<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/1251">
    <dcterms:title><![CDATA[THE ADSORPTION OF REACTIVE BLUE FROM AQUEUS SOLUTION BY USING FERRITE NANOPARTICLES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords:Textile wastewater, Nanoferrites, XRD, Superparamagnetism, Reactive Blue 5, Adsorption.  ABSTRACT  Releasing the industrial dye-bearing wastewaters without removing colour is becoming one of the major environmental problems since most dyes are stable to light and oxidizing agents. Since the wastewaters including dyes reduce the light penetration and photosynthesis, destroy the biological cycle and some are toxic and even carcinogenic for human health, it is important to remove these dyes from wastewater. In this study we have synthesized MnFe2O4 and NiFe2O4 nanoporous materials by using auto-combustion method and used them to remove REACTİVE BLUE 5 (RB5) from aqueous solutions. XRD studies indicated that the nanoparticles have single phase spinel structure. SEM pictures revealed that the samples have porous nanostructures which are advantageous for RB5 removal. From VSM measurements it is observed that the samples have superparamagnetic behavior at room temperature. The saturation magnetization of the samples are found to be 28 emu/g for MnFe2O4 and 34 emu/g for NiFe2O4 which are sufficient for magnetic separation via applying strong external magnetic field. Removal efficiency of the materials are found to be %79.84-82.22 RB5 removal by using 2 g/L nanoparticles (NiFe2O4 and MnFe2O4) and 24.00-24.70 mg/g adsorption capacity were determined.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2062]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233-1565     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2154">
    <dcterms:title><![CDATA[The Affecting Channels Of The Global Crisis On The South-Eastern Europe (See-7)  Countries’ Growth Performance]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper analyzes the impact of the global crisis on the growth performance of SEE-7  countries. From the beginning of 2000’s to the eve of the global crisis, these economies had a  strong growth performance. Especially, increasing export, inflows of foreign direct  investments and private capital significantly contributed to their economic growth. However,  the global economic crisis adversely affected all the SEE-7. According to empirical findings  obtaining from the panel regression results, until the global crisis, the external variables  significantly contributed to growth performances of these economies. However, the impacts  of external variables on GDP growth rate reduced sharply during the crisis.  Keywords: The SEE-7 countries, growth performance, the global crisis, external variables,  panel data.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1328]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2207">
    <dcterms:title><![CDATA[The Analysis of Sustainability Development of Eastern and South Eastern Europe in the  Post Socialist Period]]></dcterms:title>
    <dcterms:abstract><![CDATA[Since the collapse of socialism, Eastern Europe and South Eastern (Balkans) Europe countries  have been expeditiously changing as social, economic and politic structure. Some former socialist  countries (as Bulgaria, Slovenia, Slovakia, Latvia, Lithuania, Poland and Romania) and Greece  became full member of European Union. Some Balkan countries (Serbia, Montenegro, Croatia,  Bosnia-Herzegovina, and Macedonia) lived difficult war years. After the wars, they have started  to struggle for economic, social and political reconstruction process. Some CIS (Commonwealth  of Independent States) countries (as Moldova, Ukraine and Belarus) tried to adapt market  economics. Each country in this region wants bigger real per capita income, better welfare level,  and generally become a developed country. But these countries have some political, economic  and social problems in development and sustainability process. The aim of this paper is to  analysis the countries in terms of development indicators such as per capita GDP growth rates,  Human Development Index values and Sustainable Human Development Index values in the  period of 2000-2010. It will be used the tools of spatial statistics (ESDA -Exploratory Spatial  Data Analysis).  Keywords: Sustainable Development, per capita GDP growth, Human Development Index,  Sustainable Human Development Index, ESDA (Exploratory Spatial Data Analysis)]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1356]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/931">
    <dcterms:title><![CDATA[THE ANALYSIS OF THE ADVANTAGES AND DISADVANTAGES OF ENGLISH BOOK FOR GRADE TWO OF IRANIAN GUIDANCE SCHOOLS ACCORDING TO THEIR TEACHING APPROACHES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Applying the appropriate theoretical approaches to the teaching strategies has been of great importance in the last two decades. Putting a theory into practice seems not to be so easy although teacher educators have frequently encouraged teachers to do this. The teaching approaches considered to be used for teaching English in guidance schools make the books difficult for students to learn since the syllabuses have not suitably been selected. In this paper, the English book of grade two of guidance schools has been studied. A library study of the book has been used as the method. After analyzing the contents and the approaches considered to be used for teaching these contents, the advantages and the disadvantages of the book have been defined. The results show that although there are plenty of useful contents in English for grade two of guidance school, lack of coherence of the contents, artificial dialogues with discouraging pictures along with many other reasons make the book unpleasant to learn as a suitable source of learning English.                                        Keywords:  English, book, guidance school , grade two]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3379]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1774">
    <dcterms:title><![CDATA[The Analysis of the Gains in Turkish Teaching Programme According to the Revised Bloom’s Taxonomy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Revised Bloom’s Taxonomy, Gains in Turkish Teaching Programme  ABSTRACT  There are many classifications used in the field of education. It is Bloom’s Taxonomy that is the most widely used in the classifications. Bloom’s taxonomy has been used by many researchers for many years. Revising of the taxonomy has been raised. Seven educators led by Anderson and Krathwohl collaborated and then updated taxonomy.  Revised Bloom’s taxonomy consists of Knowledge Dimension and Cognitive Process Dimension. Knowledge Dimension consists of Factual Knowledge (Knowledge of Terminology, Knowledge of Specific Details and Elements), Conceptual Knowledge (Knowledge of Classifications and Categories, Knowledge of Principles and Generalizations, Knowledge of Principles and Generalizations), Procedural Knowledge (Knowledge of Subject-Specific Skills and Algorithms, Knowledge of Subject-Specific Tecniques and Methods, Knowledge of Criteria for Determining When to Use Appropriate Procedures), Metacognitive Knowledge (Strategic Knowledge, Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge, Self-Knowledge) categories.  Cognitive Process Dimension consists of Remember (Recognizing, Recalling), Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining), Apply (Executing, Implementing), Analyze (Differentiating, Organizing, Attributing), Evaluate (Checking, Critiquing), Create (Generating, Planning, Producing) categories.  The aim of this study is to determine levels of listening, reading, writing, speaking gains in 6, 7 and 8 Class of Turkish Teaching Programme according to the Revised Bloom’s Taxonomy.  The data (gains) will be resolved by two researchers separately via SPSS 15.0 package program. In order to test the inter-rater reliability, a formula; Reliability = (The number of agreements) / (The number of agreements + the number of disagreements) will be used. Category analysis will be done.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1733]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1775">
    <dcterms:title><![CDATA[The Analysis of the Gains in Turkish Teaching Programme According to the Revised Bloom’s Taxonomy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Revised Bloom’s Taxonomy, Gains in Turkish Teaching Programme  ABSTRACT  There are many classifications used in the field of education. It is Bloom’s Taxonomy that is the most widely used in the classifications. Bloom’s taxonomy has been used by many researchers for many years. Revising of the taxonomy has been raised. Seven educators led by Anderson and Krathwohl collaborated and then updated taxonomy.  Revised Bloom’s taxonomy consists of Knowledge Dimension and Cognitive Process Dimension. Knowledge Dimension consists of Factual Knowledge (Knowledge of Terminology, Knowledge of Specific Details and Elements), Conceptual Knowledge (Knowledge of Classifications and Categories, Knowledge of Principles and Generalizations, Knowledge of Principles and Generalizations), Procedural Knowledge (Knowledge of Subject-Specific Skills and Algorithms, Knowledge of Subject-Specific Tecniques and Methods, Knowledge of Criteria for Determining When to Use Appropriate Procedures), Metacognitive Knowledge (Strategic Knowledge, Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge, Self-Knowledge) categories.  Cognitive Process Dimension consists of Remember (Recognizing, Recalling), Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining), Apply (Executing, Implementing), Analyze (Differentiating, Organizing, Attributing), Evaluate (Checking, Critiquing), Create (Generating, Planning, Producing) categories.  The aim of this study is to determine levels of listening, reading, writing, speaking gains in 6, 7 and 8 Class of Turkish Teaching Programme according to the Revised Bloom’s Taxonomy.  The data (gains) will be resolved by two researchers separately via SPSS 15.0 package program. In order to test the inter-rater reliability, a formula; Reliability = (The number of agreements) / (The number of agreements + the number of disagreements) will be used. Category analysis will be done.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1732]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2015">
    <dcterms:title><![CDATA[The Analysis of Turkish Elements as a Cultural Connection between Bosnia and Turkey in Sevdalinka Songs]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Sevdalinka, Sevdalinka songs, Common elements, Cultural connection.  ABSTRACT  Since 1463, there has been a cultural connection between Bosnia and Turkey.There is a bridge between Bosnia and Turkey such as culture,civiliation and society.Turkish people have brought their tradition,customs as well as a lot of elements that combine strong relations between those two countries.Sevdalinka is one of the examples that combines both cultures.Even though we have different languages,we have similar elements that make us understand each other.Some of those elements are words found in Sevdalinka songs that have Turkish origins.The common elements of Turkish and Bosnian languages in Sevdalinka songs will be examined in this study.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1891]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2193">
    <dcterms:title><![CDATA[The Applicability of Green Economy Policies: Governance Approach and Sustainable Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[This report tries to focus on how the “governance” approach can enable “green economy”  that develops along with change in the field of energy. As is known, governance approach  emerged as a product of public administration paradigm starting to change at 1970s, and is specially emphasized by supranational organizations like The United Nations, The European  Commission and The World Bank. This is because; the increasing energy demand leads the  world to a new energy economy and the search for renewable energy sources. While financial  policies are crucial for sustainable development, applicability and consistency of these  policies can be succeeded by networks and tight relationships between the actors that  governance has developed.  Keywords:Green Economy, Governance, Sustainable Development, Global Warming and  Climate Change, Carbon Tax.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1343]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/268">
    <dcterms:title><![CDATA[The Application of Jus Cogens Norms in UN Peacekeeping Missions: A Possible Source of Conflict with the UN Charter?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Summary: Peacekeeping missions represent an important and significant part in the United Nations (UN) security system. Although this peacekeeping missions (PKM) aim to protect human rights, maintain security and peace, within this operations regularly human rights violations and other misconduct by peacekeepers is reported. In the Nuhanovic case (2011) the Dutch Court of Appeals, as the first national court, used the effective control test which confirmed the principle that troop- contributing states can be liable for internationally wrongful acts of their troops who are embedded in the UN peacekeepers. This case represents a key shift in the theory and practice when dealing with state liability for human rights violations attributable to states operating under an international organisation. This article has created a more creative approach, to the complex matter of liability in UN PKM, even going further then the Dutch courts did, showing that jus cogens norms, have priority over all other international law and that troop contributing states can always rely on this concept when engaging their troops through UN PKM.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Social Sciences Research Center]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3625]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/497">
    <dcterms:title><![CDATA[THE ARABIC TEACHING IN PREPARATORY CLASSES OF THEOLOGY FACULTIES (THE SAMPLE OF KASTAMONU UNIVERSITY)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Preparatory classes in theology faculties can be considered as foundation of Arabic teaching. Qualified teaching in these classes can be possible with planning, practicing and evaluating the teaching process by the data of educational sciences. The method used in Arabic teaching is one of the most important points that should be taken into consideration. Methods selected by taking into consideration of teaching elements and actively applied make learning easier. On the other hand, methods selected at random are not consistent with the conditions and reduce the success of teaching. Therefore, successful Arabic teaching largely depends on the methods that are selected and used considering the conditions. In this context, teaching methods must be primarily selected by considering teaching objectives. In this paper, it has been tried to find out which curriculum and methods are used, how students’ attitudes and instructors’ ideas are, in Arabic teaching in preparatory classes of theology faculties.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2977]]></dcterms:extent>
</rdf:Description></rdf:RDF>