<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/2954">
    <dcterms:title><![CDATA[Compressive and Flexural Behavior of Hybrid Use of GFRP Profile  with Concrete]]></dcterms:title>
    <dcterms:abstract><![CDATA[Research activities have been taking on place for new construction materials  in order to produce more effective constructions. One of the new technological  materials is Pultruded Glass Fibre Reinforced Plastic (GFRP) materials. High tensile  strength, lightweight and non-corrosive properties allowed GFRP to become a  competitive alternative to traditional structural materials. Having resolved fundamental  manufacturing constraints through the development of the pultrusion process, the mass  adaptation of GFRP sections as primary load bearing elements have been used in a  number of civil engineering applications.  In this study; compressive strength and flexural properties of hybrid use of GFRP  profile with concrete have been investigated. The tests applied on the specimens  including plain concrete, GFRP box profiles and concrete filled GFRP profiles to  demonstrate the advantages and importance of GFRP profiles used in civil engineering  applications.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[328]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/364">
    <dcterms:title><![CDATA[CONCEPT FOR UKRAINIAN LANGUAGE TEXTBOOK FOR CROATIAN STUDENTS (IN TERMS OF LEARNING A CLOSELY RELATED LANGUAGE)]]></dcterms:title>
    <dcterms:abstract><![CDATA[In creating textbooks and course books for foreign language education, the starting point is the goal of learning the language – language acquisition either on the level of communication skills for specific purposes (business or daily), or as part of the process of training philology specialists, or more specifically, linguistics specialists. In this, among other factors, authors should take into account the ethno-linguistic characteristics of the audience, so the training process should be organised differently for groups of students who study a language closely related to their native language. In studying a closely related language, a variety of phenomena is observed, such as, for example, interference, cross-language homonymy, the fact that ability to perceive and understand a foreign language always outweighs the ability to reproduce material, etc. These points are important to consider when preparing textbooks and course books, and they should be reflected in the selection of lexical material and presentation of grammar. Existing textbooks for learning Ukrainian as a foreign language are mainly not designed for a Slavic languages-speaking audience, which makes the process of training specialists in Ukrainian in Slavic countries more difficult. On the other hand, the methods of organising the material in a textbook and its structure should be designed for philology students and therefore should feature a complex and comprehensive presentation of the language material and combine various methods of teaching. We propose the principles we follow in creating a textbook for learning Ukrainian designed for Croatian students whose primary field of study is the Ukrainian language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2916]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/516">
    <dcterms:title><![CDATA[Concept of Environment, Health and  Energy Systems in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Since the Chernobyl disaster in the Black Sea region, it has been understood that  environmental problems are not restricted to the countries of their origin. Research has  shown that international attention given to the Mediterranean Sea has generated a more  positive impact on environmental protection, as com-pared to that of the Black Sea.  Industrialization around the Black Sea during the Cold War, a lack of international  attention for long decades, and the region’s position since the Second World War as a  crucial hub for the transport of the energy produced by Caucasian and Black Sea littoral  countries to the energy consuming countries in Europe aggravated the environmental  situation in the region. Pollutants created by chemical industries and oil leaking from  tankers have caused a decrease in biological diversity. Thus, increased pollution in the sea  en-tered the agendas of governmental and non-governmental international/regional  organizations and individual states in the last two decades. Unfortunately, after the end of  the Cold War and the collapse of the Soviet Union, the main priorities of the newly  independent states included neither an increase of biological diver-sity nor a decrease in  pollution. As the regional states put their efforts into competing in the international liberal  market, they focused on increasing industrialization, trade and economic ties with the  energy demanding countries. There are ten wind farms mainly on land clustered together in  the west of the country and in the Aegean region, including in Çanakkale, close to the site  of ancient Troy, Çeşme, Akhisar and on the island of Bozcaada. Wind powe in Turkey is  gradually expanding in capacity. In 2006, 19 MW of wind power was installed, and in  2007, installed wind capacity increased to almost 140 MW. Turkey is set to double the amount of its electricity supplied by wind power with the construction of a wind farm in  southeast Turkey which will have an installed capacity of 135 megawatts (MW) when it is  completed in 2009. This very important project will use 52 of the latest generation of  turbines from GE Energy, each rated at 2.5 MW.] Installed wind power is expected to  reach 808.81 MW by the end of 2008.Wind energy potential for Turkey is 58GW. The  European Wind Energy Association stated that installed wind power capacity in Turkey at  the end of 2009 was 801 MW. A total of 343 MW of capacity was installed in 2009.  According to Official Transmission Reports, installed wind power capacity in Turkey at the  end of 2010 has increased to 1265 MW. The installed capacity is specified as 1645,30 MW  by October, 2011 by the same reports. At the end of 2012 there will be over 80 windfarms  in Turkey. At the end of 2012 Turkey will have 2 GWs of installed capacity. The Turkish  government has a target of a 20 times increase in wind capacity by 2020.  Keywords: environment, renewable energy, chernobyl disaster]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-06]]></dcterms:date>
    <dcterms:extent><![CDATA[2757]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233 - 0054     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1220">
    <dcterms:title><![CDATA[CONCEPT OF ENVIRONMENT, HEALTH AND ENERGY SYSTEMS IN TURKEY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords: Environment, Renewable Energy, Chernobyl Disaster  ABSTRACT  Since the Chernobyl disaster in the Black Sea region, it has been understood that environmental problems are not restricted to the countries of their origin. Research has shown that international attention given to the Mediterranean Sea has generated a more positive impact on environmental protection, as com-pared to that of the Black Sea. Industrialization around the Black Sea during the Cold War, a lack of international attention for long decades, and the region’s position since the Second World War as a crucial hub for the transport of the energy produced by Caucasian and Black Sea littoral countries to the energy consuming countries in Europe aggravated the environmental situation in the region. Pollutants created by chemical industries and oil leaking from tankers have caused a decrease in biological diversity. Thus, increased pollution in the sea en-tered the agendas of governmental and non-governmental international/regional organizations and individual states in the last two decades. Unfortunately, after the end of the Cold War and the collapse of the Soviet Union, the main priorities of the newly independent states included neither an increase of biological diver-sity nor a decrease in pollution. As the regional states put their efforts into competing in the international liberal market, they focused on increasing industrialization, trade and economic ties with the energy demanding countries. There are ten wind farms mainly on land clustered together in the west of the country and in the Aegean region, including in Çanakkale, close to the site of ancient Troy, Çeşme, Akhisar and on the island of Bozcaada. Wind powe in Turkey is gradually expanding in capacity. In 2006, 19 MW of wind power was installed, and in 2007, installed wind capacity increased to almost 140 MW. Turkey is set to double the amount of its electricity supplied by wind power with the construction of a wind farm in southeast Turkey which will have an installed capacity of 135 megawatts (MW) when it is completed in 2009. This very important project will use 52 of the latest generation of turbines from GE Energy, each rated at 2.5 MW. Installed wind power is expected to reach 808.81 MW by the end of 2008.Wind energy potential for Turkey is 58GW. The European Wind Energy Association stated that installed wind power capacity in Turkey at the end of 2009 was 801 MW. A total of 343 MW of capacity was installed in 2009. According to Official Transmission Reports, installed wind power capacity in Turkey at the end of 2010 has increased to 1265 MW. The installed capacity is specified as 1645,30 MW by October, 2011 by the same reports. At the end of 2012 there will be over 80 windfarms in Turkey. At the end of 2012 Turkey will have 2 GWs of installed capacity. The Turkish government has a target of a 20 times increase in wind capacity by 2020.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2137]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233-1565     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1860">
    <dcterms:title><![CDATA[Concepts and Conceptual Categories Used in Children&#039;s Short Stories]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: language acquisition, conceptual categories, lexical classification  ABSTRACT  One cannot deny the fact that words and concepts are inseperable components of language acquisition. Examining words and conceptual categories gives information about language acquisition and development. In this sense conceptual constructions of the texts used in language development and preschool education have been examined. One of the conceptual classifications in the language acquisition literature is suggested by Clark (1995). This theory is used in the present study.  Vocabulary development in the mother tongue occurs by means of spoken and written texts that children are exposed to. Children see written texts via their parents in the language acquisition process. Types of these texts can be diversified. In this context this study is aimed to categorize concepts in the children’s stories which are one of the visual educational materials and to reach the principle findings about lexical hierarchy. The study is mainly based on indirect observation, content analysis and statistical analysis. Data of the study consist of 20 stories for 5;0+ year-old children. Lexical data were transcribed and compiled using Microsoft Excel and then all vocabulary lists were analysed/categorised according to Clark‘s classification (1995).  In the light of the foregoing information, the research questions are:  • What are the frequency levels of conceptual categories in children’s short stories?  • What are the frequency levels of conceptual subcategories in children’s short stories?  Findings gained from the database of this study are as follows:  • There are 4606 words in all stories’ database, 1606 of which are nouns, the most used category.  • The category of verbs is the second most used category. Verbal categories were divided into two subcategories: states and acts.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1913]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/488">
    <dcterms:title><![CDATA[Conceptual Blending in Children’s Games as a Model for Double-Scope Creativity and New Learning Opportunities]]></dcterms:title>
    <dcterms:abstract><![CDATA[Fauconnier and Turner (2002, pp. 389-396) provide an overview of how blending affects the course of a human life, and more specifically, how young children are engaged in building complex blends in very early stages of their lives. Their detailed analysis shows that only after the young child is able to master culturally recognized blends will s/he be effectively ‘living in the blend’ and prove capable of further achieving other blends with more flexibility.     During early childhood, it appears that learning and mental development are intrinsically linked to our human ability to blend and deblend. Besides engaging in direct cultural blends, the young child can operate on conceptual blends that are not physically (biologically) given. For instance, this may happen when their imaginative processes are at work in a wide variety of games or fun activities, starting with Lego construction sets to fictive interactions with imaginary companions. In such games and activities, children manifest an extraordinary capacity for double-scope blending. Therefore, by playing games or getting involved in free activities, young children will bring to mastery mental integrations that are essential for their lives as adults.     In this light, the paper examines a set of children-designed games and activities that can all account for cases of fictive or potential reality. That is, the mental spaces created do not refer directly to entities in the outside world. I argue that an analysis of such fantasy mental spaces (with the tools of the mental space theory) can shed new light on learning and human creativity. While playing and blending mental spaces with their counterfactual counterparts, the young subject has to manipulate his/her ‘split self’ (Lakoff &amp; Johnson 1999) or counterfactual self.  With the knowledge of early evolution of conceptual blending in children’s games, I propose that educators may apply the results in diverse areas of instruction and learning in order to better deal with the cognitive side of learning, and eventually come to terms with human creativity.     Keywords: blends, early childhood, mental development, children-designed games]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2787]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1147">
    <dcterms:title><![CDATA[CONCEPTUAL BLENDING IN CHILDREN’S GAMES AS A MODEL FOR DOUBLE-SCOPE CREATIVITY AND NEW LEARNING OPPORTUNITIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Fauconnier and Turner (2002, pp. 389-396) provide an overview of how blending affects the course of a human life, and more specifically, how young children are engaged in building complex blends in very early stages of their life. Their detailed analysis shows that only after the young child is able to master culturally recognized blends will s /he be effectively ‘living in the blend’ and will prove capable of further achieving other blends with more flexibility.     During early childhood, it appears that learning and mental development are intrinsically linked to our human ability of blending and deblending. Besides engaging in direct cultural blends, the young child can operate on conceptual blends that are not physically (biological) given. For instance, this may happen when their imaginative processes are at work in a wide variety of games or fun activities, starting with Lego construction sets to fictive interactions with imaginary companions. In such games and activities, children manifest an extraordinary capacity for double-scope blending. Therefore, by playing games or getting involved in free activities, young children will bring to mastery mental integrations which are essential for their life as adults.     In this light, the paper examines a set of children-designed games and activities that can all account for cases of fictive or potential reality. That is, the mental spaces created do not refer directly to entities in the outside world. I argue that an analysis of such fantasy mental spaces (with the tools of the mental space theory) can shed new light on learning and human creativity. While playing and blending mental spaces with their counterfactual counterparts, the young subject has to manipulate his/ her ‘split self’ (Lakoff &amp; Johnson 1999) or counterfactual self.  With the knowledge of early evolution of conceptual blending in children’s games, I propose that educators may apply the results in diverse areas of instruction and learning in order to better deal with the cognitive side of learning, and eventually come to terms with human creativity.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3432]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2471">
    <dcterms:title><![CDATA[Conceptual Integration Theory in Text-Image Advertisements]]></dcterms:title>
    <dcterms:abstract><![CDATA[Conceptual integration theory, proposed by Fauconnier and Turner in 1993, has been successfully used in the study a wide range of phenomena of human thought and action, from counterfactuals to metaphors, proving blending to be present in the simplest kinds of human thinking. In that sense, conceptual integration theory has emerged as a powerful theory that can account for a wide variety of linguistic and non-linguistic phenomena. Therefore, it is not surprising that conceptual integration theory has found its application in the study of advertising. Advertising requires both conscious and subconscious mental interpretation of the hidden messages. The primary objective of this paper is to show that conceptual integration theory is equipped with the mechanisms that can explain the construction of the meaning of text-image advertisements. Specifically, analyzing several text-image advertisements, this paper attempts to explore to what extent hidden cognitive mechanisms involved in the interpretation of advertising can be explained using the postulates of conceptual integration theory.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[937]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/399">
    <dcterms:title><![CDATA[Conceptual Metaphors of Science Prolegomena to a Cognitive History of Science]]></dcterms:title>
    <dcterms:abstract><![CDATA[The cognitive abilities explained by cognitive science and cognitive semantics can inform us concerning the use of metaphors in science. The thesis is that abstract ideas rest on experiences of the concrete world. In this paper I will explain the use of conceptual metaphors in science, with examples from the mechanistic worldview of the 17th and 18th century. If we proceed from the way people think in general, their mental abilities, reason and cognition, we could get close to an understanding of how scientists during the scientific revolution shaped their ideas about the invisible geometry of matter. This is a cognitive history of ideas. What is called the ‘cognitive turn’ in the humanities has generated vigorous growth of research, for example, in cognitive poetics, neuroaesthetics, and cognitive anthropology. These approaches try to arrive at an understanding of creative processes. In the historical sciences there is also a growing interest in cognitive-historical analyses, particularly in archaeology and history of science. The aim of the cognitive history of science is to reconstruct scientific thinking on the basis of cognitive theories. The starting point for a cognitive history of ideas that I defend here is that philosophy, science, and mathematics do not really happen just in texts, in language, in laboratories, or in social contexts, but in brains and minds in interaction with the world around the subject, and are thus connected to the body, to perception, thoughts, and feelings. We humans are captured in our brains situated in the world, we are dependent on our thoughts and senses, our prior knowledge, our mental images, when we try to create a picture of the world. Science, in other words, is shaped by our distinctive way of reasoning, not least in metaphors.    Keywords: metaphors, cognition, cognitive history, Sweden]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-16]]></dcterms:date>
    <dcterms:extent><![CDATA[2806]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/921">
    <dcterms:title><![CDATA[CONCEPTUAL METAPHORS OF SCIENCE PROLEGOMENA TO A COGNITIVE HISTORY OF SCIENCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The cognitive abilities explained by cognitive science and cognitive semantics can inform us concerning the use of metaphors in science. The thesis is that abstract ideas rest on experiences of the concrete world. In this paper I will explain the use of conceptual metaphors in science, with examples from the mechanistic worldview of the 17th and 18th century. If we proceed from the way people think in general, their mental abilities, reason and cognition, we could get close to an understanding of how scientists during the scientific revolution shaped their ideas about the invisible geometry of matter. This is a cognitive history of ideas. What is called the ‘cognitive turn’ in the humanities has generated vigorous growth of research, for example, in cognitive poetics, neuroaesthetics, and cognitive anthropology. These approaches try to arrive at an understanding of creative processes. In the historical sciences there is also a growing interest in cognitive-historical analyses, particularly in archaeology and history of science. The aim of the cognitive history of science is to reconstruct scientific thinking on the basis of cognitive theories. The starting point for a cognitive history of ideas that I defend here is that philosophy, science, and mathematics do not really happen just in texts, in language, in laboratories, or in social contexts, but in brains and minds in interaction with the world around the subject, and are thus connected to the body, to perception, thoughts, and feelings. We humans are captured in our brains situated in the world, we are dependent on our thoughts and senses, our prior knowledge, our mental images, when we try to create a picture of the world. Science, in other words, is shaped by our distinctive way of reasoning, not least in metaphors.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3393]]></dcterms:extent>
</rdf:Description></rdf:RDF>