<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/3111">
    <dcterms:title><![CDATA[The Comparison Of Some Cowpea Populations According To Their  Growth, Yield and Seed Quality]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research has been carried out in Canakkale-Turkey in order to  determine the growth, yield and seed quality of 31 cowpea populations which were  collected from Agean and Marmara Coastal Region. Research has been laid out in  randomized block design with three replication. Emergence rate, days to flowering and  harvest, pod length, pod weight, pod number, 100 seed weight, fresh pod yield (kg/da),  seed yield (kg/da), standart germination tests, cold test and accelerated ageing have been  determined. According to the test results, second population gave the highest seed yield  26.95 g/plant (84.20 kg/da). For fresh pod weight 30rd population has the highest yield  with 277.84 g.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[433]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3110">
    <dcterms:title><![CDATA[Educational Values in Rodop Folk Tales]]></dcterms:title>
    <dcterms:abstract><![CDATA[Tales have an important place and value in transferring and adopting national and  universal values. Tales as a genre in folk literature are very rich in terms of language  features and values. Tales deal with humans’ common feelings and thoughts before nature  and life. Individuals of a society and particularly children find and acquire an important part  of experiences preparing them for future in fabulous tales. This feature of theirs makes them  a very important resource for children and children’s literature in addition to the education  of society and transferring values. Tales have a very important role in developing children’s  imagination, their ability to perceive abstract concepts and language skills. The child finds  an environment similar to which he/she lives in the literary work created for him/her. S/he  catches the opportunity to make connections and comparisons between the written or the  told and the lived. Tales not only perform all these educational functions and duties but also  entertain. Tales through symbolic elements they bear open the doors of a very different  world to their readers and listeners. When symbolic and imaginary elements are taken out of  tales making this environment entertaining with a style specific to them, real life comes out.  In the present study, the tales published with the title “Rodop Turkish Folk Tales” compiled  by Emil Boev and Hayriye Memova from the Turks living in Bulgaria will be examined in  terms of values they include.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[715]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3109">
    <dcterms:title><![CDATA[Attempt of Problematizing the Implementation of the European Bologna  Process in Higher Education in South Eastern European Countries that are  not Members of the European Union]]></dcterms:title>
    <dcterms:abstract><![CDATA[World economic crisis has variously impacted higher education in the  countries of the Europian Union and South East European Countries, which are not  members of the European Union (Albania, Bosnia and Herzegovina, Croatia,  Montenegro, Serbia, The Former Yugoslav Republic of Macedonia, Turkey). In some  countries, there was a significant increase in appropriations for higher education, but  in some there was a drastic fall in investment in higher education. In the advanced  ICT environment of the South Eastern European countries, countries which are not  members of the European Union were given a global technology demand: high  quality education, despite high cost and general economic, social and political  opportunities. Many countries faced the most growing problems, and it led to a very  slow or even stopped process of applying the basic principles of Bologna. South  Eastern European countries, to some extent used to the crisis, couldn&#039;t sufficiently  recognize oncoming dangers they have experienced.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[713]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3108">
    <dcterms:title><![CDATA[Effects of Different Applications on In-vitro Germination of Guava  (Psidium guajavas L.) Seeds]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research has been conducted in-vitro conditions to determine the effect of  different applications on germination of guava (Psidium guajavas L.) seeds. GA3, sulfiric acid,  cold and hot water treatments were used on this study. After the treatments, seeds were  germinated in the dark in MS basal medium supplemented with different hormones. At the  end of the studies optimum germination treatments were determined.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[634]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3107">
    <dcterms:title><![CDATA[Two Women, Two Wars, Two Plays:Queen Elizabeth I and Lady Thatcher  in the Theatre]]></dcterms:title>
    <dcterms:abstract><![CDATA[Theatre does not only provide people with mere entertainment but also  throughout history it has functioned as an effective instrument through which those in  power impose their policies or playwrights vigorously criticize these policies. In this sense,  Elizabethan drama, which is often associated with Shakespeare, played a significant role of  endorsing the ideas and policies of a woman ruler, Queen Elizabeth I, namely maintenance  of order and equilibrium in that particular period, whereas Lady Thatcher’s policies, one of  the longest serving politician in British Political History, came under severe criticism from  the prominent contemporary playwrights in the 1980s. In this paper, Elizabeth I and  Margaret Thatcher are compared in terms of their portrait in the theatre by referring to two  plays, Henry V and Sink the Belgrano!. Although Henry V is not a play directly about  Elizabeth I, it celebrates Elizabeth I and her victory at the defeat of Spanish Armada. And  Sink the Belgrano! directly criticizes Thatcher’s policy in Falklands War.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[718]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3106">
    <dcterms:title><![CDATA[The Story Behind the Progress]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to discuss how are women affected by the collapse  of the state socialist regimes in Central and Eastern Europe but the main focus will be  ex-Yugoslavia countries. Social status and employment of women will be discussed,  especially tertiary-educated women. I am particularly interested in quality of life that  has changed and I will argue that these changes affect men and women in different  ways i.e. that women lost much more of their quality of life due to great social  changes. I am going to use different sources, primary researches, but I have also  conducted small case study of women scientists working at the university.  In conclusion I will show that “opening” and “liberalization” of new labour markets  contributed to loss of the quality of life but especially forced women to change their  ways of life. This is very interesting in light of the fact that in countries discussed  woman is still expected to fulfil her domestic roles first and then to have successful  carrier as well.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[737]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3105">
    <dcterms:title><![CDATA[Criticism on Edward Said’s Orientalism]]></dcterms:title>
    <dcterms:abstract><![CDATA[Orient was a system of ideological fictions whose purpose was and is to  legitimize Western cultural and political superiority; furthermore, the Western  understanding of the East has grown out of a relationship of power, of dominance, of  varying degrees of complex hegemony. The Orient signifies a system of  representations framed by political forces that brought the Orient into Western  learning, Western consciousness, and Western empire. The Orient exists for the  West, and is constructed by and in relation to the West. It is a mirror image of what is  inferior and alien (&quot;Other&quot;) to the West. Orientalism is &quot;a manner of regularized (or  Orientalized) writing, vision, and study, dominated by imperatives, perspectives, and  ideological biases ostensibly suited to the Orient.&quot; It is the image of the &#039;Orient&#039;  expressed as an entire system of thought and scholarship. The Oriental is the person  represented by such thinking. The Oriental is a single image, a sweeping  generalization, a stereotype that crosses countless cultural and national boundaries.  The term Orient particularly included regions that used to be known as Persia,  Mesopotamia, Asia Minor, and Egypt. As awareness of other Asian countries grew  in European consciousness, the term often came to mean South Asia, Southeast Asia  or East Asia. By the late 19th century, the term usually referred to China, Japan,  Korea and surrounding nations while the British colonists frequently used it when  speaking of India.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[720]]></dcterms:extent>
</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/3103">
    <dcterms:title><![CDATA[Film Making and Language Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Theodosakos in The Director in the Classroom: How Filmmaking  Inspires Learning argues that filmmaking ―enables students to explore any  curriculum subject through the active process of making a film about it‖ (p.  30). Furthermore, while Simkins (2007), David Nunan (2004), emphasize the  tendency to teach language through group based projects, Joyce, etal (2000)  establish the essentiality of such group based projects on developing and  enhancing communication skills. In my paper I will examine the impact of film  making activities on English Language learning in classes of mine over a  period of few years where most students were hesitant to produce language  effectively at the onset of the course. The paper will view the cons and pros of  film making activities with emphasis on the potential advantages it carries for  the leaner in terms of enhancing learner‘s pronunciation, vocabulary  acquisition, awareness of language structures and sound language production.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[671]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3102">
    <dcterms:title><![CDATA[The Forward and Backward Linkage Effects of the Energy Sector in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Energy sector has a great importance for producers and consumers. Energy sector has  been found as a leading sector as a result at the input-output analysis. This analysis has been done  by using input-output tables which are constructed by goverment Statistical Institude. Turkey is  dependent to other countries as energy. To satisfy the development in Turkish economy is only  available by reducing the depandencies to the other countries by the energy. Also it should be  continued as the leading sector.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[264]]></dcterms:extent>
</rdf:Description></rdf:RDF>