<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/2848">
    <dcterms:title><![CDATA[The position of a woman in modern culture - that of a subject or of an  object?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Is gender clearly defined and merely biological or is it a much greater  phenomenon? Can a modern woman, within her (clearly) defined role, be a subject in  some important aspects of the culture she belongs to or is she still an object, following a  long tradition of a (slightly changed) masculine principle?  In order to find an answer to these crucial questions, this paper first deals with the history  of masculine and feminine principle, their relations and the issue of dominance. Some  gender differences are presented as well, in order to provide a frame for what we wish to  examine.  As only a synthesis of different cultural aspects can provide us with the real picture, this  paper looks at three different spheres in the life of a modern woman – her private life, her  professional life, as well as media and popular culture and the way modern woman is  presented in them. Our aim is to examine certain views we can find in literature  concerning these spheres, in order to approve of these views, deny them or provide some  new examples from this region and the world.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[48]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3509">
    <dcterms:title><![CDATA[The Potential of Biomaterial-Based Solutions in Cancer Research and Treatment<br />
]]></dcterms:title>
    <dcterms:abstract><![CDATA[Cancer is a very troubling disease due to its unique morphological characteristics,<br />
capacity for drug resistance, and immunosuppressive abilities. Traditional methods used both for research of cancer and its subsequent treatment have fallen short of being able to accurately understand and ultimately defeat cancer within the body. Biomaterials present a unique solution to many problems associated with cancer. The use of biomaterials in cancer cell modeling has promoted a better understanding of tumor microenvironments. Biomaterials can also serve as drug and adjuvant carriers that are more likely to reach their target cancer cells. Many biomaterials also have standalone antitumor properties, and can also help in modulating the immune response, triggering various immune cells to attack cancerous cells. Naturally derived biomaterials include polysaccharides, lipids, polypeptides, vitamin E derivatives, and even plant extracts like curcumin. Biomaterial-based cancer treatments tend to have a longerlasting and more dependable effect inside the body and can come in many different forms, from polymeric scaffolds to injectable nanoparticles.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:language><![CDATA[English ]]></dcterms:language>
    <dcterms:type><![CDATA[Literature review]]></dcterms:type>
    <dcterms:identifier><![CDATA[2637-2835 ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3104">
    <dcterms:title><![CDATA[The Power of Words in Communicating Effectively]]></dcterms:title>
    <dcterms:abstract><![CDATA[Words are the keys to the heart. Beautifully crafted words have the power to  captivate the mind of anybody. A sweet-tongued man is loved by one and all. Audience is  always attracted towards those who can speak efficiently and effectively. Wisdom is knowing  when to speak your mind and when to mind your speech. Words have the power to heal  broken hearts and make dreams come true. They have the power to make someone feel better  about themselves. They also have the power to break hearts in the first place and to keep  dreams from coming true. And of course they have the power to tear someone down  completely and cause them to feel completely worthless. Words have the power to both  destroy and heal. When words are both true and kind, they can change our world.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[418]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1882">
    <dcterms:title><![CDATA[The Prefix EXTRA: A Cognitive Linguistic Approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: cognitive linguistics, trajector, landmark  ABSTRACT  In this paper we shall try to shed more light on the semantic network of the prefix EXTRA- that belongs to the group of prefixes classified as prefixes of degree and size. The prefix analyzed combines with different word classes and its semantics might seem chaotic due to different meaning extensions. The prototype theory, along with the theory of conceptual metaphor and metonymy can make sense of the semantics of prefixes and show that the semantic structure of the prefix is not arbitrary but motivated.  The starting point of this paper is that bound morphemes do not behave differently from any other lexical unit and therefore should be analyzed as such. The prefix EXTRA- conveys different meanings: spatial and non-spatial, literal and figurative meanings (metaphorical extensions). Meanings are explained in terms of trajector and landmark as well as the relationship between concrete and abstract meanings is explained along with the metaphorical extensions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1831]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3519">
    <dcterms:title><![CDATA[The Presence of Bioactive Compounds in Plants of the Amaranthaceae Family and Their Use in Medicine: A Review]]></dcterms:title>
    <dcterms:abstract><![CDATA[Various plants have been used in traditional medicine for thousands<br />
of years as natural medicines with therapeutic and other pharmacologic<br />
effects. Bioactive compounds found in plants, such as flavonoids, trace minerals,<br />
essential oils, phenols, glycosides, alkaloids, and tannins, can affect<br />
microbial growth, reproduction, and essential cell functions. Plants of the<br />
Amaranthaceae family have a broad range of bioactive phytochemical<br />
constituents, which provide a variety of medicinal benefits. This review article<br />
discusses the characteristics of Amaranthaceae plants that may indicate their<br />
use as medicinal plants, especially against infectious diseases. According to the<br />
literature, Amaranthaceae plants contain considerable levels of bioactive<br />
compounds that make them effective in traditional medicine, even though their<br />
impact on numerous microbes has yet to be examined.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:type><![CDATA[Literature review]]></dcterms:type>
    <dcterms:identifier><![CDATA[ISSN 2637-2835 (Print)]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/881">
    <dcterms:title><![CDATA[THE PRINCIPLES OF TEXTUALITY IN B E Ć AR AC]]></dcterms:title>
    <dcterms:abstract><![CDATA[The author brings the basic data on the notion of šokaštvo and its origin, as well as its various definitions. This work gives a depicted definition of bećarac (Slavonian humorous-ribald folk song), its function and use. It tries to explain the semantic background of the decasyllabic couplet and its intermediality, minimalism and the two-term structure, i.e. the composition of the two decasyllabic couplets. The central part of this work is dedicated to the definition of the text, the criteria of textuality through which one endeavors to show that bećarac is indeed a textual form and to what extent it meets the constitutive and regular principles. This work also presents numerous examples of miniature couplets with which it provides significant contribution to the view of Slavonian legacy.    K e y w or d s : šokaštvo, Slavonian, bećarac, verse, text, regulatory and  constitutive principles, speaker, recipient.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3363]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2873">
    <dcterms:title><![CDATA[The Problem of Conceptualization in Rhetoric:  A case of Ittisâl, Mülâyim and Cihet-i câmia]]></dcterms:title>
    <dcterms:abstract><![CDATA[Today, there are some difficulties in understanding the old rhetoric (belâgat) books by modern people. Today, although the basic rhetoric terms are known by the majority, the supporting terms used in the old rhetoric books to define these terms are not known by everyone. For us, that is the reason for our classical rhetoric not to be understood sufficiently. Indeed, there have been many attempts to define the rhetoric terms since 20th century, but as the supporting terms, used (that should be used) in defining these terms, were not clearly defined, yet all those studies fill the void, as they are not systematic, they are useless in teaching them.  In this study, we will focus on three terms, used in the definitons of the rhetoric terms in the old rhetoric books but not known properly today, and we will try to explain these terms in relation with their usage in rhetoric books. Among the three terms we will deal with; (ittisâl, mülâyim) is related with beyân (figure of speech) and cihet-i câmia with meânî (word order).  Ittisâl is a term used in the explanation of the teşbih (simile) in the beyan chapter of the rhetoric books. It means a set of intersection to be based on the metaphor, created by the components through which the müşebbeh (likened) and müşebbehün-bih (likened-to) in create meaning. For example, &quot;Ali is a lion.&quot; In this teşbih sentence, ittisâl is made up of courage, which exists between the components of meaning of the two elements (likened and likened-to) and based on the this teşbih.  Mülâyim is the term used in the definition of istiâre in the beyân chapter of the rhetorical books. In a broader sense, istiâre is the word, used with the istiâre word and by which the metaphor is understood (İstiare is a kind of allegory). It also indicates the feature of the metaphor belonging to one of the two elements of the sentence.  Cihet-i câmia, a term related with vasıl and fasıl (conjuction and disjunction) topics of meânî, is used to describe the connection of sentences or common elements in the connected sentences and it means the partnership between the semantic elements of to-be conected elements.  We suppose that the seeds and the principles of the meaning unit (anlam birimciği-séme), one of the most basic branches of the modern semantic, can be said to exist in our classical rhetorical books or at least in ittisâl, mülâyim and cihet-i câmia by looking the descriptions below.  As we also suggest, it is quite apparent that; not only the study of the basic terms but also the study of the terms used in their definitions will contribute a lot to the understanding of our rhetoric.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[687]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2483">
    <dcterms:title><![CDATA[The Problems in Teaching Turkish as a Foreign Language and Solution Problems]]></dcterms:title>
    <dcterms:abstract><![CDATA[The number of the people who has been learning Turkish  has been increasing of late years. However their reasons in learning Turkish has been changing a lot. Due to these increase, a lot of places have been established under the name of “Turkish Course, Turkish Culture Center”.    In this paper, some of the problems in “Teaching Turkish  as a Foreign Language” will be mentioned and some of the keys will be proposed:  1. Lecturer Case: As its has been expressed in lots of sources, a person who speaks Turkish is not always a person who can teach it properly. If so, to know a language does not mean always you can teach it. That kind of beliefs unfortunately would reduce the public esteem for Turkish. In order to avoid this, the language teachers should be aware of the details, specialities of the language. Otherwise, they cant express the originality of Turkish and would teach only “a translation language” Turkish.  2. Source Case: With the incerease in number of the people who are learning Turkish, a lot of sources has been published in that area. Most of them are written by the people who have hardly experiences in the area. Because of this, most of the sources can’t answer language teachers and learners needs.    In most of the books, its neglected to put exact rules in Turkish. If we put rules as much as possible, the time in learning language would be shorter, and the result would be better. For instance, because the place of the answers can change the mean of the sentence  in Turkish, some of students have some difficulties while answering questions about where to put the answer. In order to avoid this difficulty, we can say “You should put the answer the place of the question word.”   “Dün arabayla nereye gittin?”  “Dün arabayla işe gittim.”  The rules would make the language teaching and learning duration easier and funnier. Fort the native Turkish speakers to put rules can be seen unimportant, for he Turkish learners putting that kind of rules are so essential.    3. Pupil Case: Before starting the language teaching activities, we should beter consider “the pupils”  properly. Firstly, their levels should be found out, then the points of why she/he is learning the language, whats her/ his needs and what the mother tongue of her/him is as well. These datas will help in preaparing the teaching plan. For instance, a boss and a housewife’s needs are very different in a new language. Because of this, if the needs of the students are found out properly, the needs can be answered as it should be.    4. Designation Case: Generally, adjective “foreign” is used for the pupils who has been learning Turkish. But instead of using that adjective for pupils, we’d beter use it for the language. Otherwise, unconsciously, the Turkish learnes is isolated.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[797]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3317">
    <dcterms:title><![CDATA[The Problems of Education of Technology and the Relations with the Field of Industry in Professional and Technical Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[İt has become one of the fundamental obligations of today’s communities to obtain the  quality of having knowledge and technology. For that reason, today’s communities and people  should endeavour to constantly improve themselves and acquire the habit of learning all through  the life. At the present time, these developments occurring in a dizzying speed are forcing the  communities and people to obtain more information and keep up with the technological  advancements. This situation has brought about the problem of the acquisition of information, the  transmission of knowledge and the problem of having mature/ grown people. Nowadays, the  education and teaching that are carried out with the traditional methods and equipments in the  educational institutions giving their places to the multiple learning environments formed by  making use of the information technologies. Because of this will be possible when the  administrators re-establish the teaching environment employing the technology in the educational  institutions presents the students a flexible, collaborative and prosperous environment, it will also  provide the administrators of education and teachers with so significant conveniences and  facilities. However, the questions  ‘’how can such an environment be more efficient in learning of  a student, how can a teacher organize the teaching setting in a favourable way that wiil make the  students possible to learn on their own, how often and how efficient can he use the technology’’  should definitely be answered in advance.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[397]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2391">
    <dcterms:title><![CDATA[The Problems that English Teachers Encounter While Being Inspected]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this study is to determine the difficulties that English Teachers have while being inspected and declare the perceptions and reflections of English teachers on the inspectional results. Participants of the study were 15 English teachers in Sakarya, Turkey. The research was carried out using qualitative research methods. Semi-structured interviews were used to collect data. The data were analyzed by the content analysis method and the findings of the study were reported descriptively in a systematic manner. As a result of the study, the most common problems that English teachers encounter are -none-English speaking inspectors, -inspection of the documents related to language teaching processes, -inspection during class time and inspection during teaching and -other minor problems. According to the results of the study, some suggestions were made towards the inspection of English teachers. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[949]]></dcterms:extent>
</rdf:Description></rdf:RDF>
