<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/3311">
    <dcterms:title><![CDATA[The Ratio of Elements Uptake from the Soil by Yellow Weed (Boreava  Orientalis Jaub And Spach.) Which Causes Problems for Barley Cultivated  Under Arid Conditions]]></dcterms:title>
    <dcterms:abstract><![CDATA[Study was conducted in order to determine the amount of elements uptake from  the soil by different densities of yellow weed depending on its competition against barley in  barley cultivated areas in Ardıçlı Village (arid) of Central Selcuklu Konya in 2007. At the  harvesting time of barley, yellow weed samples in all the plots were extracted with their roots  and analysed following the necessary pre-treatments. As a consequence, when the yellow  weed numbers are 1, 3 and 6 number /m2, the amounts of N uptake from the soil by yellow  weed were determined to be 32.09 – 146.67 – 311.07 g/da; P , 15.57 - 72.56 -144.28 g/da; K ,  76.94 - 375.94 – 961.21 g/da, respectively. As the result of the analysis performed, depending  on the numbers of yellow weed in the plots were observed statistically significant differences  between the amounts of N, P, K, Ca, Mg, Mn, Fe, Zn and Mo uptake from soil by yellow weed  at P&lt;0.05 level.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[463]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3310">
    <dcterms:title><![CDATA[The Ratio of Elements Uptake From The Soil By Yellow Weed (Boreava  Orientalis Jaub And Spach) Which Causes Problems For Barley Cultivated  Under Arid Conditions]]></dcterms:title>
    <dcterms:abstract><![CDATA[Study was conducted in order to determine the amount of elements uptake from the  soil by different densities of yellow weed depending on its competition against barley in  barley cultivated areas in Ardıçlı Village (arid) of Central Selcuklu Konya in 2007. At the  harvesting time of barley, yellow weed samples in all the plots were extracted with their roots  and analysed following the necessary pre-treatments. As a consequence, when the yellow  weed numbers are 1, 3 and 6 number /m2, the amounts of N uptake from the soil by yellow  weed were determined to be 32.09 – 146.67 – 311.07 g/da; P , 15.57 - 72.56 -144.28 g/da; K ,  76.94 - 375.94 – 961.21 g/da, respectively. As the result of the analysis performed, depending  on the numbers of yellow weed in the plots were observed statistically significant differences  between the amounts of N, P, K, Ca, Mg, Mn, Fe, Zn and Mo uptake from soil by yellow  weed at P&lt;0.05 level.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[523]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3309">
    <dcterms:title><![CDATA[The Capacity of the Evaluation of Linguistic Abilities of FLE Examinations Applied in Turkey by OSYM]]></dcterms:title>
    <dcterms:abstract><![CDATA[: Since the ultimate object of the assessment and the evaluation in foreign language is the  communication competence, it remains custom to determine the parameters and the performance  criteria of the foreign language users. However, the multiple choice items used in Turkey generally do  not allow us to measure different types of learners such as oral communication. It is limited only to  the measurement of mental processes such as knowledge comprehension and application. En the  contrary, the multiple choice items are still mostly preferred. Within the framework of this research,  our aim is to analyze the multiple choice tests prepared and applied in Turkey by the OSYM in  various examinations such as the OSS, the KPDS and the UDS. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[376]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3308">
    <dcterms:title><![CDATA[Nuclear Model Calculations on the Excitation Functions of Some  Radionuclides Produced by Proton Cyclotron]]></dcterms:title>
    <dcterms:abstract><![CDATA[By using the intermediate energetic proton induced reactions, we can produce  radionuclides and these radionuclides can be used in medicine and industry. In the last  decade, a big success has been provided usage of radionuclides. Nuclear reaction  calculations which are based on standard nuclear reaction models can be helpful for  determining the accuracy of various parameters of nuclear models and experimental  measurements. In this study, production routes of medical isotopes used for diagnostic or a  therapeutic radionuclide such as 225Ac, 140Nd, 43Sc and 44Ti were investigated in a range of  10–50 MeV incident proton energy. The excitation functions for (p,2n) reactions were  calculated by equilibrium and pre-equilibrium reaction mechanisms. The pre-equilibrium  calculations were calculated by using hybrid, geometry dependent hybrid and cascade  exciton model. The reaction equilibrium component was calculated with a traditional  compound nucleus model developed by Weisskopf-Ewing. Calculation results have been  also compared with the available measurements in literature.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[503]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3307">
    <dcterms:title><![CDATA[Genetic Diversity in the Dwarf Dry Bean (Phaseolus Vulgaris l.)  Populations Grown in Konya]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research was conducted to determine the genetic differences among the dwarf  dry bean (Phaseolus vulgaris L.) populations collected from the Konya province of Turkey.  Seedlings were grown in a controlled greenhouse of Selçuk University, Faculty of Agriculture  during the year 2007. A total of 38 populations were gathered from the city center, the towns and  the villages. Genetic differences were determined via ISSR method. By using 10 primers a total  of 85 DNA bands were obtained of which 71 were found to be polymorphic.  Our results have demonstrated that the populations used were clustered into 3 major groups.  Similarity degrees were in between 0.48 – 097. Knowledge about the genetic characteristics of a  population is fundamental in breeding programs and it involves the local farmers. This strategy  allows to improve and, at the same time, safeguard the genetic reliability of landrace genetic  resources.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[462]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3306">
    <dcterms:title><![CDATA[Bosna-Hersek ve Türkiye Arasındaki Kültürel Etkileşim ile Türkçeden  Kalan Sözcüklerin Anlambilimi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Even before the times when Ottoman Empire arrived to the Balkans area, words  have been borrowed through trading of goods and cultural interaction from Avarian Tatars,  who have borrowed lexemes not only to Bosnian language, but also to the whole teritory of  languages that have Slavic origin (Serbian, Croatian, Bulgarian, Hungarian etc.). Because of  direct contact and interaction of Turks and Bosnians, majority of words were borrowed  during the time of long-term existance of Ottomans on the teritory of Bosnia-Herzegovina.  For native speakers of Bosnian language, those words are not felt as borrowed, but they  became part of Bosnians’ national, intelectual and spiritual being. After many centuries and  numerous linguistic changes that have occured, these words have gone through various  processes on semantical level, which is described in this paper.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[377]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3305">
    <dcterms:title><![CDATA[Sustainable Management of Historic Environment in the Context of  Sustainable Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study examines the relation between sustainable development and the  management of historic environment. The historic environment is a resource that  should be sustained for the benefit of both present and future generations. The term  &quot;sustainable development&quot; has risen to international prominence following the  publication of the Brundtland Report. The fundamental understanding of the  sustainable development is that environment and economy can not be seen separately.  It can be defined as policies for economic growth which allow the needs of the  present to be met without jeopardizing those of future generations.  Historic environment and traditional residence patterns should not be regarded only  as our cultural variables, but in accordance with the concept of “sustainable  development”, as housing stocks too. They have been accepted as a “public trust”. In  order to achieve a sustainable management of historic environment, changes in  attitudes and behavior will be required on all levels of society. For a smooth  transition, all segments of society need to be aware of and accept the need to change.  Education, research, and full-scale demonstration projects with local participation  will be necessary. Besides these changes, international cooperation in both technical  and financial fields is crucial.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[262]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3304">
    <dcterms:title><![CDATA[Toplumsal Değişim Sürecinde Ahmet Mithat Efendi&#039;nin  Eğitim Anlayışı]]></dcterms:title>
    <dcterms:abstract><![CDATA[Türk Edebiyatının en velut yazarlarından olan Ahmet Mithat Efendi, Türk roman ve  hikâyeciliğinin ilk örneklerini veren isimlerdendir. Bir medeniyet değiştirme süreci olarak  değerlendirilen Tanzimat Dönemi’yle birlikte birçok toplumsal algı değişikliğe uğramaya  başlamış, bu süreçte Ahmet Mithat, Namık Kemal’in tiyatro için söylediği “faydalı eğlence”  ifadesini roman ve hikâyeye uyarlayarak halkı eğitmeyi amaçlamıştır. Yazar, eserlerindeki  çeşitli tip ve karakterler üzerinden faydalı olduğunu düşünerek toplumsal mesajlar da  vermektedir. Ahmet Mithat, dönemin okuyucu kitlesini de göz ardı etmeden birçok konuya  temas eder. Ele aldığı konular arasında eğitim meselesi de önemli bir yer tutmaktadır:  Toplumdaki çeşitli bireylerin eğitilmesi, eğitim süreci boyunca takip edilecek yöntemler,  nelerin nasıl öğretilmesi gerektiği, verilen eğitimin insanı ne derece değiştirip  dönüştürebileceği, eğitim sürecince yapılan yanlışlıklar v.b. konular kimi zaman Batılı  toplumlarla karşılaştırmalar yapılarak okuyucuya aktarılır. Bu bildirimizde, Tanzimat sonrası  Türk Edebiyatı’nda sosyal meselelere en fazla yer veren yazarlardan olan Ahmet Mithat’ın,  değişim sürecinde eğitim meselesine nasıl yaklaştığını göstermek istiyoruz. Amacımız, Ahmet  Mithat örneğinden hareketle toplumun edebî eserler vasıtasıyla nasıl değiştirilmek / eğitilmek  istendiğini göstermektir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[427]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3303">
    <dcterms:title><![CDATA[An Investigation into the Nature of Academic Procrastination]]></dcterms:title>
    <dcterms:abstract><![CDATA[Academic procrastination is the voluntary delay of the completion of  an academic task within the expected or desired time frame despite expecting to be  worse off for the delay (Senécal et al. 1995; Steel 2007) .   It is a dispositional trait that can have particularly serious consequences for  students who are required to meet frequent deadlines.   Research claims that 80%–95% of college students engage in procrastination (Ellis  and Knaus 1977) and about 50% procrastinate in a consistent and problematic  fashion (Day et al. 2000), delaying essential school-related activities.   Some of the major causes of academic procrastination include fear of failure,  inability to complete the task, a lack of time management or  study skills, stress, or  feeling overwhelmed with their work.   This paper discusses the reasons why academic procrastination is a problem, why  students procrastinate, and techniques for managing it.   Implications for teachers will also be discussed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[663]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3302">
    <dcterms:title><![CDATA[Effective Classroom Management in Relation to  Classroom Routines and Rules]]></dcterms:title>
    <dcterms:abstract><![CDATA[Much research has looked at the effect of classroom management on the quality of  teaching and learning activity, and set up principles of effective classroom management.  However, how to put these principles into practice in a typical classroom is still a question to  be answered in the minds of new teachers in profession and most of those already in the field  of education.  This paper which reinforces the findings and suggestions from many previous  works, not only presents findings from these studies, but also includes some  recommendations about how to put them into practice. Using a simple table, it organizes the  mostly-known principles into usable, concise formats. Four topics are considered: (1) the  need for forming rules and establishing routines in a classroom; (2) the relationship between  routines and classroom management; (3) the basic principles of establishing routines in  relation to classroom participation and discipline; (4) the practical ways of putting wellknown  rules  into  practice.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[312]]></dcterms:extent>
</rdf:Description></rdf:RDF>