<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/3039">
    <dcterms:title><![CDATA[Determining the Districts That can be a Province in Turkey Using Analytic  Hierarchy Process]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is very important problem objectively determining districts which will become  province. It will be appropriate to use AHP to search an efficient solution to this problem. In this  study. In this study, AHP is used to determine priority ranking of districts which is eligible to  become a province in Turkey. According to the result of this AHP application, Alanya is the most  eligible candidate district with 33% importance degree. The following districts based on the  ranking are; Bandırma, Fethiye, Elbistan, Ereğli, Bergama, ÖdemiĢ and ErciĢ.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[268]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2966">
    <dcterms:title><![CDATA[Determining The Morphological and Yield Characteristics of Melon  (Cucumis melo L.) Landrace From Canakkale-Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research has been carried out in order to determine some  morphological and yield characteristics of melon landrace (Hirsiz kaciran) grown in  Canakkale. Research was laid out in randomized block design with four replications  and 20 plants in each replication. Cucumis melo L. cv. Kırkagac-637 was also used  as control cultivar. In addition to fruit and yield charactreristics seed germination  tests were also performed. According to data; fruit weight, fruit diameter, total  soluble solids of Hırsız Kaciran landrace was found as 1186,15 g, 126,5 mm and  8,4% respectively.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[597]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3036">
    <dcterms:title><![CDATA[Determining the Problem Solving Skills of Primary School Mathematics  Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the present study is to determine the problem solving skills of  freshmen students studying in the department of primary school mathematics  education. The research sample of the study is composed of 182 freshmen students  from the Department of Elementary Mathematics Teaching in Erzurum Ataturk  University. The “Problem Solving Inventory” (PSI) prepared by Heppner and  Petersen (1982) was used as a means of collecting data. Findings obtained as a result  of the present research determined an intermediate problem solving capacity among  freshmen education majors.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[701]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3035">
    <dcterms:title><![CDATA[Determining the Views of Prospective Mathematics Teachers about Proving]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the present research is to determine the opinions of prospective  mathematics teachers about proving. The research sample of the study is composed  of 151 prospective teachers who study in the third (n= 75) and fourth grades (n= 76)  in the Department of Elementary Mathematics Teaching in Erzurum Ataturk  University. The data of the present research were obtained through the Proof Opinion  Questionnaire. The findings indicate that prospective teachers do not have fullyformed  opinions on the topic of proof.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[700]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2542">
    <dcterms:title><![CDATA[Determinism of the Social Laws in the Late Mattia Pascal]]></dcterms:title>
    <dcterms:abstract><![CDATA[Everything has been predefined with the previous historical events. Mattia Pascal has destroyed all previous notions of a modern man and, in a high satirical way, plays with the role of a man in today’s society. Facing the opportunity that life does not offer quit often: to live out of frames and forms dictated by the society, he decides to take advantage of the given chance, remembering his story too good to be able to get rid of it. He cannot reject it nor can he radically change it. He realizes that society does not tolerate needs of an individual, and that the determinism of its laws can never be defeated.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[788]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/384">
    <dcterms:title><![CDATA[DEVELOPING A BLENDED-LEARNING MODEL IN AN L2 CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study analyzes the pedagogical model of the blended-learning delivery format that may be incorporated in an L2 classroom. The study begins with the introduction of current developments in the area of blended-learning in higher education and in second-language acquisition research in particular. The focus is on scholarship that empirically informs the instruction and acquisition of language competence in an L2 classroom with an added computer-assisted language-learning component, blended-learning in particular. The model studied is a combination of face-to-face instruction as the basis of learning experience and an online teaching and learning tools. The focus is on specific tasks to be incorporated into the design of activities for both methods of learning and instruction. Five types of tasks, interactive, adaptive, communicative, productive and instructional, are studied as the main building blocks of an L2 learning environment. The discussion focuses on ways the blended-learning model allows reconfiguration of specific tasks in the two, face-to-face and online, components, leading to changes in the dynamics of an L2 classroom, shifting also the role of student and instructor in the studied blend. The analysis shows that the incorporation of the studied model may contribute to the increase of students’ engagement in the learning process at both learning spaces, face-to-face and online, fosteringa learner-centered L2 environment. The study concludes with a discussion of benefits the blended-learning approach offers in an L2 classroom and suggests directions for further empirical investigations.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2882]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2563">
    <dcterms:title><![CDATA[Developing a Paradigm of Teaching English Language in  Societal Perspective  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Professional competency has a momentous effect on teaching of English language. The study has been conducted on developing a model of teaching English language in higher education institutions. The model has been developed through the integration of effect of professional competency of teacher, use of language laboratory, quality of teaching practice, academic assessment of students, counseling and guidance of students, and teaching in social context of English language in higher education institutions. The objectives of the study were: 1) to explore the effect of professional competency of teacher, use of language laboratory, quality of teaching practice, academic assessment of students, counseling and guidance of students on teaching of English language in higher education institutions. 2) to develop a model of teaching English language in higher education institutions .The research was beneficial for the English language teachers. The study was important for developing English language curricula. The study was useful for research scholars of English language. The study was of great importance in managing English language centers. The study was descriptive in nature. The relevant data was being analyzed keeping in view the objectives of the study.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[956]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1249">
    <dcterms:title><![CDATA[DEVELOPING A PROTOTYPE FOR SMART MICRO GRID STUDIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords: Smart Micro grids, smart grids  ABSTRACT  In this paper, the studies about setting a smart micro grid laboratory, criterias taken into consideration, general and partial working modes, control unit design are dealt with. The prototype consists of a 3000w smart off grid invertor &amp; charger, two 500w on grid invertors, eight PV panels, a 400w wind türbine, six storage bataries, a batary monitoring device, a power analizör, an MPPT device, an CPS&amp; internet communication module. In the general working mode an inverter &amp; charger which has got an ability for energy management is used. In the partial working modes, ten different working modes are monitored. A Programmable Logic Controller is used for mode change operations on order to decrease possible problems.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2152]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233-1565     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/365">
    <dcterms:title><![CDATA[DEVELOPING BEGINNER TEACHERS’ PROBLEM SOLVING SKILLS IN POST-LESSON REFLECTIONS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Although reflective practice has gained popularity world-wide in recent years, some argue that the ‘reflective’ research has focused too much on different conceptualisations of reflection and not enough on how teachers actually think when they reflect. This article addresses this issue of teacher cognition by examining one skill underpinning reflective thinking, problem solving. Specifically, this study compares the problem solving of six inexperienced and three experienced teachers of English. It emerged that the experienced teachers developed sophisticated reasoning skills to help themselves analyse problems in principled ways. This article identifies what principled reasoning actually consists of and how it may be developed in inexperienced teachers of English to help them solve teaching problems and so reflect more effectively.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2911]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1899">
    <dcterms:title><![CDATA[Developing Communicative Competence of ESL Leearners through Task-based Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Nurtured, experiential, transitional, interactional, paramount, authentic, panacea, communicative competence.  ABSTRACT  Task-based Language Teaching (TBLT) has been developed as an effective language teaching method since Candlin and Murphy’s seminar collection of papers in 1987 (Ellis, 2009) and Prabhu’s Communicational language teaching Project in Bangalore from 1979 to 1984. Since inception of TBLT, it has emphasized meaning focused rather than form focused learning. It is assumed that learners’ natural Language learning ability can be nurtured through meaning focused with appropriate context and authentic tasks. Every learner can share their personal experiences and opinions through active learning in task-based language teaching (Nunan, 2004). Moreover, TBLT is more specific on communicative tasks through which learners are enabled to develop their transitional as well as interactional skills. In TBLT, tasks are regarded as units or modules which are believed to link between the learners’ real world and classroom world through pedagogy. Collaborative learning is adopted in task-based language learning teaching approach to enhance their communicative competence. TBLT is based on Socio-Cultural Theory (SCT) of Vygotsky in which learners need to interact with their peers, and teachers in order to solve problems and to develop cognition. Constructivists argue that language learning is related to society. Language learning process starts from interpersonal to intrapersonal Vygotsky (1978). Learners can easily communicate in real world situation if they are taught through authentic tasks in TBLT. Holistic learning is approach is followed by the language teachers to develop language skills and linguistic competence of learners in task-based language teaching. It is paramount importance to develop communicative competence of second language learners. The learners can develop communicative competence through holistic activity Samuda &amp; Bygate, 2008). Thus, task-based language teaching can be panacea to develop communicative competence for ESL learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1915]]></dcterms:extent>
</rdf:Description></rdf:RDF>