professional Development of Prospective Efl Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[ABSTRACT  In order to learn anything during teacher education, pre-service teachers must have personal concerns about teaching and they must have encountered concrete problems. It has been well established that learning only takes place if the learner has some personal goals (Skemp, 1979). The purpose of this study is to describe a course in a language teacher education programme that uses action research, and to provide evidence of the effects that action research had on pre-service teachers’ learning and practice through reflection, in particular, on the changes in their self-efficacy beliefs. Instead of providing a preset agenda, the prospective teachers are encouraged to study what is important to them in their own school situation for their own purposes. The course is designed in a way so as to help prospective teachers improve their classroom practice, understand of that practice, to contribute to the knowledge base of teaching and learning, and to help them adopt an inquiry based approach to learning and teaching. The classroom-based collaborative action research is adopted. In order to ensure pre-service teachers a more active role in their professional development, participants are provided opportunities for active interpretive processes that help them examine the complex contexts of classrooms and schools. Participants are fourth year students attending a language teacher education programme in Turkey.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1908]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/753">
    <dcterms:title><![CDATA[Active participation within written and spoken argumentation: The use of engagement markers across different genres]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper aims to demonstrate how writers and speakers actively engage readers and listeners within the argumentation through the use of engagement markers as a metadiscourse category. More precisely, it sets out to explore the function and use of engagement markers, i.e. personal pronouns, directives and questions, in three different genres, one written (editorials from newspapers) and two spoken (excerpts from talk shows and closing arguments from trials) in two different languages, Macedonian and English. The analysis is carried out on nine editorials from American and nine from Macedonian newspapers, nine excerpts from American and nine from Macedonian talk-shows, as well as five closing arguments from American trials and five from Macedonian.     It is essential for writers and speakers to know how to balance the use of these markers in order to avoid being intrusive and appear more persuasive to the readers and listeners. The research shows that there are differences in the use of the markers in the three genres in both languages. They were most frequently used in the English spoken texts (talk shows and closing arguments) and least frequently in the Macedonian closing arguments. As for their use in editorials, they were used moderately in both languages. So, on the whole, the analysis reveals that the choice of markers within the same genre depends on cultural differences, i.e. the format and perception of the type of text by the different societies. Furthermore, it also shows differences in the choice of markers across the three genres in both languages. Finally, although carried out on a relatively small corpus, this research gives insight into the dialogic nature of argumentation and its impact on the persuasive effect of written and spoken texts in different genres and languages.     Key words: metadiscourse, argumentation, engagement markers, editorials, talk shows, closing arguments]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014-04-16]]></dcterms:date>
    <dcterms:extent><![CDATA[2829]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1144">
    <dcterms:title><![CDATA[ACTIVE PARTICIPATION WITHIN WRITTEN AND SPOKEN ARGUMENTATION: THE USE OF ENGAGEMENT MARKERS ACROSS DIFFERENT GENRES]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper aims to demonstrate how writers and speakers actively engage readers and listeners within the argumentation through the use of engagement markers as a metadiscourse category. More precisely, it sets out to explore the function and use of engagement markers i.e. personal pronouns, directives and questions in three different genres, one written (editorials from newspapers) and two spoken (excerpts from talk shows and closing arguments from trials) in two different languages, Macedonian and English. The analysis is carried out on 9 editorials from American and 9 from Macedonian newspapers, 9 excerpts from American and 9 from Macedonian talk-shows, as well as 5 closing arguments from American trials and 5 from Macedonian.     It is essential for writers and speakers to know how to balance the use of these markers in order to avoid being intrusive and appear more persuasive for the readers and listeners. The research shows that there are differences in the use of the markers in the three genres in both languages. They were most frequently used in the English spoken texts (talk shows and closing arguments) and least frequently in the Macedonian closing arguments. As for their use in editorials, they were used moderately in both languages. So, on the whole, the analysis reveals that the choice of markers within the same genre depends on cultural differences i.e. the format and perception of the type of text by the different societies. Furthermore, it also shows differences in the choice of markers across the three genres in both languages. Finally, although carried out on a relatively small corpus, this research gives insight into the dialogic nature of argumentation and its impact on the persuasive effect of written and spoken texts in different genres and languages.     Keywords: metadiscourse, argumentation, engagement markers, editorials, talk shows, closing arguments]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3560]]></dcterms:extent>
</rdf:Description></rdf:RDF>