<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/3224">
    <dcterms:title><![CDATA[The Substantive Universals in the Relationship between  Language Ideology and Language Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[While we need to problematize the notions of development and sustainable  development, we are also faced by a particular challenge related to language: what models of  language in the world are we using to understand the role of language education in development? I  shall discuss a range of possible understandings of English in the world in order to see how they  relate to questions of development]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[316]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3075">
    <dcterms:title><![CDATA[The Sustainability of Agricultural Activities and Its Effects on Inland  Waters and Living Areas]]></dcterms:title>
    <dcterms:abstract><![CDATA[Residues of some medicals and fertilizers used in agricultural areas can reach to some  receptors through some processes such as irrigation and surface waters. These natural receptors are  rivers, lakes and seas. The materials coming from agricultural areas have more destructive effects  on the lakes and rivers since these are smaller. The most pronounced pollutants coming from  agricultural areas to rivers and lakes are pesticides and fertilizers which are known as a source of  nitrogen and phosphor. Chemicals in some areas where pesticide were used are mixed into rivers  and lakes through that way and reach to water habitats and organisms. On the other hand, this  causes to increase organic ratio, eutrophication and for ecological balance to be destroyed.  Pathogens are transmitted to surface waters with human and animal wastes and then these  contaminated surface waters threat human health. An important amount of pathogens is distributed  to receptors through use of wastewaters for irrigation. In order for this negative effects to be  removed, in order to save rivers and lakes, wild irrigation must be stopped, the direct approach of  wastewaters into the rivers and lakes must be prevented, the use of fertilizers and pesticides must  be controlled, mechanical and biological war must be strengthened. The sustainable ecological  living areas can be constructed by taking the water sources and biological kinds under control with  these precautions.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[553]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3074">
    <dcterms:title><![CDATA[The Sustainability of Agricultural Activities and its Effects on Internal  Waters And Living Areas ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Residues of some medicals and fertilizers used in agricultural areas can  reach to some receptors through some processes such as irrigation and surface waters.  These natural receptors are rivers, lakes and seas. The materials coming from  agricultural areas have more destructive effects on the lakes and rivers since these are  smaller. The most pronounced pollutants coming from agricultural areas to rivers and  lakes are pesticides and fertilizers which are known as a source of nitrogen and  phosphor. Chemicals in some areas where pesticide were used are mixed into rivers  and lakes through that way they reach to water habitats and organisms. On the other  hand, this causes to increase organic ratio, eutrophication and for ecological balance  to be destroyed.  Pathogens are transmitted to surface waters with human and animal wastes  and then these contaminated surface waters threat human health. An important  amount of pathogens is distributed to receptors through use of wastewaters for  irrigation. In order to this negative effects to be removed, in order to save rivers and  lakes, wild irrigation must be stopped, the direct approach of wastewaters into the  rivers and lakes must be prevented, the usage of fertilizers and pesticides must be  controlled, mechanical and biological war must be strengthen. The sustainable  ecological living areas can be constructed by taking the water sources and biological  kinds under control with these precautions.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[612]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3182">
    <dcterms:title><![CDATA[The Sustainability Problems of Irrigation in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Water, a vital source for humanity and all living things throughout the history,  has contributed to the formation of civilizations. It has the economical value as well as  social and cultural characteristics. The land and water potentials have reduced due to  rapid growing in urbanization and industrialization in Turkey. Water quality has begun  to deteriorate as a result of environmental factors. Irrigated land also has been increasing  every year. Turkey has arid and semi-arid climate characteristics and annual average  precipitation is almost 643 mm. The total annual available surface and groundwater  potential is 110 km3. Annual water potential per capita is 2565 m3, and available water  potential is 1517 m3 in Turkey. According to the water per capita, Turkey is a waterstress  country. Turkey covers a total land area of 78 million hectares, of which 28  million hectares is cultivated land. The economically irrigable land is 8.5 million  hectares under the present condition. According to the 2009 records, irrigated land is 5.1  million hectares. Presence of large number of fragmented and small farm lands, scant  water supplies, poor and insufficient infrastructures in irrigation networks, deficiency in  irrigation water management and drainage problems have affected negatively to the  sustainability of irrigation in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[378]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2559">
    <dcterms:title><![CDATA[The Syntax of Prenominal Cel]]></dcterms:title>
    <dcterms:abstract><![CDATA[This presentation accounts for the syntax of the prenominal determiner-like free morpheme cel in Romanian, which introduces definite DPs. Importantly, the prototypical definite article in Romanian is a suffix that attaches to prenominal adjectives and nouns, (1). Conversely, cel is a free morpheme that must immediately precede prenominal quantifiers, (2). Although the definite suffix and cel are different, their absence in the DP renders the DP indefinite, (3). Moreover, the presence of prenominal cel in the DP renders it definite, even in the absence of the enclitic definite article, (2). In order to account for the correlation between prenominal cel and definiteness, Cornilescu (1992, 2004) proposes that prenominal cel is a definite article in D0 inserted as a last resort when agreement between D0 and the noun or a prenominal adjective is blocked by an intervening numeral or quantifier phrase.    (1) fete-le            destepte	(2) cele       *(doua) (destepte) fete		(3) doua  fete       girls-the pl.f.  smart 	     cel-pl.f.      two     smart      girls         	      two   girls       “the smart girls” 		    “the two (smart) girls”		    	    “two girls”    Conversely, we claim that cel is not a definite article in D0; cel and the XP following it form a constituent, celP, that is adjoined below D0 in the same position as demonstratives; and celP can license a [+def.] feature in D0, a mechanism independently needed to account for demonstratives. Evidence comes from the syntactic distribution and properties of cel relative to other elements in the DP and their movement. Crucial pieces of evidence are provided by new data, which are not in the literature, to my knowledge.     Insight into the syntax of prenominal cel contributes a better understanding of the syntactic structure, constituents and movement in the higher domain of the DP, particularly head movement of A0/N0 as proposed by Ungureanu (2004, 2009) and Travis and Ungureanu (2008).]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[973]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/664">
    <dcterms:title><![CDATA[The System Dynamics Model of Turkish Incentives in Cattle Livestock]]></dcterms:title>
    <dcterms:abstract><![CDATA[The system dynamics of recent Turkish Incentives policy in cattle livestock is analyzed and defined. These dynamics are useful to find a system’s stable and equilibrium situations. In Turkish Incentive system, because of blow off the dynamics of Cattle Livestock there is still no sustainable and stable policies. Turkish incentive system that is urgently needs to be redesign and the optimum points through government livestock policies urgently needs to be redefine is investigated. We methodologically used System Dynamics Modeling as a tool which is widely used to define and simulate and analyze the systems to find the dynamics those effects and are parts of the systems.    Keywords: cattle livestock, incentive, system dynamics.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2550]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2781">
    <dcterms:title><![CDATA[The Teaching of [θ] and [ð] Sounds in English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pronunciation teaching has its unique place in the curricula of most of the  European countries though it has been neglected in Turkey so far. Mispronunciation  of some core sounds is among the fundamental problems in the speech of both  nonnative pre-service and in-service teachers in Turkey. The [θ] and [ð] sounds  constitute the biggest trouble for Turks, for they do not take place in the Turkish  sound system. To remedy this case, a sample lesson plan on teaching these problem  causing-sounds has been developed according to the audio articulation method,  which is claimed to be a fossilized pronunciation mistake breaker. It is hoped that the  sample lesson plan on the [θ] and [ð] sounds will correct the pronunciation mistakes  of non-native English teachers and teacher-trainees in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[15]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1908">
    <dcterms:title><![CDATA[The Teaching of German as a Foreign Language in Consideration with The New Reforms in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Intercultural Comminication  ABSTRACT  In recent Key words: Turkish language policy, EU language policy, multilingualism, foreign language teaching, Education  ABSTRACT  To develop international relationships in the fields of social, political, economic, educational and cultural, the communities are in need of people who speak a foreign language. As a result, multilingualism is an inevitable fact throughout the world. To be able to take place and compete with the developed countries, high and qualitative foreign language education in Turkey must be in the level of the developed countries.  Within the framework of this understanding, the purpose of this study is to describe “Turkey&#039;s approaches to education goals towards multilingualism&quot;. First, the curriculum that the new program covers on the teaching of foreign languages through 4 + 4 + 4 compulsory education reform will be described. As is well known, after the Education Reform in 1997, the teaching of German as a foreign language kept its secondary place following English in our country. In this study, the revision and comparison of both the early 1997 reform and new 2012 reform will be presented and discussed.  Students begin learning a foreign language at an early age in accordance with the law published in March 30, 2012 in the Official Gazette No. 6315 27728. Although this new regulation in “primary education and training” law builds an important ground for the teaching of foreign languages, it hinders the teaching of German as foreign language for it is placed among many selective courses.  This research aims at finding the place of German as a foreign language in the national education in Turkey through legal supports and its structural arrangements. In addition to the qualitative and quantitative applications from the Ministry of National Education, scientific research on the issue is also be benefited to depict the current case.  On account of the fact that 2012 education reform has been so recent, this research will only focus on the schools of `Eskişehir` in understanding the situation of German language teaching. What kind of precautions and requirements are needed in increasing the interest in German courses will specifically be discussed and described.years, with the development of technology and transportation facilities people of different languages and cultures communicate with each other more and more because of such reasons education, trade, tourism, etc. Nowadays, national borders lose its significance. An event anywhere in the world can affect the lives of people who live in the other parts of the world. According to Marshall McLuhan, the world turned to a global village.  To know foreign languages has become a necessity to keep pace with the developments and changes in the world. As a parallel to this situation, the methods developed for the teaching of a foreign language have increasingly diversified. For language teaching, it is not enough to teach specific words and grammar structures. In order to use a language in a competent manner, the language of the dominant culture is also required. A behavior adopted as appropriate in a culture may not be considered appropriate in another culture in accordance with the behavior of a culture, customs, traditions, social experiences, belief systems, etc. Non-verbal communication behavior does not express the same meaning in all cultures. Language learners should have cultural awareness and ability to deal with different cultures. With these needs of foreign language teaching, the concept of intercultural competence came to the fore.  Intercultural competence is ability to communicate effectively among individuals from different cultures. These individuals can learn about different cultures and accept them while gaining awareness of their own culture. The approach of intercultural competence in foreign language teaching aims to get language learners’ curiosity towards the target culture, to understand the others by emphasizing and to tolerate the differences. This situation avoids misunderstandings and conflicts due to the features of different cultures. For effective communication of people learning a foreign language, intercultural competence is of great importance.  In this study, on the basis of the importance of foreign language teaching intercultural competence, the proficiency of the students who learns Turkish as a foreign language in Gazi University TÖMER is tried to be determined. In the survey, some questions are directed to students about Turkish culture and the links between their own culture and Turkish culture as a target culture have been tried to determine. For the interpretation of the questionnaires, Milton Bennet’s Development Model of Intercultural Sensitivity is used as a sample. In this study, the concepts of intercultural competence have been introduced and the importance of cross-cultural competence, cultural interaction in teaching Turkish as a foreign language is discussed. It is stated that it is necessary to promote the acquisition of intercultural competence in foreign language teaching. In recent years, the number of people who want to learn Turkish as a foreign language has been increased and thus, the studies in the field of teaching Turkish as a foreign language are speeding up. In this study, it is tried to make a contribution to the studies conducted in this area.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1806]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2882">
    <dcterms:title><![CDATA[THE THEME OF FREEDOM AND INDEPENDENCE IN PARADISE   LOST  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the Paradise Lost, John Milton tried to explain how evil is seductive. It is one of the reasons why he portrayed Satan with ultra human dimensions in Book I and II. And what makes Satan so heroic is not the particular situation he is in or any facts about him: his magnificence comes from the inspired verse which Milton puts into his speeches. No one reading these speeches can miss their power and eloquence. It is no accident that when Winston Churchill was looking for something to rally the British people after the military disaster of Dunkirk, he used these lines on the radio. There is nothing in English literature to match the heroic determination, power, courage, and energy manifested here and throughout Satan&#039;s early speeches. And his followers are appropriately energized.At very end Paradise Lost was more than a work of art. Indeed, it was a moral and political treatise, a poetic explanation for the course that English history and Human kind had taken.    Key words: John Milton, Independence, Freedom, Evil   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-04-22]]></dcterms:date>
    <dcterms:extent><![CDATA[755]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2858">
    <dcterms:title><![CDATA[The tragedy and the human being in Arthur Miller‘s play Death of  a Salesman]]></dcterms:title>
    <dcterms:abstract><![CDATA[So far a number of articles have dealt with the American dream and how it is  developed in Arthur Miller‘s plays, especially in The Death of a Salesman. However, not  enough attention has been paid to the tragedy and the human tragedy in these plays. In the  essay ‗The Tragedy of the Common Man‘ Miller expressed his attitudes and beliefs about  the nature of literary tragedy, its principles, the social status of the protagonist, what he  understands as a human tragedy etc. This paper examines how this play could be  interpreted and reread with a primary focus that of ―tragedy and the human being‖, it tries  to answer to the question whether the protagonist‘s fall is a consequence of hamartia (a  flaw in the character of the protagonist of a literary tragedy that brings about his or her  downfall and a key element in tragedy) or whether he is a victim of the values of his  community (the main theme of the social drama); which is the role of the American  society‘s values and the conflict between the American dream and the idealization of this  dream within the main protagonist; it will also answer the question if his plays are merely  ‗social dramas‘ or ‗they challenge the tradition of tragedy from its first description in  Aristotle‘s Poetics and the conventions of Shakespearian tragedy.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[120]]></dcterms:extent>
</rdf:Description></rdf:RDF>