<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/2420">
    <dcterms:title><![CDATA[Age as a Factor of Second Language Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper, titled Age as a Factor of Second Language Acquisition examines the relationship of age factor to second language acquisition. It examines the development of the theories relating age to language development. The idea that the early age is a major factor in native-proficient in second language acquisition is a widely held and popular belief. Such views have been supported by many theories that were first proposed in the middle of the 20th century. This decision is usually based on the belief that younger children learn second languages more easily and more rapidly than adolescents and adults. The aim of foreign languages at the beginning of school education is to make children familiar with other means of communication other than their mother tongue, as well as to make them accept the use of other languages in a natural way and therefore start to acquire a multilingual competence that will enable them to communicate in a foreign language in daily situations and contexts which are typical of that age. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[834]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1984">
    <dcterms:title><![CDATA[Agnes Pisanski Peterlin &amp; Nataša Hirci]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: translation, collaboration, wiki, translator training, teamwork  ABSTRACT  In many traditional types of translator training, there is a strong focus on individual work undertaken by trainee translators, while pair work and group work is used less extensively. Such a focus may, to some extent, reflect the contemporary Western perception of translation as a solitary activity, with a single translator working individually, isolated from the rest of the world. This perception, however, is oversimplified since translation often involves some type of collaboration, such as the translator collaborating with an editor, a copyeditor, the client or a disciplinary expert. In addition, some of the emerging trends in translation in the digital age are collaborative in their nature (e.g. crowdsourcing). It seems therefore that collaboration is an aspect of translation that needs to be addressed more carefully in translator training. The present paper reports on a study focusing on collaboration in a translation course. The goal of the study was to examine the types of collaboration that trainee translators use when they are presented with a collaborative assignment. In the study, trainee translators were asked to complete two collaborative translation assignments using a wiki, which enables monitoring the degree of participation for each wiki participant. The first assignment encouraged free collaboration in an attempt to mirror informal collaboration that trainee translators resort to occasionally: trainee translators were asked to collaborate in any way they wished. The second assignment was focused on structured collaboration: trainee translators were given detailed guidelines on the types of collaboration expected of them, and on the extent of the contribution they were expected to make. The findings show that the second assignment resulted in more intensive teamwork and promoted more diverse types of collaboration than the first assignment. This suggests that carefully structured collaboration should be given additional attention within the context of translator training.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1709]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3601">
    <dcterms:title><![CDATA[AGORA - ONLINE MEETING PLATFORM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Agora Online Meeting Platform is a web-based application designed to facilitate the organization and management of online meetings, with a particular focus on psychologists and their clients. The main objective of this project is to provide a secure, user-friendly, and efficient environment for scheduling, conducting, and managing online sessions. The backend of the platform is implemented using the Laravel PHP framework, ensuring robust authentication, role-based access control, and seamless integration with payment systems such as Stripe. The frontend is developed using React and Next.js with TypeScript, providing a modern, responsive, and calming user interface specifically designed for individuals seeking psychological support. The platform features real-time video meetings powered by PeerJS and WebRTC technology, enabling secure peer-to-peer communication directly in the browser. The system is designed with GDPR compliance in mind, ensuring that user data is handled securely and users have full control over their personal information. The system supports user registration, meeting creation, participant management, calendar export functionality, and role-based access control with an intuitive interface that prioritizes user comfort and accessibility. The frontend design incorporates a carefully chosen color palette and smooth interactions to create a supportive environment for mental health professionals and their clients. Comprehensive testing was conducted to ensure reliability, security, and cross-browser compatibility. The results demonstrate that the platform can effectively streamline the process of organizing online meetings, making it a valuable tool for professionals and their clients while providing a safe and welcoming digital space for psychological support.<br />
]]></dcterms:abstract>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/848">
    <dcterms:title><![CDATA[Agricultural Productivity and Poverty Alleviation: What Role for Technological Innovation  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[The role of agriculture in economic development remains much debated. This paper takes an empirical perspective and focuses on the relationships between agriculture productivity and poverty reduction. The contribution of agriculture sector to poverty is shown to depend on its own growth performance, its indirect impact on growth in other sectors, the extent to which poor people participate in the sector, and the size of the sector in the overall economy. Bringing together these different effects and taking into consideration the role played by technological innovation, we use an aggregate annual panel data, on a sample composed of 32Sub-SaharanAfrica (SSA) countries, from 1990-2011 to estimate a simultaneous equation model that capture the interrelationship between agriculture productivity, technological innovation and poverty. Findings show first that agricultural productivity contributes significantly to economic growth and poverty in SSA. Second, technological innovation appears to have a positive and significant impact on poverty through its direct and indirect impact through agriculture productivity and growth.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-03-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2400]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1478">
    <dcterms:title><![CDATA[AHİRET KÜLTÜRÜ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Ahiret, ölüm, mezarlık, kültür, mezartaşı.  ÖZET  Mezarlıklar, bir toplumun inancının olduğu kadar duygularının da yansıdığı mekânlardır. Geleneksel olanın dışında mezarların inşasında, süslemelerinde, kitâbelerinde söylenememiş sözler, dile getirilememiş duygular yansımıştır. İnsanlar, mahallelerindeki veya şehir merkezlerindeki mezarlıklar sayesinde ecdadıyla birlikte olmaya devam etmiş, bir bakıma hatıralarıyla iç içe yaşamıştır. Tanımlanan bu yaşam biçiminin aynı inanca mensup olan bütün toplumlarda aynı olduğu söylenemez; nitekim Müslüman olmakla beraber kimi toplumlarda mezar geleneği ve buna bağlı olarak gelişen edebiyat, sanat ve süsleme geleneği birbirlerinden çok farklıdır. Bu çalışmada ise, Ünye ilçesindeki Elmalık ve Türbe mezarlıkları incelenmiştir. Mezartaşlarının mevtayı tanımlayıcı özellikleri, süslemeleri ve edebî metin özellikleri üzerinde durulmuştur. Böylece toplumun hayatı ve ahireti algılayış biçimi ortaya konmaya çalışılmıştır. Ortak inanç İslâmiyet olmakla beraber farklı milletlerin ahireti algılamada farklılıkları ve ortak yanları da böyle bir çalışma ile görülmüş ve âdeta bir gönül haritası ortaya çıkarılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2114]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1396">
    <dcterms:title><![CDATA[AHMET HAMDİ TANPINAR’IN “ŞİİR” ADLI METNİNİN DİL BİLİMİ AÇISINDAN İNCELENMESİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Dil, dil bilimi, şiir, Tanpınar.  ÖZET  Dil, “bildirişimi sağlayan göstergeler dizgesi” olarak tanımlanabilir. “Doğru, yerinde göstergeleri bulup dizelere yerleştirmek” biçiminde tanımlanan ve Çetişli’nin, “coşkulu anlatım esasına bağlı eserler/türler (şiir, mensur şiir)” içinde değerlendirdiği şiir ise dile dayanan ve dilin imkânlarıyla varlığını ortaya koyan, edebî bir türdür. Dil bilimi, dili bütün yönleriyle inceleyen bir alandır. Dilin sesleri, seslerin uyumu, sözcüklerin temel ve yan anlamları, çağrışım değerleri, sözcük/söz öbeklerinin metnin bağlamı içinde kazandığı anlamları, duygu değeri, benzetmeler, aktarmalar, sapmalar ve bunların ışığında metnin yorumlanması, dil bilimi açısından şiire bakışın temelini oluşturur. Bu açıdan şiir, dil biliminin birçok alanını yakından ilgilendirir. Şiir, biçim (sunuluş) ve içerik (öz) ögelerinin varlığıyla temel kimliğine kavuşur. En eski örneklerinden bugüne dek, belli bir bildiriyi aktarırken “metin” olma özelliğini gösteren şiirde bütünlük, bu kimliğin vazgeçilmezidir. Şiirin dil bilimi açısından en önemli yönü bütünlük taşıması, sanatçının zihnindekilerini bütün hâlinde aktarmasıdır. Bu çalışmada şair, romancı ve çok yönlü bir sanatçı olan A. H. Tanpınar’ın Şiir adlı metni, dil bilimi ışığında incelenmiştir. Şairinin zihin ve yaratıcılık gücünü yansıtan bu şiirde kullanılan imgeler, değişik tasarımlar, çağrışımlar özgün bir anlatımı ortaya çıkarmıştır. Tanpınar’ın; “rüyalarımızın sarışın buğdayı”, “sükûtun bahçesi”, “kaderin gülümseyen yüzü”, “yıldızların altın bahçesi” “ezelî bahar”, “tükenmez yarın” gibi değişik kullanımları, sözlüklerde yer almayan, “kişisel kullanım”ını yansıtması açısından dikkat çekicidir. “Onun şiirinde belirleyici olan belli başlı kavramlar; rüya zaman, musıkî, resim, ebediyet, mükemmeliyet, aydınlık ve aşktır.” görüşü belirgindir. Dil biliminin verileri ile aydınlatılmaya çalışılan bu metnin, Tanpınar’ın şiir estetiğini taşıyan bir yapıda olduğu görülmüştür.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2186]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3032">
    <dcterms:title><![CDATA[AHP Modeling in Selection of Students for a Part-Time Work: International  Burch University Case]]></dcterms:title>
    <dcterms:abstract><![CDATA[Making the right decision for an enterprise is very important for its profit, efficiency,  and effectiveness. For these reasons, Decision making in an organization takes a very important  place. In this paper, the most appropriate selection of a student for a particular part time work in a  university will be examined. There are several methods to make a decision. A multi-criteria  Decision Making method will be used to select the most suitable student. The method for this  selection will be Analytic Hierarchy Process (AHP). While making a decision many factors should  be considered. And Analytic Hierarchy Process is a quite useful method to cover many  determinants.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[270]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3584">
    <dcterms:title><![CDATA[AI STORYBOOK GENERATOR<br />
]]></dcterms:title>
    <dcterms:abstract><![CDATA[The rapid advancement of artificial intelligence has opened new possibilities for educational and creative applications. This project presents the design and development of an AI-powered Storybook Generator—a full-stack web application that allows users to generate personalized children’s storybooks using natural language prompts. The goal is to make storytelling more interactive, accessible, and creatively empowering by automating story creation, illustration, and narration through AI.<br />
The application addresses the problem of limited access to personalized, diverse, and engaging story content, especially for children from various cultural and linguistic backgrounds. By integrating advanced AI services, the platform generates unique stories based on user-provided inputs such as title, age group, genre, and illustration style. Using technologies like Google AI, Hugging Face’s text generation models, and custom text-to-speech tools, the system delivers cohesive narratives paired with AI-generated visuals and narration. The backend is developed using Node.js and Express.js, while the frontend is built with React.js, offering a responsive and user-friendly interface. Data is securely stored and managed using a Drizzle ORM with a PostgreSQL database.<br />
Results show that the system can produce high-quality storybooks with consistent plots, age-appropriate language, and stylized imagery, enhancing the reading experience. The platform also includes features like story exploration, user account management, coin-based generation limits, and payment integration for purchasing additional credits.<br />
In conclusion, the AI Storybook Generator showcases the potential of merging generative AI with interactive design to promote literacy and creativity in young users. Future work may involve mobile app development, multilingual support, story sharing features, and integration of educational objectives into story structure. The application serves as a scalable, customizable tool for families, educators, and storytellers worldwide.<br />
]]></dcterms:abstract>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3596">
    <dcterms:title><![CDATA[AI STORYBOOK GENERATOR<br />
]]></dcterms:title>
    <dcterms:abstract><![CDATA[The rapid advancement of artificial intelligence has opened new possibilities for educational and creative applications. This project presents the design and development of an AI-powered Storybook Generator—a full-stack web application that allows users to generate personalized children’s storybooks using natural language prompts. The goal is to make storytelling more interactive, accessible, and creatively empowering by automating story creation, illustration, and narration through AI.<br />
The application addresses the problem of limited access to personalized, diverse, and engaging story content, especially for children from various cultural and linguistic backgrounds. By integrating advanced AI services, the platform generates unique stories based on user-provided inputs such as title, age group, genre, and illustration style. Using technologies like Google AI, Hugging Face’s text generation models, and custom text-to-speech tools, the system delivers cohesive narratives paired with AI-generated visuals and narration. The backend is developed using Node.js and Express.js, while the frontend is built with React.js, offering a responsive and user-friendly interface. Data is securely stored and managed using a Drizzle ORM with a PostgreSQL database.<br />
Results show that the system can produce high-quality storybooks with consistent plots, age-appropriate language, and stylized imagery, enhancing the reading experience. The platform also includes features like story exploration, user account management, coin-based generation limits, and payment integration for purchasing additional credits.<br />
In conclusion, the AI Storybook Generator showcases the potential of merging generative AI with interactive design to promote literacy and creativity in young users. Future work may involve mobile app development, multilingual support, story sharing features, and integration of educational objectives into story structure. The application serves as a scalable, customizable tool for families, educators, and storytellers worldwide.<br />
]]></dcterms:abstract>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3623">
    <dcterms:title><![CDATA[AI-Powered Quiz Platform<br />
]]></dcterms:title>
    <dcterms:abstract><![CDATA[This project describes the design and development of an AI-powered Quiz web platform, allowing a user to create and take AI-generated quizzes dynamically. The primary focus is to build an engaging and adaptable platform with support for educational purposes, as well as casually played quizzes. The AI infers and generates questions based on user-selected topics and difficulty levels that give each quiz variety and dynamic capability. The application was implemented with FastAPI (Ramírez n.d.) as a backend, with AI carrying out quiz generation. GPT-based AI was included with AI-generated quiz questions and answers, and a simple web-based frontend was created to give the user an interface to create a quiz and complete a quiz. There is a non-relational database with user accounts, quizzes, and performance records, to keep track of user progress, to have personalized experiences. The evaluation of the system shows that the application can generate questions that are coherent, relevant, and on-topic in a number of knowledge domains. The user can create a quiz for their own planned study, goal-planned study discussion, or casual play. This platform demonstrates that AI-based quiz generation is flexible beyond strictly educational use. The results imply that there are significant improvements that AI quiz platforms could contribute to self-learning, greater adaptive performance, and making active knowledge acquisition interactive and fun. Ongoing improvements may include more multi-language support, collaborative development tools, and further improvements to adaptability depending on performance.<br />
]]></dcterms:abstract>
</rdf:Description></rdf:RDF>
