<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/2451">
    <dcterms:title><![CDATA[Şiir ve Düşünce İlişkisi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Düşüncede berraklık ve açıklık arayışının önemli kriter olduğu günümüz felsefesinde şiir irrasyonelliğe kaynaklık eden esin ve ilhamın membaı, müphemliğin ve bulanıklığın ifade alanı olarak görülmektedir. Alman filozofu Martin Heidegger ise aksini düşünmekte. Felsefe özellikle Rene Descartes sonrası Modern Felsefe Varlığı tayinde insan algısını merkeze yerleştirmiştir. Bu felsefeye göre düşünme insanın Varlık hakkındaki tespit ve hükümlerini ortaya konulup, tartışılmasıdır. Heidegger Modern Felsefe’de paradigma haline gelmiş bu yönelişe şiddetle karşı çıkar. Düşünmenin Varlığın sesine kulak verme olduğunu söyler. İnsan nasıl varlığın sesine kulak verecektir. Şiirle. Şairler Varlığı terennüm ederler. Bundan dolayı, Heidegger’e göre şairler filozoflardan daha önemlidir. Bu tebliğde daha ziyade Martin Heidegger’in felsefesine dayanarak şiirin düşünceyi nasıl ifşa ettiği meselesini ele almaya çalışacağım. Düşüncenin sesi neden şiirsel olmak zorundadır ve neden şiir Varlığın ifşası ve hakikatin ifadesi olarak görülmelidir. Şairle düşünür arasında köklü bir ayırım yapmak mümkün müdür? Şiir dil ilişkisi nasıl kurulmalı ve neden dil dile geldiği zaman şiirsel olma durumundadır?]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[819]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1364">
    <dcterms:title><![CDATA[SİNAN YAĞMUR`UN &quot;AŞKIN GÖZYAŞLARI 1.TEBRİZLİ ŞEMS&quot; ve POULA COELHO` NUN &quot;ELİF&quot; İSİMLİ ROMANLARINDA METAFİZİK ANLATIM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Sinan Yağmur, Paulo Cohelho, Metafizik Anlatım, “Aşkın Gözyaşları 1.Tebrizli Şems”, “Elif”.  ÖZET  Bu çalışmada, dünyada eserleri en çok dile çevrilen Paulo Cohelho`nun &quot;Elif&quot; ve Türkiye`nin en çok okunan yazarları arasında bulunan Sinan Yağmur`un &quot;Aşkın Gözyaşları 1.Tebrizli Şems&quot;, isimli biyografik romanları, metafizik anlatımın unsurları bakımından incelenecektir.&quot;Elif&quot; romanın başkahramanı olan Coelho, hayatın monotonluğundan kurtulmak ve gerçek mutluluğa ulaşmak düşüncesiyle, ustası J nin de tavsiyesine uyarak, uzun zamandır hayalini kurduğu yolculuk için Rusya ya gider. Roman, yazarın manevi bir arayışa dönüşen 9200 kilometrelik tren yolculuğunu, keman virtüözü Hilal ve Rus Yayıncıs ve Tao ustası ile birlikte tamamlamasını anlatır. Sinan Yağmur`un konusu tasavvuf olan, &quot;Aşkın Gözyaşları 1.Tebrizli Şems&quot; ,romanı ise Mevlana’yı Mevlana yapan hocası Tebrizli Şems`in içindeki aşkı ömür boyu süren bir yolculuk sonunda Konya`da bulmasını anlatır]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2232]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/551">
    <dcterms:title><![CDATA[SINIF TÜRKÇE DERS VE ÇALIŞMA KİTAPLARINDA YER ALAN  MİLLİ DEĞERLER]]></dcterms:title>
    <dcterms:abstract><![CDATA[Türkçe dersinin amaçlarından biri bireylere milli ve evrensel değerleri  kazandırmaktır. Bu nedenle Türkçe dersinde en çok yararlanılan kaynaklar  olan ders kitaplarında milli ve evrensel değerlere yeterince yer verilmelidir.  Ulusal değerler millet, devlet, vatan, ordu, cumhuriyet, ulusal simgeler( ulusal  marş, ulusal anıtlar, ulusal bayram, bayrak), kahramanlık, dil, gelenek ve  görenekler olarak belirlenmiştir. Bu çalışmanın amacı 7. Sınıf Türkçe ders ve  çalışma kitaplarında milli değerlere nasıl ve ne ölçüde yer verildiğini  belirlemektir. Araştırmada betimsel yöntem kullanılmıştır. Araştırmanın  evrenini 2013-2014 öğretim yılında okutulmakta olan MEB ve özel  yayınevleri tarafından basılan 7. Sınıf Türkçe ders ve çalışma kitapları  oluşturmaktadır. Doküman analizi yaklaşımıyla Türkçe ders ve çalışma  kitaplarındaki metinler ve etkinlikler, milli değerleri taşıma bakımından  değerlendirilmiştir. Araştırma sonuçları ilgili literatür ışığında tartışılmış ve  öneriler dile getirilmiştir. EXAMINATION OF NATIONAL VALUES IN TURKISH TEXT AND  WORKBOOKS OF 7TH GRADE  Key words: national values, Turkish textbooks, Turkish workbooks.  ABSTRACT  One of the aims of Turkish lessons for individuals is to gain national and  universal values. Therefore, the mostly utilized source in Turkish lessons in  textbooks should be given sufficient importance to national and universal  values. National values are defined as nation, government, territory, army,  republic, national symbols (natioanl anthem, national monuments, national  holidays, flag), heroism, language, traditions. The aim of this study is to  determine how and to what extent the national values are given place in the7th  grade textbooks and workbooks. Descriptive method is used in the study. The  7th grade Turkish text and workbooks published by MEB and private  publishers and being taught in 2013-2014 academic year, are the universe of  this study. Texts and activities in Turkish textbooks and workbooks are  evaluated in terms of existence of national values with the approach of  document analysis. Research results have been discussed in the light of  literature and recommendations has been expressed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-05-23]]></dcterms:date>
    <dcterms:extent><![CDATA[2707]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-582X     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2387">
    <dcterms:title><![CDATA[Sir Vidiadhar Surajprasad Naipaul: A Writer’s People: Ways of Looking and Feeling]]></dcterms:title>
    <dcterms:abstract><![CDATA[Sir Vidiadhar Surajprasad ‘V.S. Naipaul’ is one of the most popular postcolonial authors of the contemporary world. V.S Naipaul is an Indo-Trinidadian British Writer that focuses on the idea of British Empire’s Colonialism. He mentions about colonial and postcolonial life in his studies. He has won many awards such as Nobel Prize for Literature (2001), David Cohen Prize (1993), The Booker Prize (1971), etc. V.S Naipaul has published many books of fiction, non-fiction studies. V.S Naipaul’s fiction and non-fiction studies have been emphasized by a committing to truth that illustrating the brightness and intelligence. V.S. Naipaul points out an extensive  experience that we think, see, feel and look. That’s why Naipaul provides readers ‘to look and to look, to re-look and re-think.’  V.S Naipaul’s fiction and non-fiction studies pretend as an argument and a critique towards the other writers. A Writer’s People: Ways of Looking and Feeling is a non-fiction book written by V.S Naipaul. In this book, Naipaul discusses with the writers such as Derek Walcott, Gustave Flaubert, Mahatma Gandhi, Anthony Powell, Polybius, Virgil, Trinidadian Writer Sam Selvon and Naipaul’s father, Seepersad. This book includes the title such as The Worm in the Bud, An English Way of Looking, Looking and Not Seeing: The Indian Way, about Mahatma Gandhi and related with these writers.  In this essay, we will mention why V.S Naipaul’s writings and essays generate controversy between writers and are criticized so much by other writers. Additionally, we will focus on his philosophy and his view as a postcolonial writer from former British colony with western culture and his own style and explain why V.S Naipaul is differentiated by other writers. It will deal with social, cultural and political issues by considering A Writer’s People: Ways of Looking and Feeling.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1047]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/429">
    <dcterms:title><![CDATA[SIROMAŠTVO DJECE – UZROCI I SREDSTVA ZA NJEGOVO SMANJENJE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Autorica u radu, nakon analize pojmova apsolutnog i relativnog siromaštva, socijalne isključenosti i rizika od siromaštva, razmatra problem siromaštva djece i njegove uzroke u Bosni i Hecegovini i u evropskim zemljama. Uzroci su isti, ali su u Bosni i Hercegovini, zbog recesije, ekonomske nerazvijenosti, tranzicije te velikog broja nezaposlenih, prisutniji i izraženiji. Zbog toga je teže i otkloniti ih, odnosno pronaći i primijeniti sredstva za smanjenje siromaštva. Autorica kao ova sredstva navodi izmjene u okviru sistema socijalne zaštite, rješavanje problema iz perspektive prava djeteta, pružanje pomoći porodicama radi zadovoljavanja potreba njihovih članova, uklanjanje propusta u uređenju postojećih porodičnopravnih ustanova i u radu nadležnih organa, uvođenje sistema akontativnog plaćanja izdržavanja te uvođenje ustanove porodičnog doma, odnosno posebnog režima koji bi važio za porodični dom i predmete domaćinstva.     Ključne riječi: siromaštvo i rizik od siromaštva, socijalna zaštita, prava djeteta, porodični dom, pravo stanovanja]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2986]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2266">
    <dcterms:title><![CDATA[Situation Of The Dikili Gulf Fishes For Sustainable Fisheries]]></dcterms:title>
    <dcterms:abstract><![CDATA[Conservation fish stocks in the aquatic ecosystem is important for sustainable fish production.  Continuation of the fish species generations in a habitat is affected by environmental  conditions and hunting pressure. For the sustainability of the reproductive abilities of fishes, it  is essential to know interactions with the the other species that live in habitat. In this way the  production models, that encourage the fish to grow in its natural habitat, can be developed. In  this study, the fish species that live in Dikili Bay of Izmir City and their economic features  were investigated. Fish species that live in Dikili Bay were examined systematically and  biologically; also identification keys of the species were formed. Morphometric and meristic  characters of obtained species were identified. In the examination, 70 species belonging to 39  families were identified. 9 species of these belong to chondrichythyes and 61 to osteichtyes.  31 of these species are economically important species and are hunted. 2 of them (Sea bream  and sea bass) are farmed in Turkey, also. As a result of inadequate protection measures and  mindless hunting, it was observed 31 economically important and identified species, that live in the Dikili bay, began to extinction day by day. Due to the sea bottom is sandy, it provides  appropriate conditions to trawl fishing. By hunting with this method leads to deterioration of  marine ecosystems. Unlike the other surface fishnets, the trawling disrupts the fish shelters  and nests and makes them irreversible. In this context, placement of an artificial fish shelters,  both will form habitat for fish and with this way trawling can be prevented partially. In  addition, to protect the natural balances of the economically important fish species, stock  enhancement programs, that used for terrestrial water resources, are able to apply for local  marine fish species. By the stock enhancement programs, the natural fish stocks will increase  and the sustainable fisheries will be provided in the natural environment.  Keywords: Dikili Bay, Sustainable Fisheries, fish stocks, stock enhancement, trawling.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1239]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2765">
    <dcterms:title><![CDATA[Situation Types and Implications of Teaching Single Verb Versus Multiple  Verb Constructions of Tatar to Turkish speaking Students in Higher  Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The significance of verb semantics and aspectual distinctions of verbs within  a specific language is obvious and relevant, as much to language acquisition (Andersen  and Shirai 1996; Aksu-Koc 1978 and 1998; Gôkmen 2003 and 2004; Gôkmen and Lee  2002; Olsen 1999), as to second language acquisition (Bardovi-Harlig 1994a, 1994b,  1998 and 2000; Collins 2002; Salaberry &amp; Shirai 2002; Slabakova 2002).  Aspect, as opposed to time /tense is considered to be non-deictic (Comrie 1979: 1-3)  and to involve three types of information, namely the lexical meaning of a verb, its  argument and inflectional structure (Smith 1983, 1986 and 1997). Specifically, the  situaiton types within aspect are important in foreign language teaching since, besides  aspectual type of a single verb, the ways in expressing aspect, and in particular the  situaiton types, also exhibit differences from one language to another. In Tatar, for  instance, the situation types, besides other aspectual information, involve double or  multiple verb constructions, which either identify or modify the aspectual type of a  sentence.  Both Tatar and Turkish are agglutinative languages having SOV word order, and belong  to Turkic linguistic family. As opposed to Turkish which is mostly a language of single  verb predicates, Tatar, though closely related to Turkish, heavily rely upon double or  multiple verb constructions in order to make aspectual distincitions within clauses and  distinctions of situation types in verb meaning.  During the instruction of Tatar courses for more than 8 yeras, based on student  homeworks, term papers and exam papers, I have observed that double verb  constructions with aspectual post verbs is one point in learning Tatar grammar which  students make most of their mistakes. In this paper, I am going to investigate if there are  any meaningful differences between the levels of learning single verb constructions on  one hand and double or multiple verb ones with aspectual post verbs on the other. In this  regard, the preliminary findings point out to the fact that the learning of double/multiple  verb constructions with aspectual post verbs by Turkish speaking students, who do not  have paralel constructions in their native language, are less successfull in comparison to  the learning of single verb perdicates.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[684]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2944">
    <dcterms:title><![CDATA[SLA Implications to Language Learning Strategies and Pedagogy]]></dcterms:title>
    <dcterms:abstract><![CDATA[The topic of language learning has been one of the most prolific areas of research in  ESL education in recent years. With the advent of the communicative approach in ESL  education, greater responsibility has been placed on ESL learners for their own learning then  under the previous teaching methods used in ESL classrooms. Therefore, the learners under  the communicative approach often need to employ various and specific language learning  strategies in order to carry out their tasks or to facilitate their language learning. The purpose  of this paper is to provide ESL teachers with a broad picture for the area of language learning  strategies. In addition, it aims to offer ESL teachers some applications for their own  classrooms. There have been there major domains related to research on language learning  strategies: 1) identification and classification of language learning strategies; 2) factors  influencing the use of language learning strategies; and 3) language learning strategy training.  Several implications and applications are discussed based on the findings from the three  domains.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[354]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2674">
    <dcterms:title><![CDATA[Slang, Bad Language and Press Relationship in Turkish Sports Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language is alive; it lives and continuously develops. If we say this it means that discussions about language will continue as long as human beings exist. Every new thing builds up its own language and terminology. However, it is difficult to say that this development is built up appropriately by the rules of the language.    In this study, the affect of media in developing Turkish sports own language will be indicated with examples, especially when football reaches to a position that no one could remain uninterested.    There has been many things written and said aboutthe language usedin the media. But media has to produce and sell. Thus, no matter what the rules of language, article and speech say, it will continue using the language how its customers want. It is obvious that, a commentator who insults and uses the slang words will attract more audience and listener.    Actually, the language of the news should be simple and neutral. However, the usage of distant, dull and colourless language started to be abandoned all around the world. Herein, it can be said that the sports programs are pioneered. It’s identified that the sports media is more independent in the usage of language, it frequently uses the metaphors, which are taken from many other fields, and personalization are constantly applied. Of course, all these things are to attract the attention of the reader and the audience.    In this study, further clarification of the issue will be aimed by giving some examples of bad language and slang used by the supporters of the football teams, the sports columnists and the titles of news in sports press.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[970]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/178">
    <dcterms:title><![CDATA[Slovene as the second/foreign language in Slovene pre-school institutions]]></dcterms:title>
    <dcterms:abstract><![CDATA[Slovenia has long been a place for immigration; with the accession into the European Union it has become even more interesting for different groups of immigrants from European and non-European countries. According to the Statistical Office of the Republic of Slovenia, 106.486 foreigners (5.16% of overall population in Slovenia) were living in Slovenia at the end of 2015. It is expected that this migration trend in the light of world events continues or even increases. One of the key factors for the successful integration of young generations of migrants in society is education. The survey Index of the policy of integration of migrants (MIPEX, 2015), implemented by the British Council and Migration Policy Group, shows that few education systems in Europe are adapting to the realities of immigration. Sweden, Australia, New Zealand, Norway, Canada, Portugal are the most engaged countries, whereas Slovenia is among the least committed (it ranks 28 among 38 selected countries). Language has a major role in supporting children’s process of identity formation and in helping them understand where they fit in the new environment they are entering. Language is, of course, not the only factor that promotes integration and enables successful education, but the fact remains that immigrant pupils are better achievers in those countries that pay greater attention to second/foreign language learning starting in preschool institutions. In the present paper we discuss the Slovene pre-school teachers’ and pre-school teacher assistants&#039; attitudes towards learning Slovene as the second/foreign language in Slovene pre-school institutions. The research was conducted on a sample of 143 pre-school teachers and pre-school teacher assistants. The results imply that Slovene pre-school teachers and pre-school teacher assistants hold positive attitudes towards learning Slovene as a second/foreign language, they see their role as the promoters of learning Slovene as a second/foreign language to non-Slovene children, but they strongly express the lack of training in language learning strategies of Slovene as a second/foreign language.  Keywords: Slovene, second/foreign language, preschool institutions, pre-school teacher and pre-school teacher assistant]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-12]]></dcterms:date>
    <dcterms:extent><![CDATA[3273]]></dcterms:extent>
</rdf:Description></rdf:RDF>