<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/1761">
    <dcterms:title><![CDATA[ŞUARA TEZKİRELERİNDE ANEKDOTLAR VASITASIYLA BİLİNÇALTINA VERİLEN MESAJLAR: KÜNHÜ’L-AHBÂR’IN TEZKİRE KISMI ÖRNEĞİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şuara Tezkireleri, Künhü’l-Ahbar, Gelibolulu Mustafa Âlî, Anekdot.  ÖZET  Şuara tezkireleri, Osmanlı şair ve ediplerinin biyografileri hakkında bilgi veren en eski ve güvenilir kaynaklar olarak kabul görmektedir. Türk edebiyatında Mecalisü’n-Nefâis ile (Çağatay sahası) başlayan tezkire yazma geleneği, 20. yüzyılın başında yazılan Tuhfe-i Nailî’ye kadar devam etmiştir. Yakın geçmişte ise tezkirelerin tıpkıbasımları yahut bugünkü harflere aktarılmış (transkripsiyonlu) metinleri oldukça ciddi çalışmalar neticesinde günümüz insanının istifadesine sunulmuştur. Mamafih bu önemli çalışmaların yanında tezkirelerle ilgili yapılması gereken başka önemli çalışmalar da vardır. Bunlardan biri Türk şairlerinin biyografilerine dair bilgiler ihtiva eden şair tezkirelerinin mukayeseli ve tenkidî bir bakış açısıyla ele alınması; bir diğeri ise tezkirelerde verilen bilgilerin güvenirliklerinin sorgulanması ve tezkirecilerin bu eserleri yazmaktaki asıl gayelerinin belirlenmesidir. Zira bu eserlerin hangi kimlik, karakter ve bakış açılarına sahip insanlar tarafından kaleme alındığı konusu araştırılmayı beklemektedir. Bu bildiride Osmanlı edebiyatının önemli müelliflerinden sayılan Gelibolulu Mustafa Âlî’ye ait Künhü’l-Ahbâr’ın Tezkire Kısmı’nda yer alan biyografilerin, içerdikleri anekdotlar vasıtasıyla, okuyucunun bilinçaltına verdiği mesajlar üzerinde durulmuştur. Bu bağlamda, tezkirecinin anlattığı anekdotlar üzerinden Osmanlı toplumunu şairiyle, sultanıyla, kadısıyla, ilmiye sınıfıyla ve sosyal yapısıyla hangi karakter ve bakış açısından ele aldığı ortaya konmaya çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1953]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1358">
    <dcterms:title><![CDATA[SUDAK’IN BAŞTAŞLARI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Anahtar sözler: Kırım, Tatar, Sudak, baştaşı, epitafiya.  ÖZET  Kırım’ın güney bölgelerinde, Türk Oğuz varlığının izlerini bize açıkça ispatlayan Sudak ve civarında 1980’lerden bu yana bulunan mezar taşları ve fragmentleri 2002 yılından başlayarak Taraktaş bölgesinde bir tepeliğe toplanmış, halk ziyaretine açılmış bulunmaktadır. Civar köy (ev, depo, hayvan ahırları duvarlarında, toprak içinde, ormanlık alanlarda) ve tarlalarda rasgele bulunan bu baştaşların Celilov A.A. tarafından karakteristiği tespit edilmiş, yazıları okunmuş ve üstüne kazılmış sembollerin açıklanması verilmeye çalışılmıştır. Kadim Kırım’da İslam tarihinin inkişafı, Kırım Türklerinde ölü gömme gelenekleri üzerine son yıllarda yapılan verimli çalışmalarından biri olan “Sudaqnıñ qadimiy baştaşları” geniş bir okuyucu kitlesine hitap eder. Çalışma, Kırım Türklerinde epitafya (baştaş yazısı ve tarih düşürme) sanatının inceliklerini takdim etmektedir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2174]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/207">
    <dcterms:title><![CDATA[Sufiksi perzijskog porijekla u bosanskom jeziku]]></dcterms:title>
    <dcterms:abstract><![CDATA[U radu se istražuje zastupljenost sufiksa perzijskog porijekla u bosanskom jeziku, koji su općenito manje proučavani u poređenju s npr. sufiksima turskog porijekla. Želi se ukazati na činjenicu da oni nisu tako malobrojni, kako bi se moglo činiti, ali nisu ni pretjerano frekventni. Među njima, prisutne su i mnoge samostalne riječi iz perzijskog jezika, koje u našem jeziku imaju funkciju sufiksa, poput perzijskog kar, koje se u našem jeziku realizira kao -ćār/-ćer, i perzijskih hane, name i zade, koji se u našem jeziku ostvaruju kao -(h)ana, -nama i -zada. Pored njih, zabilježeni su i sufiksi: -dān/-den, -dār/-tār, -stān i -vān/-van, te sufiks -ane, jedini kojim se izvode prilozi. Cilj rada jeste ukazati i na potrebu njihovog podrobnijeg osvjetljavanja u kontekstu tvorbenog sistema bosanskoga jezika.           Ključne riječi: sufiksi, bosanski jezik, perzijski jezik, turski jezik]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-05]]></dcterms:date>
    <dcterms:extent><![CDATA[3255]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2507">
    <dcterms:title><![CDATA[Suggested Ways of Providing an Immersive Environment in an EFL Context: An Extensive Rreading Program in a Shanghai Senior High School]]></dcterms:title>
    <dcterms:abstract><![CDATA[In recent decades, there have been numerous studies on the significance of extensive reading to English as a second language (ESL) and English as a foreign language (EFL) teaching and learning showing that extensive reading can effectively improve students’ proficiency in various skill areas and language knowledge components.    However, extensive reading has a low profile in mainland China, despite mainland China representing the largest number of English language learners in the world. In fact, extensive reading may have particular value in mainland China, as it is optimal for providing an immersive environment to English language learners in this EFL context. To address this lack of information about extensive reading in mainland China, this study seeks to disseminate the results of one particular extensive reading program implemented at a public high school in Shanghai.    In this study, ninety-nine students were stratified into three groups of thirty-three on the basis of overall English language proficiency and gender, namely the Integration Reading group, the Free Reading group and the Control group. The Integration Reading Treatment was used in the Integration Reading Group, and the Free Reading Treatment was used in the Free Reading Group. The Intensive Reading Treatment was used in the Control Group. The post-test was administered at the end of this study to evaluate the significance of extensive reading to senior high school English teaching and learning. The pre- and post-study questionnaires were administered to investigate whether extensive reading affected the students in terms of their perception of and attitude towards reading in English.   Analysis of the data revealed the following major findings: (1) Extensive reading can effectively improve senior high school students’ listening, reading and writing proficiency and linguistic knowledge; and (2) extensive reading positively affects students’ attitude and behaviours towards reading in English.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[848]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/376">
    <dcterms:title><![CDATA[SUGGESTIONS ON DEVELOPING CHINESE UNIVERSITY STUDENTS’ INTERCULTURAL COMMUNICATION COMPETENCE IN NET ENVIRONMENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents an empirical study on Chinese university students’ intercultural communication competence. The results show that learners should promote their cultural knowledge, intercultural sensitivity, communication strategies and intercultural awareness, etc. Suggestions for the curriculum and pedagogy of intercultural communication and the methods in developing Chinese university students’ intercultural communication competence in net environment are provided based on the research results.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2887]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1683">
    <dcterms:title><![CDATA[Suggestions to Financial Crises]]></dcterms:title>
    <dcterms:abstract><![CDATA[2008 Global Financial Crisis is considered by many as one of the most  serious crises ever seen in the world finance history. Yet, thanks to the  quick response of policy-makers in contrast to the Great Depression of  1929, the crisis did not hit as destructive as expected. However, we have  not seen any fundamental suggestion to avoid the future crises of the  same kind or even more devastating ones though the vital suggestion of  the Vatican about Islamic finance as solution to financial crises. This paper  is intended to draw the attention of economists and finance experts to the  Islamic finance as an alternative system of crisis preventive nature. After  giving the highly important saying of the Prophet Muhammad -so-called Six  Items Hadith-, we will try to extract some basic principles that can be taken  into consideration in financial transactions. This two sentences Prophetic  saying or hadith is so comprehensive that it expresses exactly 80 kinds of  exchanges. According to that hadith, out of these 80 kinds of exchanges, 46  sales include a religiously forbidden “interest”. Interest is a value transfer  from one party to another in loans or exchanges, particularly in the finance  sector without any corresponding real value in the underlying assets,  resulting in financial or economic crises.  Keywords: Financial Crisis, Interest, Islamic Finance, Six Items Hadith.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1641]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2795">
    <dcterms:title><![CDATA[SUGGESTIONS TO IMPROVE CRITICAL READING APPLICATIONS  IN ELT/EFL CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[As the society we are living has become more complex and specialized in  the last decades, reading has become one of the most important skills in ELT/ EFL  teaching. The importance of connecting and commenting on the ideas are the key  elements of social and academic success. In the past decade, there has been a  sustained interest in promoting reading as a significant and viable means of language  development for second and foreign language (L2 and FL) learners (Day and  Bamford, 1998; Krashen, 1995). Critical reading is a skill which we use in our social  and academic lives. As critical readers we need to understand, question and evaluate  the texts which are actively participate in our lives. By looking at the texts which are  already there, from a different point of view will develop our critical thinking as well  as critical reading. Being one of the most frequent skills that we use in every part of  our lives, critical reading can be developed through learning and practice. In this  study the benefits of Critical (CR) practices in traditional EFL/ELT classes is  discussed and some classroom applications to improve critical reading in ELT is  presented]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[93]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3569">
    <dcterms:title><![CDATA[Sunglasses E-commerce Webshop With Credit Card Payment]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Sunglasses E-commerce Webshop project addresses the need for a modern online platform to sell eyewear products, specifically sunglasses, to a wide customer base. <br />
Problem Statement - Traditional brick-and-mortar sunglasses retailers are limited by geography and operating hours, whereas an e-commerce solution can provide 24/7 access and a broader reach. This project’s objective was to design and implement a secure, user-friendly web application for browsing and purchasing sunglasses online. <br />
Methods - The development followed a structured approach including requirement analysis, system design with UML diagrams, iterative implementation, and rigorous testing. Key technologies used include Angular for the frontend, ASP.NET Core Web API for the backend, and MSSQL for data storage. The system integrates the Stripe API in sandbox mode to handle payments safely, avoiding actual charges during development. Modern development practices such as responsive design, RESTful APIs, and MVC architecture were employed to ensure scalability and maintainability. <br />
Results - The resulting application allows users to register and log in, browse products with filtering options, add items to a shopping cart, and checkout securely using test credit card data. An administrative module enables product and order management. System testing indicates that all major use cases - from account creation to order placement - perform as expected, and the Stripe integration successfully simulates payment transactions without processing real money. Conclusion - The project demonstrates the successful creation of a specialized e-commerce platform for sunglasses. It offers a convenient shopping experience for users and an effective sales channel for the business. Future improvements, such as integrating augmented reality “virtual try-on” features and expanding product recommendations, are suggested to further enhance user engagement. Overall, the project showcases how a full-stack web application can meet real-world requirements for online retail, and it highlights lessons in web security, payment integration, and user experience design.]]></dcterms:abstract>
    <dcterms:language><![CDATA[English language]]></dcterms:language>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3095">
    <dcterms:title><![CDATA[Superparamagnetic NiFe2O4 Nanoparticles to Remove Arsenic From  Drinking Water]]></dcterms:title>
    <dcterms:abstract><![CDATA[Superparamagnetic nanoparticles of nickel ferrite (NiFe2O4) were  produced by PEG assisted hydrothermal method. XRD, FT-IR, TEM and VSM were  used for the structural, morphological, and magnetic investigation of the product,  respectively. Average particle size of the nanoparticles was estimated by the  Scherrer equation using the full-width at half maximum (FWHM) of the most  intense XRD peak and found as 14 nm. While the nanoparticles indicate a  superparamagnetic behavior above the blocking temperature of 72 K, they have  ferromagnetic behavior at temperatures lower than the blocking temperature. These  nanoparticles were dispersed into drinking water contaminated with arsenic (As),  and once they bind to arsenic, they have been removed from the water solution using  a strong magnet. The results were measured by Atomic Mass Spectrometry and  found that these nanoparticles had removed 90 % of the arsenic. The measurements  were repeated several times with the same sample and get almost the same results.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[543]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1947">
    <dcterms:title><![CDATA[Supervising English Language Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[Supervision is a common way to observe English language teachers during their teaching. Observation is a powerful tool for assessing and monitoring a teacher’s progress. However, observation and giving feedback are very complex skills, which need training and practice. This hands-on, workshop-style session aims at all EFL teachers and teacher trainers, but also of great use to supervisors in different countries with an interest in improving the quality of supervision. The session will begin with a 10- minute introduction during which the presenter will explain the session format and provide the explanation of the roles of teacher supervision, characteristics of supervisor, models of teacher supervision, approaches to language teacher supervision, advantages and disadvantages of observation, and supervisory styles. Following the introduction, the participants will be provided with different proformas to use and what to do before, during and after the observation. In the course of the workshop, worksheets with different activities will be distributed among the participants and they are asked to work on the activities in pairs/groups. This workshop is designed to be a participatory and exploratory experience for participating English instructors and teachers. Similarly, it is hoped that the interactive nature of the workshop will create opportunities for meeting like-minded colleagues, exchanging information, and networking, sharing resources and strategies, and building the capacity for effective reading instruction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1827]]></dcterms:extent>
</rdf:Description></rdf:RDF>
