<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://eprints.ibu.edu.ba/items/show/3143">
    <dcterms:title><![CDATA[Aquaponic (Integrating Fish and Plant Culture) Systems]]></dcterms:title>
    <dcterms:abstract><![CDATA[Aquaponic is the combined culture of fish and plants in recirculation systems, has  become increasingly popular. Nutrients, which are excreted directly by the fish or generated  by the microbial breakdown of organic wastes, are absorbed by plants cultured hydroponically  (without soil). Fish feed provides most of the nutrients required for plant growth. As the  aquaculture effluent flows through the hydroponic component of the recirculation system, fish  waste metabolites are removed by nitrification and direct uptake by the plants, thereby  treating the water, which flows back to the fish-rearing component for reuse. Aquaponic has  several advantages over other recirculation aquaculture systems and hydroponic systems that  use inorganic nutrient solutions. The hydroponic component serves as a biofilter, and  therefore a separate biofilter is not needed as in other recirculating systems. Aquaponic  systems have the only biofilter that generates income, which is obtained from the sale of  hydroponic produce such as vegetables, herbs and flowers. In the UVI system, which employs  raft hydroponics, only calcium, potassium and iron are supplemented. The nutrients provided  by the fish would normally be discharged and could contribute to pollution. Removal of  nutrients by plants prolongs water use and minimizes discharge. Aquaponic systems require  less water quality monitoring than individual recirculation systems for fish or hydroponic  plant production. Aquaponic increases profit potential due to free nutrients for plants, lower  water requirements, elimination of a separate biofilter, less water quality monitoring and  shared costs for operation and infrastructure.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[614]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/2092">
    <dcterms:title><![CDATA[Arab World Institute, Jean Nouvel]]></dcterms:title>
    <dcterms:abstract><![CDATA[Built between 1981 and 1987, the Institut du Monde Arabe (IMA), or the  Arab World Institute, is representing the museum for Arabian art. This  building is an “evidence“ or a try of translation of ancient Arab culture into a  more modern and sophisticated language.  Symbols from Arabian culture combined with high-tech glass and steel, this  building is a physical symbol of the friendship between France and the Arab  world which makes it facing the contradiction of Arabian and European  culture. Also, because of its special location, it becomes the connection of old  and new Paris. The Arab World Institute is a structure of two faces. On the  north side, facing the river, the building is sheathed in glass which is etched  with a white ceramic image of the adjacent skyline. On the south side, the wall  is covered with what seems to be “moucharabieh“ , the kind of latticed screens  found on patios and balconies in Arab countries. The screens are actually grids  of automated lenses used to control light creating the magnificent magic of  this place. As a result, a mysterious atmosphere is created for human body to  catch the divinity. Divinity seems to have a direct connection with the size of  holes on the high‐tech panels of façade. With the helping of camera lens and  computer technology, the connection is no longer rigid. Instead, it becomes a  dynamic process which makes divinity and architecture having an opportunity  to permeating each other. Another continuation of Arabic motif is also  representing the spatial play of size and space in form. Jean Nouvel required to  create a work that maximized space as well as form and it can be seen in the  harmony with the design of the space that leads us to the conclusion: Structure  is part of the design.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1410]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/1806">
    <dcterms:title><![CDATA[Arabic Education in the Ottoman Madrasas until the Reign of Sultan Mehmed II the Conqueror]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Ottoman Education System, Madrasas, Arabic Language Education, Teaching Methods, Arabic Grammar Books.  ABSTRACT  In this study, from the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror, the methods and books used in the education of the Arabic language in the curriculum in the Ottoman madrasas are examined. In this context, this study also determines the position of Arabic in the education of Ottoman madrasas.  The study population of this research constitutes the educational system of madrasas having been the higher education institutions during the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror. Described as the part of the study population, the sample of the research is mainly composed of Arabic education in these madrasas. In this study, upon using cluster sampling from the sampling techniques, Arabic education is divided into three groups, morphology (sarf), syntax (nahiv) and rhetoric (belâgat).  In this research which is a qualitative study, data acquisition methods, used in the qualitative studies as data sources, such as document collection and its analysis, the survey and the evaluation of the work pertaining to this area are applied. As the data of this research is qualitative, “documentary survey” is used as data collection techniques.  Studies indicate that the Arabic language, in the Ottoman madrasas, had a position to prepare the students for the religious sciences and it was taught so as to comprehend the religious texts. In the light of this information, it is proposed that whilst carrying out the modern education methods, the classical Arabic grammar books used by the Ottoman scholars be applied.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1734]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/1412">
    <dcterms:title><![CDATA[ARAPSKO TURSKO PİSMO U BUKVARU REDJEPA VOKE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pozajmene rijeçi: Azbuka, arapsko, albanska, tursko, pismo, prerodba, skola, obraozovanje.  SAŽETAK  Redjep Voka je jedan od najznaçajnijih prerodbenjaka,koji je dao veliki doprinos albankoj azbuci u XIX veku. Albansku azbuka prerodbenjaka,Redzepa Voke jeste arapsko-turskim pismom. Ona obuhvata 34 slova sa arapsko-turskog pisma.U XIX veku,imalao je i druge azbuke sa latinskim grckim pismom. Predstavnici arapskog-turskog pisma u albanskom bukvaru bili su odgojeni u skolama tursko-osmanske imperije. Ova çinjenica govori da jedan dio obrazovanih u ovim skolama smatrali da arapsko-tursko pismom moze se pisati i albanski jezik Ovaj Redzepov stav i misao bio je do odrzavanja Manastirskog Kogresa (1908) u Bitolu ( danasnja Bitola u Republici Makedoniji) ,u kome je usvojena albanka azbuka sa 36 glasa uglavnom iz latinskog pisma.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2013]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/2095">
    <dcterms:title><![CDATA[Araştırma Yöntemleri]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu kitap, Üniversitelerde eğitim gören lisans ve lisansüstü öğrencilerinin  araştırma metotları ile ilgili kaynak ihtiyaçlarının karşılanmasına yardımcı  olmak amacı ile hazırlanmıştır. Üzerinde durulan konular mümkün  olduğunca basit bir anlatım dili kullanılarak sunulmaya çalışılmıştır.  Araştırma metotları ile ilintili hazırlanan birçok kitap, kısaca bilim  ve özelliklerinden sonra veri toplama ve istatistik metotların uygulaması  yörüngesinde yoğunlaşmıştır. Yenilik olarak bu kitapta örnekler verilerek  insanlığın karşılaştığı temel sorunlar ve bunların çözümünde bilimin etkinliği  vurgulanmıştır. Bilim tarihine kısaca değinilmiş ve bilim insanlarının  topluma karşı sorumlulukları üzerinde durulmuştur.  Kitap, hem sosyal bilimler, hem de fen ve sağlık bilimlerinde çalışan  araştırıcıların kullanabileceği niteliktedir. Kitabı orijinal kılan hususlardan  birisi de insan, varlık ve olayların araştırılmasını kapsayan bilim anlayışında,  bilimi anlama ve kavramada maddenin metafizik boyutunun da vurgulanmasıdır.  Teknolojik olarak gelişmiş toplumların göze çarpan en önemli özellikleri  bilgi üretimi, kullanımı ve bunu teknolojiye dönüştürmedeki araştırma  kararlılığı ve ciddiyetleridir.  Bilimsel bilgi üretme sürecinin belli bir sistematik ile yapılması gereklidir.  Araştırma sırasında bazı sorunlar çıkabilir. Ortaya çıkabilecek sorunların  azaltılması, önceden tahmin edilmesi veya bu sırada çözülmesi  veyahut da etkisinin en aza indirgenmesi gereklidir. Bu sistematik kurallar  çerçevesinde elde edilen bilginin tez, makale, rapor veya sunum şeklinde yazıya dökülmesiyle hatalar azalacaktır. Üretilen bilginin güvenilirliği daha  çok bu bilginin hangi metotlarla elde edildiği ve test edildiği ile ilgilidir.  Kitabın öğrencilerimize, öncelikle bilimsel düşünme ihtiyacı hissettirmesi,  sonrasında da araştırma isteği uyandırması ve her seviyede araştırmaya  yönlendirmesi oranında amacına ulaşacağını ümit ediyoruz.  29 Şubat 2012, Bosna Hersek  Prof. Dr. Hüseyin PADEM  Yrd. Doç. Dr. Ali GÖKSU  Arş. Gör. Zafer KONAKLI]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1374]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/2622">
    <dcterms:title><![CDATA[Araştırma Yöntemleri, SPSS Uygulamalı  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu kitap, Üniversitelerde eğitim gören lisans ve lisansüstü öğrencilerinin araştırma metotları ile ilgili kaynak ihtiyaçlarının karşılanmasına yardımcı olmak amacı ile hazırlanmıştır. Üzerinde durulan konular mümkün olduğunca basit bir anlatım dili kullanılarak sunulmaya çalışılmıştır.  Araştırma metotları ile ilintili hazırlanan birçok kitap, kısaca bilim ve özelliklerinden sonra veri toplama ve istatistik metotların uygulaması yörüngesinde yoğunlaşmıştır. Yenilik olarak bu kitapta örnekler verilerek insanlığın karşılaştığı temel sorunlar ve bunların çözümünde bilimin etkinliği vurgulanmıştır. Bilim tarihine kısaca değinilmiş ve bilim insanlarının topluma karşı sorumlulukları üzerinde durulmuştur.  Kitap, hem sosyal bilimler, hem de fen ve sağlık bilimlerinde çalışan araştırıcıların kullanabileceği niteliktedir. Kitabı orijinal kılan hususlardan birisi de insan, varlık ve olayların araştırılmasını kapsayan bilim anlayışında, bilimi anlama ve kavramada maddenin metafizik boyutunun da vurgulanmasıdır.  Teknolojik olarak gelişmiş toplumların göze çarpan en önemli özellikleri bilgi üretimi, kullanımı ve bunu teknolojiye dönüştürmedeki araştırma kararlılığı ve ciddiyetleridir.  Bilimsel bilgi üretme sürecinin belli bir sistematik ile yapılması gereklidir. Araştırma sırasında bazı sorunlar çıkabilir. Ortaya çıkabilecek sorunların azaltılması, önceden tahmin edilmesi veya bu sırada çözülmesi veyahut da etkisinin en aza indirgenmesi gereklidir. Bu sistematik kurallar çerçevesinde elde edilen bilginin tez, makale, rapor veya sunum şeklinde yazıya dökülmesiyle hatalar azalacaktır. Üretilen bilginin güvenilirliği daha çok bu bilginin hangi metotlarla elde edildiği ve test edildiği ile ilgilidir.  Kitabın öğrencilerimize, öncelikle bilimsel düşünme ihtiyacı hissettirmesi, sonrasında da araştırma isteği uyandırması ve her seviyede araştırmaya yönlendirmesi oranında amacına ulaşacağını ümit ediyoruz.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012-02]]></dcterms:date>
    <dcterms:extent><![CDATA[1084]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/2906">
    <dcterms:title><![CDATA[Architecture Constructions Which Were Established Taraklı In Sakarya,  Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Taraklı, although its history goes very back, is an Ottoman settlement place in  which the Ottoman civilian architecture samples are abundant when its pattern that should be  protected was taken into account. It is a fact that the mentioned architectural asset was  unnoticed until the recently and the required studies should be carried out in order to reveal  this our valuable heritage. It is an expected process for this 200-300-year architectural pattern  to fray and extinct. It is only possible with the academic studies to stop or slow down this  process. The value of the studies on this issue was stated in traditional architectural heritage  regulation as follows. “Traditional architecture has a special place for the whole society and  it is a reasonable source of proud. It is accepted as an attractive product that reflects the  characteristics and differences of the society. It is utilitarian, attractive and pretty. It is both  the focus of contemporary life and a document for the past of a society. It is an inappropriate  behavior not to make an effort to maintain these traditional harmonies which create the core  of the human being’s existence on the world.” There are approximately 400 historical  structures, 90 of which are documented, in Taraklı that still protects its traditional pattern and  features and has a rooted history. These structures are composed of inns, baths, schools,  mosques and houses in great numbers with public buildings in a few numbers. In this study,  the general architectural pattern and the features of this pattern of the current structures in  Taraklı that witnessed to our architectural history with its architectural aesthetic and eyeful  beauty was examined. Moreover, the studies to be carried out to protect our historical heritage  were determined analyzing the current structures]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[449]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/915">
    <dcterms:title><![CDATA[ARE FUTURE FOREIGN LANGUAGE TEACHERS PREPARED TO EDUCATE THE GIFTED AND TALENTED IN SCHOOLS  IN HERZEGOVINA?]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study was to contribute to advancement of foreign language teaching and to direct attention to exceptional children as a group of students very often neglected in the elementary and highschool educational system in Herzegovina-Neretva canton. Data are collected using reflection and we attempt to answer the question whether the future foreign language teachers upon completion of their foreign language teacher education feel prepared to work with the gifted and talented. The results suggest that work with gifted and talented children should be included in FL teacher education in the future.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3563]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/394">
    <dcterms:title><![CDATA[Are future foreign language teachers prepared to educate the gifted and talented in schools in Herzegovina?]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study was to contribute to advancement of foreign language teaching and to direct attention to exceptional children as a group of students very often neglected in the elementary and high-school educational system in Herzegovina-Neretva canton. Data are collected using reflection and we attempt to answer the question whether the future foreign language teachers, upon completion of their foreign language-teacher education, feel prepared to work with the gifted and talented. The results suggest that work with gifted and talented children should be included in FL-teacher education in the future.    Keywords: language teaching, talented students, Herzegovina canton]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2814]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://eprints.ibu.edu.ba/items/show/744">
    <dcterms:title><![CDATA[Are Islamic Banks More Effective than Conventional Banks for Turkey’s Development?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Islamic banks are so popular nowadays, while many people had preferred to stay far in the past. Even to World’s first and foremost conventional banks have new departments related to Islamic banking. Essentially, Islamic banking is similar to conventional banking in many areas but all rules about transactions, services but interest is pivot of conventional banking. That is why some Muslims had hesitation to make investments in banking systems. In that perspective, Islamic banking fulfilled many people’s investment desire.    Are Islamic banks more effective than conventional banks for development with Islamic bank’s remarkable performance and ability to generate high volume in Islam countries like Indonesia and Malaysia? Or that success is just a coincidence? We will seek that questions’ answer by examining Islamic and conventional banks in Turkey.    Key Words: Islamic Banking, Conventional Banking, Turkey, Development.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2496]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>