17 10 3494 https://omeka.ibu.edu.ba/files/original/991c7df78e8a5b2b8a046dee14445169.docx f518d620d1fae70125c56ff717d11ad2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Intrusion Detection System for Smart Meters in Power Distribution Network Based on Statistical Anomaly Detection Author Author Mirza Šarić Amila Jašari Ammar Arpadžić Abstract A summary of the resource. Abstract – Recently, there have been significant changes in the power system operation and management. These changes are driven by deregulation and market liberalization policies and include significant technical innovations and introduction of information and communication technologies to power systems. The introduction of smart meters and advanced metering infrastructure (AMI) presents new challanges. Two most sensitive aspects of smart meters are electricity consumption data and remote switch access. This paper presents and overview of security challanges for the smart meters used in power distribution system and proposes a fuzzy intrusion detection system for smart meters in power distribution system based on statistical anomaly detection, based on Mamdani type fuzzy inference system with two input (Elapsed Session Time and Login Frequency) variables and one output variable used as intrusion detection control signal. It is argued that this paper makes a contribution towards understanding and design of comprehensive intrusion detection technologies for smart meters. Keywords Keywords. Keywords - AMI, Power distribution network, fuzzy logic, intrusion detection, risk model, smart meter. Publisher An entity responsible for making the resource available International Burch University Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering https://omeka.ibu.edu.ba/files/original/930c9f630753e1ebc1a5b1fb8041a6ca.docx 41c97aa1761372a73a852990e5057c4e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Implementation of Graham’s Scan Method for Triangulation of Non Convex Polygons in Java Netbeans Environment Author Author Faruk Selimović Muzafer Saračević Vesad Doljak Abstract A summary of the resource. Abstract - This paper presents an algorithm for triangulation of non-convex polygons on the principle of Graham’s scan. This method is based on finding the so-called "ear" of triangulation of the observed polygons. Second aspect is storing in a temporary stack all the previous points of the polygon from which would later be pulled the diagonals that will actually create the triangulations. Triangulation of the polygon has increasing application in the design of the Geographic Information Systems (GIS) and it is the basis for calculating the surface of irregular terrains. In particular, we have implemented mentioned method in Java Net Beans environment with a graphical user interface. Java, as one of the leading object-oriented programming languages allows efficient implementation of this algorithm, and it is one of the main reasons of implementation of this algorithm in this programming language. Keywords Keywords. Keywords - Polygon triangulation, Graham’s scan method, non-convex polygon, Java Net-Beans environment. Publisher An entity responsible for making the resource available International Burch University Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering https://omeka.ibu.edu.ba/files/original/a9c60f561a4c20da19f9c16a5a311733.docx f620604759bfc76f080585af4886ce43 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Effect of initial bacterial innoculum density on zones of inhibition in disk diffusion antibiotic susceptibility testing Author Author Aldijana Hadžić Nudžejma Kudić Monia Avdić Lejla Smajlović-Skenderagić Alisa Smajović Samra Međedović Abstract A summary of the resource. Abstract - The primary objective of this study was to show how the density of the initial bacterial inoculum effects the zone inhibition in Disk diffusion Bauer Kirby (BK) antibiotic susceptibility testing. In this study, three strains of Staphylococcus aureus were tested: a methicillin sensitive clinical strain, a methicillin resistant clinical strain and ATCC 25923. A series of decreasing initial inoculum densities of the three tested strains were prepared and poured onto Mueller Hinton agar plates. After overnight incubation the zones of inhibition around tested antibiotics from different inoculum densities were measured in mm. The results showed that inoculum density does have an effect on the zones of inhibition in BK antibiotic susceptibility testing of S.aureus where in the case of gentamycin sensitivity category change occurred. Correlation analysis showed that there is significant negative correlation between tested inoculum densities and zones of inhibition clinical methicillin sensitive strain of S.aureus after using oxacillin and gentamycin (Pearson coefficient were -0.917 and -0.892, respectively), and between tested inoculum densities and zones of inhibition clinical methicillin resistant strain of S.aureus after using ampicillin (Pearson coefficient was -0.960). Hence, initial bacterial inoculum density can be of high relevance in Bauer-Kirby disk diffusion testing and ought to be precisely determined in purpose of adequate therapy ordination. Keywords Keywords. Keywords: Staphylococcus aureus, susceptibility testing, McFarland standards, antibiotics, zones of inhibition. Publisher An entity responsible for making the resource available International Burch University Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering https://omeka.ibu.edu.ba/files/original/5f57abc7b6e791a6ad2a655f3861bf4c.docx 76b2df282ff6c431d0eb5224e8a30c0e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource TOWARDS A CULTURAL QUARTER: THE CASE OF MARIJIN DVOR Author Author Lejla Odoabsic Novo Adnan Novalic Maja Popovac Abstract A summary of the resource. Abstract - Urban development and regeneration that is powered by the idea of culture has become a norm and part of legislation in most European cities since the 1990’s. This notion has been encored on the development of the ‘Creative City’, a concept envisioned for the new creative class based on the creative economy. The Creative City approach encompasses a holistic strategic development framework that is often characterized by the insertion of new cultural buildings (most typically museums) in the post-industrial zones or neglected neighborhoods. It often results in the design of cultural quarters, and the adoption of city branding strategies based on reductive images of the city as a cultural site. This paper takes on the idea of developing a Cultural Quarter as the first step towards developing a strategic plan for the transformation of the post-conflict Sarajevo and making it part of the European Creative City Network. It takes on Montgomery’s principles of the museum cultural districts and examines the potential of this proposal through Canter’s model for Metaphor for Place. Keywords Keywords. Keywords: Creative City, Cultural Quarters, Museums, Urban regeneration, Sarajevo Publisher An entity responsible for making the resource available International Burch University Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering https://omeka.ibu.edu.ba/files/original/84432e46baa15f7477548acb0ff56f8e.pdf 42c9fd93f5727dceb19f1e715d10081e PDF Text Text     Journal of Economic and Social Studies The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria Monika Moraliyska University of National and World Economy Bulgaria mmoraliyska@unwe.bg Abstract:   The EU cohesion policy has been a major driver of change in the Member States, leading to positive effects as growth in employment, economic development and modern infrastructure. Since its EU accession in 2007, Bulgaria has been benefiting from the Union’s investment and structural funds at an increasing speed. Research shows that not only these funds contribute significantly to the Bulgarian economy, but they seem to be its major driver. Without them, the country would have recorded a zero growth in the EU’s financial framework 2007-2013, and could be dumped in an economic and social crisis. This paper explores the informational sources that assess the influence of the EU cohesion policy and its effects on Bulgaria. The goal of the paper is to make objective conclusions about the impact of the EU cohesion policy on the Bulgarian economy and how it has affected the level of economic and social cohesion between the country’s regions and the most advanced EU regions. For that purpose, the method of comparative analysis is applied, as well as a historical analysis..   Volume 7 | Issue 1 | Keywords:  EU Cohesion policy, Bulgaria, regional economic development JEL Classification: 05, F36, H77 Article History Submitted: 16 February, 2017 Resubmitted: 15 June 2017 Accepted: 11 September 2017 http://dx.doi.org/10.14706/JECO SS17713 5 �Monika Moraliyska   Introduction Overview of the EU’s Cohesion Policy The cohesion policy of the European Union aims to support the job creation, business competitiveness, economic growth, sustainable development, and overall quality of life in the European regions and cities. It is implemented through three main funds: the European Regional Development Fund, the Cohesion Fund and the European Social Fund. Together with the European Agricultural Fund for Rural Development and the European Maritime and Fisheries Fund, they make up the European Structural and investment funds. These funds invest in different areas with the common objective to reduce the economic and social disparities among the EU Member States. The cohesion policy complements the other EU policies dealing with education, employment, energy, research and innovation, the environment, the single market and the like. The budget of the Cohesion Policy for 2014-2020 is 351.8 billion euros - one third of the EU’s total budget, which puts it on the second place after the Union’s Common Agricultural Policy. The EU’s regions (on NUTS2 leveli) are classified as “less developed” (in which the GDP per capita is less than 75 percent of the EU average), “in transition” (in which the GDP per capita is 75-90 percent of the EU average) and “more developed” (in which the GDP per capita exceeds 90 percent of the EU average). The European Union can provide 50-85 percent of the total financing of a project, with the poorest regions getting the highest co-financing rates. The potential beneficiaries of the funds include public institutions, companies, universities and nongovernmental organizations. For 2014-2020 the largest portion of the funds - 182 billion euros - will be used for the “less developed” regions, which represent 27% of the population in the EU. These include the bigger part of Poland, the Baltic States, the Czech Republic, Slovakia, Hungary, Romania, Croatia, Slovenia, Bulgaria, Portugal, as well as southern Italy and northern Greece. For many of these countries, the cohesion instruments are a key part of their economies (especially Poland, Romania, the Czech Republic, Slovakia and Hungary). The EU’s cohesion policy is very important because it is the investment framework needed to meet the goals of the Europe 2020. 6 Journal of Economic and Social Studies �The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria     Strategy for smart, sustainable and inclusive growth in the Union. It is the EU's major investment tool for creating growth and jobs, tackling climate change and energy dependence, and for reducing poverty and social exclusion. This policy underpins the European solidarity, because the bigger part of its funding is concentrated on less developed countries and regions to help them catch up and its goal is to reduce the economic, social and territorial disparities in the Union. In addition to that, the EU’s cohesion policy cushioned Member States from the worst effects of the economic and financial crisis. It also was of critical importance at a time of sustained fiscal consolidation and according to estimates, without it the much-needed public investment in the less developed Member States would have collapsed by an additional 45% during the crisis (European Commission, 2014a). The EU’s cohesion policy is also considered as a catalyst for further public and private funding, because it obliges Member States to co-finance the projects with funds from their national budgets, and also provokes investors’ confidence. The EU’s cohesion policy is also criticized. The main argument for its existence is that the funding it provides would eventually raise the different regions in the EU to the same level of economic development. But it seems like after decades of integration and billions of euros' worth of EU investment, a very modest level of economic cohesion in Europe is achieved. The reasons for the limited positive impact of the EU’s cohesion funds on the economic and social coherence of the Union are different. A major problem in numerous of the Member States is the high level of corruption, which prevent cohesion funds from being exploited exactly where they would be most useful. Besides that, Member States in many countries, particularly those in Southern and Eastern Europe, still experience difficulties in absorbing these funds. In some cases, the national and local authorities lack the know-how and institutional framework to successfully apply for these funds, while in others the countries lack the capacity to co-finance the projects supported by the European Union. Some experts think that the EU’s cohesion policy is too complex and lacks clear goals, and that the monitoring of the absorption of these funds has been controversial, because a full control of the use of the money is impossible (Stratfor, 2015). There are often cases of corruption, where state officials in Member States are bribed to award EU-financed contracts. In other cases, firms report inflated costs. There are also cases when infrastructure projects are undertaken just because money is available, and they are consequently abandoned for lack of use. Volume 7 | Issue 1 | 7 �Monika Moraliyska   The future development of the EU’s cohesion is unknown, as due to the expected Brexit, the estimated budget of the Union is going to be decreased significantly, and the discussions between the Member States are likely to lead to a decision towards cutting particularly the cohesion policy’s budget. Taking other conditions as equal, the biggest challenge would be to ensure that its resources are used in the most efficient way, helping the Member States to emerge from the continuing crisis and the least developed countries to catch up faster with the others. With a budget of over €450 billion (including national co-financing) for 2014 - 2020, the European cohesion policy is expected to continue to be the main investment tool of the Union and to make the largest contribution for supporting the SMEs, R&D and innovation, education, low carbon economy, the environment, the fight against unemployment and social exclusion, the infrastructure and Europe 2020 Strategy’s objectives for smart, sustainable and inclusive growth. Several sources provide information on the European cohesion policy’s effects and the extent to which it is successful in achieving these objectives. Firstly, there is quantitative information on the direct outcomes of the projects and measures monitored by the Managing Authorities responsible for the programs. These indicators are in the form either of the output produced (f.e. number of new businesses supported to start up) or the results which they brought to (f.e. the time/travel costs saved as a result of a new road opened). Secondly, there are evaluations of particular programs, which assess the effectiveness of the funding provided in achieving both the immediate objective of the measure and the wider aim of strengthening the development potential of the places concerned. Thirdly, there is an empirical evidence from the macroeconomic models that simulate how the economies function to estimate the effect of the Cohesion Policy, mainly in terms of main economic indicators, f.e. GDP, employment and trade. This they do by simulating the way the economy would have developed in the absence of the Cohesion Policy. There is also research (mainly econometric models) of independent organizations. Key Effects of the EU Cohesion Policy in the Period 2007 - 2013 The European Commission has analyzed the effects of the EU cohesion policy for the programming period 2007 - 2013 and concluded that it has substantially contributed to the investments in growth and employment in the Member States, especially when they cut spending in order to balance their budgets in times of crisis. The Commission’s estimates show that without the EU Cohesion policy the investments in the most-affected by the economic crisis Member States would have 8 Journal of Economic and Social Studies �The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria     fallen by additional 50%, particularly in the Member States, which count significantly on the EU financing. In some of them the cohesion funding represents more than 60% of their public investment budget – Slovakia (over 90%), Hungary (less than 90%), Bulgaria (over 80%), followed by Lithuania, Estonia, Malta, Latvia, Poland and Portugal (European Commission, 2014b). Therefore in 2013, the Commission acted on the crisis by redirecting some of the cohesion funds - more than EUR 45 billion, to support measures against unemployment and social exclusion and in favor of research, business support, sustainable energy, social and education infrastructure. The empiric evidence suggests that the Cohesion policy funds have had a significant positive impact on the economic and social development of the EU Member States and brought to numerous positive effects in the programming period 2007-2013. In the first place, the cohesion policy of the EU has led to the creation of jobs and economic growth. The income has increased in the poorest EU regions with GDP per capita growing in these areas from 60.5 % in 2007 to 62.7 % of the EU average in 2010 (European Commission, 2016a). As a direct result of the cohesion policy, 769,900 new jobs were created in 20072013 (Figure 1), and 2.4 million participants in ESF actions supporting access to employment found a job within 6 months in 2007-2010 (European Commission, 2014b). In addition to that 225,560 small and medium-sized enterprises received direct investment aid and more than 274,000 jobs were created in SMEs. 97,640 start-ups were supported (Figure 2). Figure 1: Number of EU Aggregate Jobs Created by the Cohesion policy   Volume 7 | Issue 1 | Figure 2: Number of Start-Ups Supported by the Cohesion policy   9 �Monika Moraliyska   Positive effects were also created by the 72,920 research projects that were supported, and the 35,125 new long-term research jobs that were created. 27,800 co-operation projects were financed, and 5 million more EU citizens were covered by broadband connectivity. Concerning the environment, 11,050 projects connected with the cities’ sustainability were financed. Water supply systems were modernised, benefiting 4.2 million citizens (Figure 3). In terms of transport infrastructure, 3,752 km new roads were built (Figure 4) and 20,104 km were reconstructed. Also 335 km of railways were built and 3,128 km were reconstructed. In addition to that, more than 5.5 million citizens were served by waste water projects. Figure 3: Number of People Served by Water Projects Financed by the Cohesion Policy Source: European Commission, Regional Policy, https://cohesiondata.ec.europa.eu/en/dataset/CoreIndicators-2007-2013-EU-Water-projects-Chart/vziv5wz2 Figure 4: Km of New Roads Built by the Cohesion Policy Source: European Commission, Regional Policy, https://cohesiondata.ec.europa.eu/en/dataset/CoreIndicators-2007-2013-EU-new-roads-Chart/kb97-pmsd Monfort, Piculescu, Rillaers, Stryczynski, and Varga (2017), cited by the latest European Commission’s paper assessing the EU cohesion and rural development policies during the period 2007 - 2013 and their impact on the European economyii, provide further evidence that the cohesion and structural funds brought significant gains and contributed to the achievement of a more balanced structure of the Member States’ economies. The effects have resulted in increased GDP, which was on average 4.1% higher in the countries that joined the EU after 2004. The highest impact was found in Hungary (+ 5.3%), Latvia (+ 5.1%) and Poland (+4.3%)iii. Other positive effects in the long-term are associated with a significant positive impact on the factors’ productivity, as a result of the direct investments in technology but also because of the improved business conditions encouraging investment in tangible and intangible assets. 10 Journal of Economic and Social Studies �The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria     Economic and Social Cohesion of the Bulgarian Regions Even though the EU’s cohesion policy is contributing to the growth goals of the Europe 2020 Strategy by creating jobs and reducing disparities across Europe, it is far from reaching its goals and the case of Bulgaria is an example that illustrates this policy’s low efficiency. Even though the legislative framework of Bulgaria’s regional policy is harmonized with the Europe’s ten years after the country became an EU member, it hasn’t shown a big progress in reaching even the EU average levels. The comparison covers both – the economic development in terms of GDP and the social development measured by the Social Progress Index (SPI). The comparison of the Bulgaria’s six NUTS 2 regions to the EU28 average in terms of generated GDP as purchasing power per inhabitant shows that the poorest region in Bulgaria (and in the whole EU), Severozapaden region (Northwest region), is under one third of the EU average, and almost 7 times less than the richest one – the region of Hamburg, Germany (Table 1). Table 1: GDP by Selected NUTS 2 Regions in the EU in 2014 Country Severozapaden Yuzhen tsentralen Severen tsentralen Severoiztochen Yugoiztochen Yugozapaden European Union (28 countries) Wien Noord-Holland Praha Île de France Hamburg Code Gross domestic product at current market prices (Purchasing Power Standard per inhabitant, Euro) BG31 BG42 BG32 BG33 BG34 BG41 EU28 8,200 8,700 9,300 10,800 10,800 20,600 27,500 Gross domestic product at current market prices (Purchasing Power Standards per inhabitant in percentage of the EU average) 30 32 34 39 39 75 100 AT13 NL32 CZ01 FR10 DE60 43,500 44,300 47,500 49,000 56,600 158 161 173 178 206 Source: Eurostat, 2016 At the same time, the draft version of the regional Social Progress Indexiv shows significant variations within and between EU Member States in terms of access to Volume 7 | Issue 1 | 11 �Monika Moraliyska   health care, quality and affordability of housing, personal safety, access to higher education, environmental pollution, etc. The SPI is an aggregate index of 50 social and environmental indicators that capture three dimensions of social progress: Basic Human Needs, Foundations of Wellbeing, and Opportunity. The index framework is identical to the one of the global SPI. It includes all 272 European regions and scores absolute performance on a 0-100 scale for each of the indicators included to measure the twelve social and environmental (not economic) indicatorsv. The Southeasteuropean states, among which the Bulgarian ones are, are among the most undeveloped in social terms (Figure 5). Figure 5: Map of the SPIin the EU in 2016 Gross domestic product (GDP) per inhabitant, in purchasing power standard (PPS) Gross domestic product (GDP) per inhabitant, in purchasing power standard (PPS), by NUTS level 2 region, 2013 (% of the EU-28 average, EU-28 = 100) (¹) Source: European Commission, 2016b. The SPI is the lowest in Bulgaria and Romania. The Bulgarian Southeast region has the lowest SPI value (38,7), less than half of the highest value of 81,3 in Övre Norrland, Sweden (Table 2). 12 Journal of Economic and Social Studies �The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria     Table 2: Social Progress Index in selected EU regions (NUTS2) in 2016 Region’s Region’s name Basic Foundation Opportunity ID BG34 Yugoiztochen 42.5 45.8 28.8 EU SPI 38.7 BG31 Severozapaden 44.7 47.0 28.0 39.4 RO31 Sud - Muntenia 43.9 43.3 35.8 40.9 RO22 Sud-Est 43.3 45.5 37.2 41.9 RO21 Nord-Est 43.4 42.3 41.8 42.5 BG42 Yuzhen tsentralen 47.9 49.7 32.7 43.1 BG33 Severoiztochen 46.3 46.7 40.4 44.4 BG32 Severen tsentralen 47.3 49.3 38.7 45.0 RO41 Sud-Vest Oltenia 47.9 45.9 42.2 45.3 RO11 Nord-Vest 49.1 47.9 45.6 47.5 RO12 Centru 51.2 50.1 44.0 48.4 ITF3 Campania 62.0 48.1 37.3 48.6 RO42 Vest 51.9 49.4 45.5 48.9 ITG1 Sicilia 62.0 49.6 37.1 49.1 BG41 Yugozapaden 52.7 54.8 41.3 49.4 FI20 Åland …………. 88.6 72.8 79.8 80.3 DK04 Midtjylland 87.6 73.2 80.3 80.3 FI1B Helsinki-Uusimaa 84.6 74.0 82.6 80.4 DK01 Hovedstaden 86.6 71.9 84.6 80.9 SE33 Övre Norrland 89.4 73.9 81.0 81.3 Source: European Commission, 2016b It is also evident that all six Bulgarian regions are among the 15 least developed regions in the EU in terms of social progress. This is an indisputable empirical proof that the EU’s cohesion policy goals are far from achieved. On the other hand, its role as a major factor for regional development should not be exaggerated. The initial low level of economic and social progress and still ongoing transition to modern economy in Bulgaria is another reason why the positive progress of the country towards EU average levels remains almost invisible. Volume 7 | Issue 1 | 13 �Monika Moraliyska   Estimated Effects of EU’s Cohesion Policy in Bulgaria There are several different sources providing information about the effects of the European cohesion policy on Bulgaria. Even though the analyses made by different official instuitutions and organizations show overall dominating positive impact of the EU funds on the Bulgarian economy, it cannot be claimed with certainly that the EU’s cohesion policy has achieved its main goal aim in Bulgaria – to support the country in overcoming the enormous economic and social underdevelopment that differentiates the Bulgarian regions from the other European regions. The allocation from the Cohesion Policy funding for Bulgaria in the 2007 - 2013 period was €6.9 billion. According to the European Commission, it has helped the country to: create more than 1,300 jobs; serve over 280,000 more people by waste water projects; enable more than 137,000 persons to acquire or upgrade their vocational qualification and over 178,000 persons to acquire key competencies; implement many transport infrastructure projects (incl. Sofia metro extension, Sofia Airport); improve urban transport for 1,289,744 citizens, mainly in the 6 biggest cities (Sofia, Plovdiv, Varna, Burgas, Pleven, Stara Zagora); improve educational infrastructure for over 30,000 students; enable more than 398,000 m² of renovated parks, pedestrian areas, bicycle lanes, playgrounds; provide scholarships to 172,000 students; provide social services in a family environment for more than 51,000 persons; modernise 20 cultural facilities; invest in energy saving measures in public buildings and schools (European Commission, 2015). A trustworthy model to estimate the effects of EU’s cohesion policy in Bulgaria is the macroeconomic model SIBILA - a SImulation model of the Bulgaria’s Investment in Long-term Advancevi (“long-term" because it evaluates the effects of the investment in human capital, ICT, R&D, infrastructure and physical capital, which are factors for long-term economic growth). It is based on the EU approaches to modeling of the impact of structural instruments, as well as on modern macroeconomic theory and it is adapted to the Bulgarian specifics. It consists of 170 equations, including econometric estimates, macroeconomic identities and calibrated dependencies (based on historical links and applying existing knowledge (ECORYS – CPM – NEW i”, 2011). The main objective of the model is to assess the net effects of the Structural and Cohesion Funds (SCF) on the Bulgarian economy (key macroeconomic indicators), as well as to support the decision-making process concerning the allocation of funds in the next programming period. It examines the economic development in two scenarios: baseline scenario in which there is no SCF, and an alternative scenario that 14 Journal of Economic and Social Studies �The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria     considers the SCF funding. The difference between the results of these two scenarios in terms of economic indicators’ performance measures the net impact of SCF. In 2017, the Ministry of Finance of Bulgaria presented a report with detailed calculations of the SIBILA model, encompassing the period of Bulgarian membership in the EU from 1 January 2007 till the end of 2016. It showed that the overall effect of the EU investments on the added value of the Bulgarian economy is highly positive: - A cumulative increase of 11.5% of GDP by the end of 2016 in comparison to the baseline scenario with no EU funds (mainly through the positive effects of government spending on the production, and hence on the induced changes in private consumption and investments); - A cumulative increase in the volume of private investment by 22.3% by the end of 2016 compared to a scenario without EU funds (a large part of the measures under the operational programs are intended for investment; they also lead to additional investments by the business); - Reducing unemployment and boosting employment (as a result of the absorption of the EU funds by the end of 2016 the unemployment rate in the country was 6.5 percentage points lower than it would have been without the inflow of these funds.) At the same time, the number of employees in the economy increased by 15.2% towards the end of 2016 compared to the scenario in the absence of EU funds (almost 390 thousand employed people more); - Higher wage levels in the country - by the end of 2016 the cumulative increase in average wages compared to the scenario without EU funds was expected to reach 14.9%; - Increased export potential of the Bulgarian enterprises (By the end of 2016, Bulgaria's exports would be by 1.7% higher compared to the scenario without EU funds. The growth of the export potential is a long-term effect and is related to the improvement of the quantity and quality of the production factors, which in turn leads to an increase of the economic growth of the country); - A positive impact on the state of public finances (increased tax revenues outweigh the spending related to the absorption of EU funds, such as providing co-financing for some of the projects). By the end of 2016, the cumulative positive effect on the budget balance was 2.1 percentage points of GDP. The positive impact is expected to be sustained in the longer term as the increased production potential, higher employment and higher income imply higher values of the tax base, and hence higher tax revenues). Volume 7 | Issue 1 | 15 �Monika Moraliyska   The positive impact of the EU funds on the the country's economic development has been highlighted by eminent NGOs working in the economic field in Bulgaria. They stress on the fact that in the period between the start of the EU’s membership talks in 1999 and the country's accession to the EU in 2007, the GDP per capita in terms of purchasing power has increased from 27% to 40.8% of the EU average, and in 2016 it reached 48.1%. The EU’s cohesion policy has also helped to minimize the weight of the global crisis and has kept the unemployment rate in Bulgaria low, while labor productivity continued to increase. Positive effects are also identified in terms of improvements in various aspects of the business and civil infrastructure in the country constructed with the support of EU funding. In general, for the 10-year period of membership, the average annual net transfer from the EU to Bulgaria is about 4% of the country's GDP and this influx of funds is assessed to be of great macroeconomic importance given the unfavorable conditions of the global environment (Center for Liberal Stragtegies, 2017). However, the effects from the EU Cohesion policy on the Bulgarian economy and budget are also criticized by economists, arguing that the European funds in the country are widely considered as a gift or free money, which is not the case (Ganev, 2016). The data from recent years show that the European projects swallow an increasing share of the national resource and actually worsen the fiscal position of the country. The costs of the European programs in the country have been increasing steadily - in 2008 they were less than 1 billion BGN, in 2010 - 2 billion BGN, in 2014 they reached 4.5 billion BGN and in 2015 they boomed to 6.3 billion BGN. These costs are not funded only by the EU, as annually the state makes transfers from the national budget to the European programs. This is in practice the participation of the taxpayers in the European funding. In 2011 and 2015 the national transfers to the EU funds increased markedly and reached about 40% of the costs of the European programs. From almost 6.3bn BGN spent on EU programs in 2015, 2.5 billion BGN were paid by the Bulgarian taxpayer. And the share of national financing in the EU aid has been increasing at a high speed. This is a real cost, and when, in some cases, useless projects are implemented, or projects’ costs are inflated only to increase the absorption rate, this inevitably leads to a wastage of national resources (Ganev, 2016). Other deficiencies stemming from the EU funds’ absorption process also led to the lower efficiency of the EU’s cohesion policy in Bulgaria. The absorption of financial resources of the SCF in Bulgaria in the first for the country programming period 2007-2013 was accompanied by numerous problems. The absorption rate of Bulgaria in comparison to the other Member States was low and a major reason for 16 Journal of Economic and Social Studies �The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria     that was the lack of administrative capacity and experience in the procedures of the operational programs’ project management. Even though the pre-accession programs included education and training of the employees in national administration, the administrative capacity was not satisfactory. One of the causes for the initial strong ineffiency of the Bulgarian administration, responsible for the EU funds absorption, is associated with its structure that is ineffectively organized into numerous operational programmes, which leads to the management of the same types of programmes in a different way and with varying effectiveness. The result is that many functions are duplicated and there is an increase in the budget costs (Nozharov, 2016). Another important factor was the comparatively small competence of the staff in the Bulgarian body managing the EU funds’ absorption. At least one third of the staff in the public administration responsible for this activity is appointed without a competition, and a big part of them is not highly-qualified, which leads to additional government costs for employees’ re-qualification and support of their work through outsourcing. In addition to that, there are considerable variations in the wages of staff responsible for the management of EU funds and the other staff with the same qualifications and fulfilling the same tasks (the former receiving five times more than the latter), which leads to a lack of motivaton and ineffectiveness of the financial processes at the public administration (Nozharov, 2014). The unpreparedness of the Bulgarian state administration in the EU funds’ absorption process is acknowledged in the latest report of the Bulgarian Academy of Sciences (BAS), which blames the Bulgarian institutions for the lower-than-expected results achieved by the country’s membership in the EU. The public administration was not ready and was unable to learn for a long time to apply the modern management style of the European Commission. It turned to be inadequately trained professionally, unsufficiently expeditious and unable to defend its independence from other state institutions and corporate interests, a part of which was due to the low remuneration of its employees that made them susceptible to corruption (Economic Research Institute of the Bulgarian Academy of Sciences, 2017). BAS has also criticized the European institutions for their policies and requirements to the Bulgarian authorities that have not always been tailored to the specific characteristics and traditions of the country, as well as to its citizens’ preferences. Namely the Institute has criticized the international institutions and European Commission for the full opening the single European market to Bulgaria, which at that moment has been an unsustainable and low-competitive economy. The result of that is a total decline in a number of economic sectors, including a collapse of production, exports, employment, income, consumption, as well as other Volume 7 | Issue 1 | 17 �Monika Moraliyska   negative trends as emigration, social polarization, decline in budget revenues and others. However, this part of the analysis has not been supported by any econometric model or other mathematical or statistical tool that correlate the above-mentioned negative trends in the Bulgarian economy after 2007 with the country’s EU membership, which makes the report’s conclusions unreliable. After all, even the author of this part confesses that it is difficult to define exactly which of the Bulgarian economy’s weaknesses are a result of the EU membership or represent the deteorating consequences from the country’s unsuccessful transition to market economy after 1989vii. Kaneva (2015) identifies four different groups of problems that hinder the EU funds’ absorption process on the Bulgarian side – problems of the beneficiaries, a human capital problem, organizational problems, and specific for the respective Operational program problems. Her analysis proves that there are unsolved issues for both - the beneficiaries and the state administration. Many of the problems discussed are not reserved to Bulgaria only and could be addressed successfully by researching and applying other Member States’ best practices. Another serious problem was that the absorption process in Bulgaria was implemented in contrary to the main principle of the European cohesion policy, because instead of supporting the country’s underdeveloped regions, it concentrated on the richest Bulgarian region. During 2007-2013, the EU allocated more than 81.56% of the its budget to the less favored regions, while in Bulgaria 40% of the available resources were invested in the most developed one – the Southwest region (incl. the capital Sofia), and only 7.5% in the least developed (Galabinova, 2015). The Bulgarian Operational Programs in the 2014 - 2020 period follow the same logic – the country did not choose to create regional Operational Programs, which could support the underdeveloped regions, but seven national programsviii. There is a risk that the investment funds continue to be concentrated primarily in the Southwest region, which, instead of convergence of the level of development of the six NUTS 2 regions, will lead to even bigger regional disparities. The city of Sofia could be differentiated as a separate planning region, while the remaining of the current Southwest region could merge with the South-Central region. In order for greater socio-economic effect to be achieved, an analytical unit to assess the socioeconomic impact in terms of defined goals, not in terms of the funds utilized and activities implemented, could be established (Hadjinikolov, 2015). Besides that, some sectors of the Bulgarian economy still have not been restructured and even when the absorption of the EU funding followed the common policies, it 18 Journal of Economic and Social Studies �The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria     was not efficient. The SMEs’ low awareness of the operational programs in the country was also a hinder and made it necessary to promote further the European funds’ opportunities (Nikolova, 2014). Conclusion Econometric research has showed that the EU Cohesion Policy funding has been an important driver for the reforms and economic development of Bulgaria since its accession to the EU. It will continue to play this role, and for the programming period 2014 - 2020 Bulgaria has been allocated around €7.6 billion in Cohesion policy funding. The investment priorities have been set out in a Partnership Agreement with the European Commission and include the raising of the competitiveness of the economy, research and innovation, transport infrastructure, urban development, improved water and waste management, employment, raising the share of persons with higher education, strengthening the capacity of public administration and the judiciary and promoting good governance (European Commission, 2015). However, in general the EU Cohesion policy has failed to achieve or still has not achieved its main goal: creating a more homogeneous Europe in economic and social terms. A proof of that are the vast economic gaps between Southern and Northern, and between Eastern and Western Europe. The record high unemployment levels, especially among the youth, the vast emigration from Eastern to Western Europe and the rise of political parties that criticize the European Union and propose to reverse the process of European integration, is another symptom of the lack of cohesion (Stratfor, 2015). However, analyses show that this unsuccessful story is tightly connected with the poorest Member States’ initial economic situation, which is the case with Bulgaria, and their inability to make most of these development funds on a later stage. The result of the analysis shows that the scientifically-proved (through econometric model) positive effects of the EU cohesion policy on the Bulgarian economy prevail over the negative, which remain quite hypothethic. The EU cohesion funds are a very important source of financing for the Bulgarian economy, the possibilities of which should be used to the fullest to support the economic growth and employment in the country. For their absorption rate and efficiency to be enhanced, however, further steps are necessary towards state admnistration’s strengthening, project management’s improvement, fight against corruption and others. Volume 7 | Issue 1 | 19 �Monika Moraliyska   References Bulgarian Academy of Sciences, Economic Research Institute. (2017). Annual Report 2017. Economic Development and Policies in Bulgaria: Assessments and Expectations. Focus topic: “The road to the European Union and the first 10 years”, Gorex Press, Sofia. Retrieved from: https://www.iki.bas.bg/godishen-doklad-2017%E2%80%9Eikonomichesko-razvitie-i-politika-v-balgariia-ocenki-iochakvaniia%E2%80%9D-fokus-%E2%80%9Cpat Center for Liberal Strategies. (2017). Ten Years in the EU. Retrieved from: https://ec.europa.eu/bulgaria/sites/bulgaria/files/ec_doklad.pdf Consortium „ECORYS – CPM – NEW i”. (2011). Model for Impact Assessment of the Structural Funds and the Cohesion Fund of the European Union in Bulgaria SIBILA: Simulation model of Bulgaria's Investment in Long-term Advance, Technical Documentation (data used, theoretical framework and model specification, data used, estimation and validation, technical appendices) European Commission. (2014a). Cohesion policy 2014-2020. Retrieved from: http://ec.europa.eu/regional_policy/archive/what/future/index_en.cfm European Commission. (2014b). Investment for jobs and growth, Promoting development and good governance in EU regions and cities. Sixth report on economic, social and territorial cohesion, Brussels. Retrieved from: http://ec.europa.eu/regional_policy/sources/docoffic/official/reports/cohesion6/6cr_e n.pdf European Commission. (2015). Cohesion policy and Bulgaria. European Commission Regional policy. Retrieved from: http://ec.europa.eu/regional_policy/sources/information/cohesion-policyachievement-and-future-investment/factsheet/bulgaria_en.pdf European Commission. (2016a). Info Regio, Key achievements of Regional Policy. Retrieved from: http://ec.europa.eu/regional_policy/en/policy/what/key- 20 Journal of Economic and Social Studies �The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria     achievements/#1 European Commission. (2016b). European Social Progress Index. Retrieved from: http://ec.europa.eu/regional_policy/en/information/maps/social_progress Eurostat. (2016). Eurostat statistics. Retrieved from: http://ec.europa.eu/eurostat/web/regions/statistics-illustrated Galabinova, Y. (2015). Implementation of the EU cohesion policy: the case of Bulgaria. Department of Public Administration, New Bulgarian University, ISSN 1313-4760, Retrieved from: http://eprints.nbu.bg/2877/ Ganev, P. (2016). “Безплатните” европейски средства (“The Free European Funds”). The Market Economy Institute. Retrieved from: http://ime.bg/bg/articles/bezplatnite-evropeiski-sredstva/ Hadjinikolov, D. (2015). EU Cohesion Policy and Regional Differences in Bulgaria. Sofia University “St. Kliment Ohridski”, “Hanns Seidel” Foundation, Sofia, May 2014. Retrieved from: https://mpra.ub.uni-muenchen.de/61319/, MPRA Paper No. 61319, posted 21 January 2015. Kaneva, A. (2015). Problems with the absorption of the Structural funds of the EU by Bulgaria. Economic and Social Alternatives Journal of the University of National and World Economy, 1. Retrieved from: http://www.unwe.bg/uploads/Alternatives/3Kaneva.pdf Ministry of Economy of the Republic of Bulgaria. (2016). EU funds in Bulgaria. Assessment of the macroeconomic effects of the implementation of the programs cofinanced by EU funds. Monfort P., Piculescu V., Rillaers A., Stryczynski K., & Varga J. (2017). The impact of cohesion and rural development policies 2007-2013: model simulations with quest III. Working Papers. A series of short papers on regional research and indicators produced by the Directorate-General for Regional Policy, European Commission, WP 05/2017. Retrieved from: Volume 7 | Issue 1 | 21 �Monika Moraliyska   http://ec.europa.eu/regional_policy/en/newsroom/news/2017/06/06-01-2017working-paper-the-impact-of-cohesion-and-rural-development-policies-2007-2013model-simulations-with-quest-iii Nikolova, I. (2014). Instruments of EU Cohesion Policy for Bulgaria. Economy & Business Journal of International Scientific Publications www.scientific-publications.net Department of Economics, New Bulgarian University, ISSN 1314-7242, Volume 8, 2014. Nozharov, S. (2014). Model of Effective Management of Bulgarian Public Administration Managing EU Funds. Journal of Economic Alternatives, 4, 64-77, ISSN: 1312-7462 Nozharov, S. (2016). Social Costs of the Inefficient Management of the EU Funds for Bulgaria. ECONSTOR, A Service of zbwLeibniz-Informationszentrum Wirtschaft Leibniz Information Centre for Economics. Retrieved from: http://hdl.handle.net/10419/148052 Stratfor. (2015). The Controversial EU Cohesion Policy Falls Short. Retrieved from: https://www.stratfor.com/analysis/controversial-eu-cohesion-policy-falls-short                                                                                                                         i See Nomenclature of territorial units for statistics (NUTS). Based on a set of simulations conducted with QUEST, a dynamic stochastic general equilibrium model with endogenous growth and human capital accumulation. iii In the EU-15, the impact is more modest but it remains substantial for some Member States like Greece (+2.2%), Portugal (+1.8%) and Spain (+0.7%) which benefited from support of the Cohesion Fund. iv The index is the result of cooperation among the Directorate-General for Regional and Urban Policy of the European Commission, the Social Progress Imperative and OrkestraBasque Institute of Competitiveness. It follows the overall framework of the global Social Progress Index, customised for the EU using indicators primarily drawn from Eurostat data. It isn’t created for the purpose of funding allocation and doesn’t bind the European Commission. v There are three dimensions of the SPI: 1) Basic Human needs incl: nutrition and basic medical care; water and sanitation; shelter; personal safety; 2) Foundations of Wellbeing, incl: access to basic knowledge; access to Information and Communications; Health and Wellness; Ecosystem Sustainability; 3) Opportunity, incl: Personal rights; Personal Freedom and Choice; Tolerance and Inclusion; Access to Advanced Education. ii 22 Journal of Economic and Social Studies �The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria                                                                                                                                                                                                                                                                                                             vi The development of the econometric model for impact assessment of the Structural and Cohesion Funds of the EU called SIBILA is implemented under project № 0018-ЦИО-3.2 „Development of a model for impact assessment of SCF”, financed by Operational Programme Technical Assistance. vii The authors of the Bulgarian Academy of Sciences’ report have also reached the conclusion that “Bulgaria’s membership in the EU has no other alternative”. viii “Good Governance”, “Transport and Transport Infrastructure”, “Regions in Growth”, “Human Resources Development”, “Innovation and Competitiveness”, “Environment”, “Science and Education for Intelligent Growth”. Volume 7 | Issue 1 | 23 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3671 Title A name given to the resource The EU Cohesion Policy’s Impact on Regional Economic Development: The Case of Bulgaria Author Author Moraliyska, Monika Abstract A summary of the resource. Abstract: The EU cohesion policy has been a major driver of change in the Member States, leading to positive effects as growth in employment, economic development and modern infrastructure. Since its EU accession in 2007, Bulgaria has been benefiting from the Union’s investment and structural funds at an increasing speed. Research shows that not only these funds contribute significantly to the Bulgarian economy, but they seem to be its major driver. Without them, the country would have recorded a zero growth in the EU’s financial framework 2007-2013, and could be dumped in an economic and social crisis. This paper explores the informational sources that assess the influence of the EU cohesion policy and its effects on Bulgaria. The goal of the paper is to make objective conclusions about the impact of the EU cohesion policy on the Bulgarian economy and how it has affected the level of economic and social cohesion between the country’s regions and the most advanced EU regions. For that purpose, the method of comparative analysis is applied, as well as a historical analysis.. Publisher An entity responsible for making the resource available International Burch University Keywords Keywords. Article PeerReviewed DOI Digital object identifier doi: 10.14706/JECOSS17713 Identifier An unambiguous reference to the resource within a given context ISSN 1986 – 8502, HC Economic History and Conditions https://omeka.ibu.edu.ba/files/original/4ce28b0fff49ebb7a29c02148a526424.pdf 4add604498f6a7f271a27a642976b7f1 PDF Text Text Assessment of the Teachers of Social Sciences Education at Grade Four and Five by the Pre-Service Teachers as for Teachers’ Use of Teaching Strategies, Methods-Techniques and Equipment Ahmet NALÇACI Muhammet Hanifi ERCOŞKUN Fatih BEKTAŞ Kazım Karabekir Education Faculty Atatürk University, Erzurum, Turkey ercoskun@atauni.edu.tr Abstract: This study explores to what extent primary school teachers use teaching strategies, methods-techniques and equipment in primary school grade four and five in Social Sciences Education course. To collect data, an in-class observation form was used. It consists of personal information, the teaching strategies, methods-techniques and equipment. The participants of the study are the pre-service teachers at the department of Primary Education at Atatürk University. They have taken the “Social Sciences Education” and “School Experience” courses. The pre-service teachers have filled in the observation forms by observing the primary school teachers in the classroom. The data were analyzed by means of SPSS statistical program and some suggestions were made. Key words: Social Sciences, Teaching Strategies, Teaching Methods and Techniques. Introduction Teachers use different teaching strategies, method-technique and equipment so that students reach the objectives set. Selection and efficient application of the teaching strategies, method-technique and equipment affect success of students directly. There is no common and single teaching strategy, method-technique and equipment in teaching various subjects. The objectives affect content, number of the students, student-teacher qualities and other similar variables, selection of teaching strategy, method-technique and equipment. What important is that teacher is to be capable of choosing and applying the most suitable ones for learning-teaching process (Tok, 2006: 132; İşman ve Eskicumalı, 2006: 74; Erden, 97; Tan, 2005: 76; Doğanay, 2007: 162; Yaşar ve Gültekin, 2009: 78-89; Yel, Taşdemir ve Yıldırım, 2008: 38; Saban, 2002: 247; Demirel ve Yağcı, 2005: 79). Teaching strategy, method-technique and equipment were analyzed in different studies. Gömleksiz (2006: 118-120) put forward that while determining education strategies teachers should choose approaches through which students can develop a positive attitude towards the lesson and use technological equipment applicable for the lesson. Tay (2004: 11) concluded that event, phenomenon, concept and dates in the curriculum of social studies are easier to learn when explanation strategies are used. Kan (2006: 543) stated that learning based on cooperation is important in that students adapt social studies, questioning understanding is gained via problems solving and material usage provides students’ concentration. Doğan (2004) concluded that the most applied and chosen teaching methods are question-answer, explaining, discussion and problem solving. Emir (2005: 243) pointed out that application of different methods, techniques and equipment contributes to learning. Yaşar (2004: 118) stated that if one wants to make use of visual, visual-audial materials at most in subjects of geography in social studies, these materials should be suitable for the objectives of the lesson and student development characteristics. Öztürk and Baysal (2008) found out that except for monotone explaining, book study and excursion-observation activities made rarely, there is a difference between the frequency of teaching activities applied by teachers in the lesson and students’ level of 107 �attitude towards social studies. Yeşil (2005: 963) stated that teachers are unable to choose convenient equipment and methods for the lesson objectives and quality of the subject. Most of the studies on teaching strategy, method-technique and equipment applied in social sciences focus on the opinions of teachers and students. But not so many studies made via observation of teaching strategy, methodtechnique and equipment applied by teachers in social sciences were carried out. In this study, observations of class teacher candidates were asked to specify teaching strategy, method-technique and equipment in teaching social studies lesson by the teachers teaching for the 4th and 5th grade students. Method Study population consists of candidate teachers studying in the department of Classroom Teaching of Kazım Karabekir Education Faculty in Atatürk University in the academic year 2008-2009. In the sampling formed of 210 candidate teachers picked up randomly –namely, with a chance method- and studying in formal and evening education of the 3th and 4th grades observation form was used. Researchers made a likert-type classroom observation form. Pre-application of this form was made in 40 individuals picked up from the study population. For validity, opinions of experts concerned were asked. Cronbach Alfa parameter was counted as 0.89 in credibility analysis. Findings According to findings, class teachers apply school book and work books among teaching strategy, methodtechnique and equipment in social studies. Various findings about teachers according to the opinions of candidate teachers follow as in tables below. Gender Teaching Strategies Teaching Method-Technique Equipment Male Female Male Female Male Female n X sd 95 115 95 115 95 115 8.46 8.69 22.57 22.42 42.76 43.83 1.443 1.471 4.010 4.251 7.027 6.844 t p -1.107 0.270 0.263 0.793 -1.112 0.267 Table 1: According to the opinions of teacher candidates, arithmetic average, standard deviation and t-score of teaching strategy, method-technique and equipment applied by 4th and 5th grade teachers in terms of their gender. In table 1, there is not a remarkable difference – just at an importance level of 0.05- about opinions of the teaching strategy, method-technique and equipment applied by class teachers in social studies according to their gender. It can be concluded from this finding that class teachers do not think differently in terms of teaching strategy, method-technique and equipment they used. Class Level Teaching Strategies Teaching Method-Technique Equipment 108 Grade 4 Grade 5 Grade 4 Grade 5 Grade 4 Grade 5 n X sd 124 86 124 86 124 86 8.29 9.01 21.64 23.71 43.15 43.63 1.436 1.393 3.968 4.084 6.927 6.969 t p -3.624 0.000 -3.677 0.000 -0.495 0.621 �Table 2: According to the opinions of teacher candidates, arithmetic average, standard deviation and t-score of teaching strategy, method-technique and equipment applied by 4th and 5th grade teachers in terms of the class level. When the table was analyzed, it was found out that a remarkable difference –at for the benefit of 5th grade teachers between their average of teaching strategy and method-technique and class levels. But teachers’ opinions about the same equipment issue do not vary much -at an importance level of 0.05. According to this finding, it can be said that teachers do not think differently in terms of the equipment they applied. Variance Analysis Sum of Squares df Mean Square F p Between Groups 57.833 2 28.917 Teaching 15.462 0.000 Within Groups 387.124 207 Strategies 1.870 Total 444.957 209 Between Groups 642.879 2 321.439 Teaching Method22.712 0.000 Within Groups 2929.578 207 14.153 Technique Total 3572.457 209 Between Groups 1506.632 2 753.311 Equipment 18.271 0.000 Within Groups 8534.692 207 41.230 Total 10014.314 209 Table 3: According to the opinions of candidate teachers, variance analysis about teaching strategy, method-technique and equipment applied in teaching social studies in terms of proficiency of teachers. When the table is analyzed, there is a remarkable difference of an importance level of 0.05 between opinions of candidate teachers in teaching strategy applied in teaching social studies in terms of proficiency of teachers. Tukey test was made to find out between which groups this difference was. The ratio of individuals saying ‘yes’ was higher than that of individuals saying ‘partly’ or ‘no’. The ratio of individuals saying ‘no’ is was lower than that of individuals saying ‘partly’ or ‘yes’. Increase of proficiency of teachers in teaching social studies can be interpreted in a way that it affects their attitudes towards teaching strategy, method-technique and equipment positively. Conclusions 1. According to findings class teachers apply school book and work books among teaching strategy, method-technique and equipment in social studies. Social Studies program was prepared in accordance with the constructive approach and it requires that students should be active during learning process. But from these findings, it can be concluded that teacher-based education is more common in schools. 2. There is not a remarkable difference – just at an importance level of 0.05- about opinions the teaching strategy, method-technique and equipment applied by class teachers in social studies according to their gender. 3. It was found out that a remarkable difference –at for the benefit of 5th grade teachers between their average of teaching strategy and method-technique and class levels. But teachers’ opinions about the same equipment issue do not vary much -at an importance level of 0.05. 4. There is a remarkable difference of an importance level of 0.05 between opinions of candidate teachers in teaching strategy applied in teaching social studies in terms of proficiency of teachers. Suggestions 1. Some qualitative studies can be carried out to find out the reasons why teachers use teaching strategy, explaining and question-answer method and school book and work books among equipments in the most presenting way. 2. Some studies can be carried out to find out the reasons why there is a remarkable difference about the teaching strategy and method-techniques used by teachers for the benefit of 5th grade teachers 3. In-service training can be organized for class teachers on teaching social studies. 109 �References Demirel, Ö. Seferoğlu, S. S. & Yağcı, E. (2005). Öğretim Teknolojileri ve Materyal Geliştirme, Ankara: Pegem A Yayınları, 5.Baskı. Doğan, C. (2004). Sınıf Öğretmenlerinin Derslere İlişkin http://www.tebd.gazi.edu.tr/arsiv/2004_cilt2/sayi_2/193-203.pdf Görüşleri ve Tercih Ettikleri Öğretim Yöntemleri, Doğanay, A. (2007). Öğretim İlke ve Yöntemleri, Ankara: Pegem A Yayıncılık, 1.Baskı. Emir, S. (2005). Sosyal Bilgiler Öğretiminde Görsel Materyallerin Erişeye, Tutuma ve Yaratıcı Düşünmeye Etkisi, XIV: Ulusal Eğitim Bilimleri Kongresi, Pamukkale Üniversitesi Eğitim Fakültesi, Cilt: 2 (238-244). Erden, M. [t.y]. Sosyal Bilgiler Öğretimi, İstanbul: Alkım Yayınevi. Gömleksiz, M. N. (2006). Sosyal Bilgiler Dersine İlişkin Öğrenci Görüşlerinin Değerlendirilmesi, Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi Dergisi, Sayı:2, Cilt:6 (106-122). İşman, A. & Eskicumalı, A. (2006). Eğitimde Planlama ve Değerlendirme, Ankara: Pegem A Yayıncılık, 5.Baskı. Kan, Ç. (2006). Etkili Sosyal Bilgiler Öğretimi Arayışı. Gazi Üniversitesi, Kastamonu Eğitim Fakültesi Dergisi, Sayı:2, Cilt:14 (537-544). Öztürk, C. & Baysal, N. (2008). İlköğretim 4-5. Sınıf Öğrencilerinin Sosyal Bilgiler Dersine Yönelik Tutumu, http://egitimdergi.pamukkale.edu.tr/makale/say%C4%B16/2 %C4%B0LK%C3%96%C4%9ERET%C4%B0M%204.pdf Saban, A. (2002). Öğrenme Öğretme Süreci Yeni Teori ve Yaklaşımlar, Ankara: Nobel Yayın Dağıtım, 2.Baskı. Tan, Ş. (2005). Öğretimde Planlama ve Değerlendirme, Ankara: Pegem A Yayıncılık, 9.Baskı. Tay, B. (2004). Sosyal Bilgiler Dersinde Anlamlandırma Stratejilerinin Yeri ve Önemi. Gazi Üniversitesi, Kırşehir Eğitim Fakültesi Dergisi, Sayı:2, Cilt:5 (1-12). Tok, T. (2006). Etkili Öğretim İçin Yöntem ve Teknikler (Editör: Ahmet DOĞANAY ve Emin KARİP) Öğretimde Planlama ve Değerlendirme, Ankara: Pegem A Yayıncılık, 1.Baskı. Yaşar, O. (2004). İlköğretim Sosyal Bilgiler Derslerinde Görsel Materyal Kullanımı İle Coğrafya Konularının Eğitim ve Öğretimi, Milli Eğitim Dergisi, Sayı: 163, Ankara (104-120). Yaşar, Ş., & Gültekin, M. (2009). Anlamlı Öğrenme İçin Etkili Öğretim Stratejileri. (ed. C. Öztürk) Sosyal Bilgiler Öğretimi Demokratik Vatandaşlık Eğitimi (1.Baskı). Ankara: Pegem A Yayıncılık. Yel, S., Taşdemir, A. & Yıldırım, K. (2008). Sosyal Bilgilerde Öğretim Strateji, Yöntem ve Teknikleri. (ed. B. Tay ve A. Öcal) Özel Öğretim Yöntemleriyle Sosyal Bilgiler Öğretimi (1.Baskı). Ankara: Pegem A Akademi. Yeşil, R. (2005). Sosyal Bilgiler Öğretmenlerinin Öğrenme-Öğretme İlkelerinden Yararlanma Yeterlikleri, XIV: Ulusal Eğitim Bilimleri Kongresi, Pamukkale Üniversitesi Eğitim Fakültesi, Cilt: 2 (958-966). 110 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 349 Title A name given to the resource Assessment of the Teachers of Social Sciences Education at Grade Four and Five by the Pre-Service Teachers as for Teachers’ Use of Teaching Strategies, Methods-Techniques and Equipment Author Author NALÇACI, Ahmet ERCOŞKUN, Muhammet Hanifi BEKTAŞ, Fatih Abstract A summary of the resource. This study explores to what extent primary school teachers use teaching strategies, methods-techniques and equipment in primary school grade four and five in Social Sciences Education course. To collect data, an in-class observation form was used. It consists of personal information, the teaching strategies, methods-techniques and equipment. The participants of the study are the pre-service teachers at the department of Primary Education at Atatürk University. They have taken the “Social Sciences Education” and “School Experience” courses. The pre-service teachers have filled in the observation forms by observing the primary school teachers in the classroom. The data were analyzed by means of SPSS statistical program and some suggestions were made. Date A point or period of time associated with an event in the lifecycle of the resource 2009 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/040844b6690044e0c92783ab83bbbe56.pdf 32259e39096d3050477aa67d378f449a PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Financial Development and Economic Growth: Time Series Evidence from Turkey Burcu KIRAN Faculty of Economics, Istanbul University, 34452, Beyazit, Istanbul, Turkey kburcu@istanbul.edu.tr Nilgün Çil YAVUZ Faculty of Economics, Istanbul University, 34452, Beyazit, Istanbul, Turkey yavuznc@istanbul.edu.tr Burak GÜRĐŞ Faculty of Economics, Istanbul University, 34452, Beyazit, Istanbul, Turkey bguris@istanbul.edu.tr Abstract: This paper attempts to explore the relationship between financial development and economic growth for Turkey over the period 1968-2007. For this purpose, we used an endogenous break unit root test as suggested by Zivot and Andrews (1992) and the GregoryHansen (1996) cointegration technique. The empirical results showed that there is a long-run relationship between financial development and economic growth. 1. Introduction The relationship between financial development and economic growth has been debated quite extensively by economists and policymakers since the studies of Bagehot (1873), Schumpeter (1911) and, more recently, Mckinnon (1973) and Shaw (1973). The debate has focused on whether financial development causes economic growth or vice versa or whether a two-way relationship exists. Four different views on the theoretical link between financial development and economic growth exist (see Apergis et al. 2007): (i) supply-leading view (ii) demand-following view (iii) mutual impact of finance and growth (iv) no relationship between finance and growth The supply-leading view supports the belief that financial development has a positive impact on economic growth (Schumpeter 1911, Gurley & Shaw 1955). Patrick (1966) explains this view as follows: “to transfer resources from the traditional, low-growth sectors to the modern, high-growth sectors and stimulate an entrepreneurial response in these modern sectors.” The demand-following view states that finance actually responds to changes that happen in the real sector (see Friedman & Schwartz 1963, Jung 1986, Ireland 1994). Economic growth creates a demand for developed financial institutions and services. The third view supports a bidirectional relationship between financial development and economic growth (see Demetriades & Hussein 1996, Greenwood & Smith 1997). Finally, the last view rejects the existence of a finance-growth relationship (see Lucas 1988). The purpose of this paper is to investigate empirically the existence of a long-run relationship between financial development and economic growth in Turkey by including savings as a third important variable that affects both financial development and economic growth. For this analysis, we took into account structural breaks because Turkey started to liberalize its financial system in 1980, opening a new path in terms of financial liberalization applications and structural adjustment programs. Therefore, on the econometrics front, we applied the Zivot and Andrews (1992) unit root test and the Gregory and Hansen (1996) cointegration test in the presence of potential structural breaks. The remainder of the paper is organized as follows. Section II describes the data and model specification. Section III outlines the methodology used in this paper and reports on the empirical results. Finally, Section IV gives the conclusion. 81 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo 2. Data and Model Specification To investigate the relationship between economic growth, savings, and financial development in Turkey, we used the following model specification: Yit = β 0i + β1i Fit + β 2i Sit + uit (1) Yit is GDP per capita, Fit is the measure of financial development, Sit is the share of savings in GDP (a third important variable affecting finance-growth relationship), and uit is the error term. We used the liquid liabilities of the financial system ( LL ) , which is the broadest measure of financial development defined as where currency plus demand and interest-bearing liabilities of bank and non-bank financial intermediaries divided by GDP (M3/GDP) as a measure of financial development. The present study was based on annual data covering the period from 1968 through 2007. All the variables used were in natural logarithms. The data on savings were obtained from Undersecretariat of State Planning Organization and the data on other variables have been taken from the World Bank World Development Indicators database. 3. Methodology and Empirical Results The main objective of this paper is to investigate the long-run relationship between financial development, savings, and economic growth in Turkey. First, we analyzed the time-series properties of the data using Augmented Dickey Fuller ([ADF] 1981) and Philips Perron (1988) procedures. We also implemented the endogenous break unit root test suggested by Zivot and Andrews (1992). Second, the Gregory-Hansen (1996) cointegration technique, allowing for the presence of potential structural breaks in the data, was applied. 3.1. Unit Root Tests with and without Structural Break The ADF test suggested by Dickey and Fuller (1981) is the most widely used unit root test. Perron’s (1989) criticism of the ADF unit root test is related to a concern that the presence of structural change can reduce the power of these tests. Assuming that the time of the breaks is an exogenous phenomenon, Perron (1989) extended the ADF test to allow for a structural break in the time trend, showing that the ADF test is not able to reject a null hypothesis of the presence of a unit root when the true model is trend-stationary and there is structural change. A better test was proposed by Zivot and Andrews (ZA) (1992). This test allows for one structural break and suggests determining the break point “endogenously.” To test for a unit root against the alternative of a trend-stationary process with a structural break, we employed three versions of the ZA unit root test. Model A allows for a structural break in the intercept, model B allows for a structural break in the slope of the trend, and model C combines both structural breaks in the intercept and the slope of the trend. These models are expressed as follows: k Model A: yt = µˆ A + αˆ A yt −1 + βˆ At + θˆ A DU t (λ ) + ∑ dˆ jA ∆yt − j + eˆt (2) j =1 k B B B B B Model B: yt = µˆ + αˆ yt −1 + βˆ t + γˆ DTt (λ ) + ∑ d j ∆yt − j + eˆt (3) j =1 k Model C: yt = µˆ C + αˆ C yt −1 + βˆ C t + θˆC DU t (λ ) + γˆ C DTt (λ ) + ∑ d Cj ∆yt − j + eˆt (4) j =1 where λ operator, is the break fraction calculated as TB T , TB denotes the break date, ∆ is the first difference et is a white noise disturbance term with variance σ 2 , k is the number of augmented lags, and t = 1,....T is an index of time. The incorporated ∆yt − j terms on the right hand side of equations (2), (3) and (4) aim to remove the serial correlation if any. intercept and in the trend, respectively, where 82 DU t and DTt are dummy variables for structural breaks in the �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo 1 if t > T λ DU t (λ ) =  0 otherwise t − T λ if t > T λ DTt (λ ) =  otherwise. 0 and The break point in the ZA test was selected where the test statistic of the null of a unit root is the most negative for the t-statistic of the coefficient of the autoregressive variable. We first tested for the presence of unit roots in our variables by using ADF and PP unit root tests. The test results are shown in Table 1. Table 1: The results of ADF and PP unit root tests ADF-test Variable Level Y -2.244 (0) PP-test First Difference -6.128 (0) a -2.392 (1) First Difference -6.129 (0) a a -1.831 (3) -7.061 (2) a -2.188 (6) -7.536 (3) a LL -1.729 (0) -7.099 (0) S -2.788 (1) -5.249 (0) a Level The numbers in parentheses indicate the number of lags in the augmented term of the ADF regression and are determined by using AIC information criteria. The number of truncation lags for PP test is chosen based on the Newey-West method. The unit root tests include a constant and time trend. a, represents the significance at 1% level. The results suggest that the time series, including Y , LL and S were not stationary in their levels. They were stationary at the 1% level of significance after first differencing. However, since the conventional unit root tests favor the null of unit root when a structural break exists, this study implemented the ZA (1992) unit root test to determine whether any possible break point in the series changes the stationarity results. The results of the ZA unit root test are reported in Table 2. Table 2: The results of ZA unit root test Variable TB tαˆ γ θ k c -0.044 1981 -4.475 (A) 3 Y (-1.886) b b 0.259 0.038 1997 -4.382 (C) 3 LL (2.470) (2.284) 0.289 a S 1985 -4.236 (A) 1 (4.398) b b -0.066 0.013 1998 -6.936 (C) a 0 ∆Y (-2.046) (2.497) b b -7.693 (C) -0.326 0.087 2002 0 ∆LL a (-2.248) (2.157) b -6.084 (A) 0.118 ∆S 1980 1 a (2.202) a, b c and represent the significance at 1%, 5% and 10% levels respectively. The critical values for (1% , 5% and 10%) levels are (-5.34, -4.80 and -4.58) for Model A, (-5.57, -5.08 and -4.82) for Model C from Zivot and Andrews (1992). The numbers in parentheses are t-statistics and the letters in parentheses indicate the appropriate model based on the results. The results show that all the variables examined in this study were not stationary in their levels. Nevertheless, they were stationary at the 1% level of significance after first differencing. The test identified the break points as 1981 for Y , 1985 for S in years also marked by financial liberalization in Turkey, and 1997 for LL in the year when a great financial crisis occurred. In all, the unit root tests indicated one order of integration for the Y , LL and S variables. 83 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Since the series has one order of integration and contains structural breaks, we also used the Gregory and Hansen (1996) test to accommodate a single unknown structural break in the cointegration analysis. 3.2. Cointegration Analysis with a Structural Break Gregory and Hansen (1996) proposed a cointegration procedure that allows for an endogenously determined break in the cointegrating relationship. They provided three alternative forms of structural break: level shift (model C), level shift with trend (model C/T), and regime shift (model C/S). Their specifications for our application are as follows: Model C: level shift Yt = α 0 + α1 Dt + β1 Ft + λ1St + et (5) Model C/T: level shift with trend Yt = α 0 + α1 Dt + γ t + β1 Ft + λ1St + et (6) Model C/S: regime shift Yt = α 0 + α1 Dt + γ t + β1 Ft + β 2 ( Dt * Ft ) + λ1St + λ2 ( Dt * St ) + et where (7) Dt is a dummy variable equal to 0 if t ≤ θ and 1 if t > θ . The unknown parameter θ denotes the timing of the change, α1 denotes the change in the intercept coefficient at the time of the shift, and t is the time trend. β 2 and λ2 represent the change in slope of the cointegrating equation. Given that the timing of structural break is unknown a priori, Gregory and Hansen (1996) computed the cointegration test statistic, ADF*, for each possible break and took the minimum test statistic across all possible break points. We selected a break date where the test statistic is the minimum�in other words, the absolute ADF test statistic is at its maximum. The null hypothesis of no cointegration with structural breaks is tested against the alternative of cointegration. Table 3 reports the results of the Gregory-Hansen cointegration procedure for a level shift, a level shift with trend, and a regime shift. Table 3: Tests for Gregory Hansen cointegration procedure LL Models Break Date ADF * Model C 1986 -4.942 (0)b Model C/T 1984 -4.432 (3) Model C/S 1986 -4.947 (0)c The numbers in parentheses show the number of lags in the augmented term. ADF * = inf ADFt (τ ) . τ ∈T b and c represent the significance at 5% and 10% levels respectively. Gregory-Hansen (1996) ADF* critical values are as follows: Level shift; a (1%) -5.13, b (5%) -4.61, and c (10%) -4.34, Level shift with trend; a (1%) -5.45, b (5%) -4.99, and c (10%) -4.72, and Regime shift; a (1%) -5.47, b (5%) -4.95, and c (10%) -4.68. The results of the Gregory-Hansen cointegration procedure show that the ADF* statistics for LL was statistically significant in models C and C/S, thereby rejecting the null hypothesis of no cointegration with an endogenous break date of 1986. The Gregory-Hansen cointegration tests point to the existence of a long-run relationship between economic growth, savings, and financial development. Conclusions In this paper, we examine the long-run relationship between financial development and economic growth in Turkey by including savings as a third important variable affecting both financial development and economic growth. On the econometrics front, the endogenous break unit root test suggested by Zivot and Andrews (1992) and the Gregory-Hansen (1996) cointegration technique, which allows for the presence of 84 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo potential structural breaks, are employed. The empirical results show a long-run relationship between financial development, savings, and economic growth. References Apergis, N., Filippidis, I., & Economidou, C. (2007). Financial Deeping and Economic Growth Linkages: A Panel Data Analysis. Review of World Economics, 143, 179-198. Bagehot, W. (1873). Lombard Street, Homewood, IL: Richard D. Irwin. Demetriades, P.O., & Hussein, K. (1996). Does Financial Development Cause Economic Growth? Time Series Evidence from Sixteen Countries. Journal of Development Economics , 51, 387-411. Dickey, D., & Fuller, W. (1981). Likelihood Ratio Statistics for Autoregressive Time Series with a Unit Root. Econometrica, 49, 1057-1072. Friedman, M., & Schwartz, A.J. (1963). A Monetary History of the United States, Princeton, N.J.: Princeton University Press. Greenwood, J., & Smith, B. (1997). Financial Markets in Development and the Development of Financial Market. Journal of Economic Dynamic and Control, 21, 145-181. Gregory, A., & Hansen, B. (1996). Residual Based Tests for Cointegration in Models with Regime Shifts. Journal of Econometrics , 70, 99-126. Gurley, J.G., & Shaw, E.S. (1955). Financial Aspects of Economic Development. American Economic Review , 45, 515-538. Ireland, P.N. (1994). Money and Growth: An Alternative Approach. American Economic Review , 84, 47-65. Jung, W.S. (1986). Financial Development and Economic Growth: International Evidence. Economic Development and Cultural Change , 34, 333-346. Lucas, R.E. (1988). On the Mechanics of Economic Development. Journal of Monetary Economics , 22, 3-42. McKinnon, R.I. (1973). Money and Capital in Economic Development. Brooking Institution, Washington, D.C. Patrick, H.T. (1966). Financial Development and Economic Growth in Underdeveloped Countries. Economic Development and Cultural Change, 14, 174-189. Perron, P. (1989). The Great Crash, The Oil Price Shock, and The Unit Root Hypothesis. Econometrica, 57, 1361-1401. Philips, P.C.B., & Perron, P. (1988). Testing for a Unit Root in Time Series Regressions. Biometrica , 75, 335-346. Schumpeter, J.A. (1911). The Theory of Economic Development. Cambridge, Mass: Harvard University Press. Shaw, E.S. (1973). Financial Deeping in Economic Development. Oxford University Press, Newyork. Zivot, E., & Andrews, D. (1992). Further Evidence on the Great Crash, the Oil Price Shock and the Unit Root Hypothesis. Journal of Business Economic Statististics, 10, 251-270. 85 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 146 Title A name given to the resource Financial Development and Economic Growth: Time Series Evidence from Turkey Author Author KIRAN, Burcu YAVUZ, Nilgün Çil GÜRİS, Burak Abstract A summary of the resource. This paper attempts to explore the relationship between financial development and economic growth for Turkey over the period 1968-2007. For this purpose, we used an endogenous break unit root test as suggested by Zivot and Andrews (1992) and the Gregory- Hansen (1996) cointegration technique. The empirical results showed that there is a long-run relationship between financial development and economic growth. Date A point or period of time associated with an event in the lifecycle of the resource 2009 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/ef75c98b8d8bb5795ff7176a4469657a.pdf 04e1034a9e33fe135cdd793bcbff1050 PDF Text Text The Place and Importance of Cooperative Learning in the Globalizing World. Ufuk Şimşek Atatürk Üniversitesi Kazım Karabekir Faculty of Education Social Sciences Education Ümit Şimşek Ağrı İbrahim Çeçen University Faculty of Education Science Education M.Fatih Esen International Burch University, Faculty of Education , English Language and Literature Abstract:The aim of education in the globalising world is to cultivate individuals who believe in the supremacy of the law and democracy and can think freely, who possesses a sense of personal responsibility and who has developed his skills of utilizing the attained knowledge and competences all through his life. In order to equip the students with the implied knowledge and skills, educators are using various methods. Among these methods, the latest and the most perennial one is the cooperative learning method. In this article, ample information will be given on the method itself and its critical characteristics, and its role on ensuring social competence and democratic attitude will be discussed. Key Words: cooperative learning, globalization,social competence, democratic attitude Introduction Like many others, the term globalization doesn’t have a clear cut definition . Having said that, it is also a fact that the term globalization represents something. This term, which has become well known after M. McLuhan’s work called Understanding the media, can be understood from economical, social, psychological, political even philosophical and further different points of view. Ulrich Beck, in the analysis of the term Globalization, distinguished three different terms which are globalisation, globalism and globality. According to this, globalisation is a multidimensional and international process. This process includes the formations in areas of ecology, culture, economy, politics and civil society side to side, but in an irreducable way to eachother and it indicates that no longer the nation-states but international actors are in the foreground. Whereas the term globality describes that the countries are connected to eachother through a network of multidimensional relationship within the framework of “world community”concept. And what is implied by “Globalism” is that it is an imposition to provide the content of the phenomenon of globalisation to be perceived within the framework of the world market economy (Sarıbay,2004:38). Therefore, when globalization is discussed, not only a process led by international actors and the role of nation-states are undermined but also a political-ideological trend and a social formation, mentioned as “ world community”,which networks of mutual commitment of societies bring into existence, are described(Sarıbay,2004:38). Thus, it is obvious that globalisation can not be evaluated as impartially evolving and as a fact always yielding positive outcomes. Many globalisationists and neoliberal theoreticians claim that globalisation is a positive progress since it provides capital, business oppotunities, political freedom and freedom of choice to the consumer. To the opposing opinion, on the other hand, it is a negative process breeding inequality and indigence(Sasaki,2004:72). Schaeffer argues that globalisation does not create a one-dimensional process or a more homgeneous world an thus different results drawn may be positive for some and negative for the others(Schaeffer,2003:11akt Sasaki,2004:72). The vast majority is in agreement with the inevitability of globalisation eventhough it is disputable whether it creates a homogeneity or not. One of these inevitable areas is education. 107 �What is understood from globalisation of education is the education method, process and integration with the countries which are advanced in their government systems. However, this integration process in education is not competent to overcome the problems brought by globalisation. Education is a means to deal with not only the matters of adaptation or integration to globalisation but also the problems resulting from globalisation itself. Education will raise the type of individual who will overcome the globalisation issues. Societies and individuals are required to have the ability to take preventive measures against the possible consequences brought forth by globalisation and to benefit from the changes it brings (http://yayim.meb.gov.tr/dergiler/159/akcay.htm, 2006). The type of person that globalisation requires has changed. Not the person who stores information but who uses it has come forward now. Getting hold of information has become easier and cheaper in the globalising world, therefore, interpreting it has gained actual importance rather than just having it.(http://yayim.meb.gov.tr/dergiler/159/akcay.htm, 2006). It is essential for the teacher of this globalisation process to be qualified to educate the individual of this quality and to be well equipped with the parallel characteristics. It is important for the teachers to make learning available to students with various cultural backgrounds and weak social abilities, to help them to resolve existing conflicts through peaceful means, to respect eachother’s personalities and cultural backgrounds and to become citizens bearing social responsibility. It is possible to say that classical approaches on education are gradually losing their influence. There is a necessity of model implementations which will ensure the training of individuals who are sensitive about the lives of students which come from different social and cultural backgrounds, who believe in the continuity of learning, meaning that it is life long , who have tendency towards cooperation and groupwork ,and who view learning as a deep personal activity(Yurdabakan,2002:62). Knowing how to learn, learning how to learn, learning individually, learning as a team and as an organization are considered as the dominant elements of education. UNESCO Education Commission has added another element which is “ learning together”. Four principles are discussed in educational globalisation. These are;knowing to learn, learning to learn, individual learning,and learning how to live together(Doğan,2002:91;Unesco,1996’dan naklen). Groupwork is a method which improves individual’s ability to discuss, to agree, to convince and to communicate with the group and in relation to these it also supports and encourages individual’s managemnet skills. 1. Cooperative Learning In order an effective teaching process to take place, today’s concept of education brings against the educators the responsibility of determining the teaching method that will maximize learning and of implementing it. In addition to this, it is also known that most teachers, within the framework of textbooks in primary education institutions, are using the traditional teaching method which is based on the participation of the students as passive listeners. Some teachers, on the other hand, are using the printing method with which they suppose that they are activating the students(Şimşek, Doymuş, Kızıloğlu 2005). However, the students tend to adopt the “ cooperative learning method” which provides the teaching-learning environments to be more effective, efficient and fast, in which the students can express personal opinions freely,discuss matters and listen to eachother with mutual respect(Doolittle 1997). 1.1. Definition of the Cooperative Learning Method: The cooperative learning method has been defined in various ways by different scholars of education. Cooperative learning method is student-centered rather than teacher-centered and defined as a method where the stundent undertakes the active role (Cooper and Mueck 1990), ..... as a class learning method used to increase motivation and participation, to help students to develop a positive image related with themselves and their friends, to improve the power of problem solving and critical thinking and to encourage them in cooperation and social skills(Gömleksiz 1993)...as a class learning environment where students work in mixed small groups(Watson 1992)... as a learning approach according to which students, in a class environment, form mixed small groups having a shared purpose,to help eachother learn on an academic subject and group success is awarded in different ways (Delen 1998)... as a method considered as the realization process of learning in which students work in small groups helping eachother learn(Açıkgöz 2003)....as a learning method basing on cooperative work of students in mixed small groups helping eachother learn (Johnson and Johnson 1992). 108 �Cooperative learning as a concept includes teaching methods where students work in small groups,usually groups of 4-6, and the efficiency is awarded in different ways(Slavin 1988). Taking into consideration the definitions above, cooperative learning can be defined as a learning approach according to which the satudents both in class and in other environments form mixed small groups, help eachother learn on an academic subject through a common purpose, and by which self-confidence of individuals improves, their communicative skills develop, the competence of problem solving and critical thinking accelerates and the student takes part in learning-teaching process in the most active way. (Doymuş, Şimşek, Bayrakçeken 2004) 1.2Critical Features of Cooperative Learning Methods Here are the principles that distinguish the cooperative learning from the rest and its essential components: a. positive commitment b.face to face interaction c.individual responsibility d.social skills e.the evaluation of the group process These principles of the cooperative learning method are considered to be the five basic elements which enable the understanding of cooperative learning and the formation of cooperation among the members (Sharan 1990; Johnson et al. 1998; Sharan 1999; Schultz 1999; Barken 2001) These five elements should be taken into consideration and rearranged while implementing the cooperative learning method. 1.3. Benefits of Cooperative Learning Method Benefits of cooperative learning method are categorized as academic benefits and social benefits. 1.3.1. Academic Benefits In the process of application of cooperative learning method, as a result of numerous activities which are held either in the classroom or out of the classroom, various academic developments and changes take place. Researches carried out on cooperative learning method have put forward that; it cultivates student’s thinking skills (Webb 1980; Smith et al. 1981; Slavin 1992), it encourages critical thinking and helps the students to express their opinions throughout the discussion sessions(Peterson and Swing 1985; Nelson-Legall 1992), it increases student’s abilities and practical skills both in and out of the classroom and it improves theirs skills of processing information(Johnson et al. 1986; Webb et al. 1986; Male 1990; Brufee 1993; Tannenberg 1995), it improves students’oral communication skills(Yager et al. 1985-b; Bershon 1992), discussions being held throughout learning activities help students remember the content of the context(Johnson and Johnson 1979; Ames and Murray 1982; Dansereau 1985), it increases the responsibility of learning and creates an efficient and exploratory environment (Slavin 1980; Baird and White 1984; Leikin and Zaslavsky 1997) it provides the teacher candidates with the training of effective teaching strategies (Johnson and Johnson 1990; Artut and Tarim 2007) it prevents the teachers from being seen as the only source of information(Felder 1997), it encourages the learning-based rather than race-based approach and it also improves the rate of attendace and the rate of researches carried out by the students (Janke 1980; Cooper 1984; Davis et al. 1990) 1.3.2 Social Benefits The cooperative learning method provides a basis for the formation of social experiences of the individual and the increase of their courage for these experineces. Teacher, in order to form and improve social skills, plays an active role in students’ interaction with eachother and in fecilitation of the process. Administrators, school personnel and families form the complementary components of the cooperative learning process. Through this formation, students who have economic and emotional problems and problems concerning the family are provided support(Kessler et al. 1985; Carpenter 2003). Cooperative learning, by means of social support systems and social interaction methods(Cooper 1984; Johnson et al. 1998; Doymuş vd 2004, 2005; Şimşek 2005)builds and environment that assures positive attitudes towards the solution of problems and resolution of controversies(Messick and Mackie 1989; Sherman 1991).This method,in the context of 109 �interpersonal relations, improves students’ responsibilities towards eachother and helps to clear away misinterpretations(Bonoma et al. 1974; Webb 1980; Jonhnson and Johnson 1985; Stahle 1986; Johnson et al. 1998) strengthens empathising and enables viewing events from different perspectives(Swing and Peterson 1982; Slavin et al. 1984; Deutsch 1985; Yager et al. 1985-a; Hooper and Hannafin 1988; Felder 1997) while maintaining personal responsibility,it helps forming a team by actualising certain approaches to solve problems. In this process, students put into practice work and community models regarding the roles in their groups(Slavin 1983; Sandberg 1995; Johnson et al. 1998). Implementations of cooperative learning enhances the leadership skills for both male and female students (Bean 1996) This method makes it possible for the students both individually and in classroom environments to develop better communication skills and establish academic relations. (Tinto, 1997). Cooperative learning method, in connection with its above mentions features, helps to attain a democratic attitude(Şimşek vd 2006;) References Açıkgöz, K.Ü., 2003. Aktif öğrenme, Eğitim Dünyası Yayınları, Kanyılmaz Matbaası, 172 s,İzmir. Ames, G.J. and Murray, F.B., 1982. When two wrongs make a right: promoting cognitive change by social conflict. Developmental Psychology, 18(6), 894-897 Artut, P.D. and Tarim, K., 2007. The Effectiveness of Jigsaw II on prospective elementary school teachers. AsiaPacific Journal of Teacher Education, 35(2), 129-141 Aydın Mehmet S., “Küreselleşmeye Genel Bir Bakış”, Siyasi, Ekonomik ve Kültürel Boyutlarıyla Küreselleşme, Ufuk Kitapları, İstanbul, 2002, s.11. Baird, J. and White, R., 1984. Improving learning through enhanced metacognition: a classroom study. Paper Presented at The Annual Meeting of The American Educational Research Association, New Orleans. Barken, J.E., 2001.The Use Cooperative Learning Techniques in a Community College Course. Master Thesis. Saint Francis Xavier University, Antigonish, Nova Scotia. Bean, J., 1996. Engaging ideas, The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco, CA: Jossey-Bass. Bershon, B.L., 1992. Cooperative Problem Solving: a Link to Inner Speech, in Hertz-Lazarowitz (eds.) Interaction in Cooperative Learning. 36-48, Ny: Cambridge Press. Bonoma, J., Tedeschi, J. and Helm,B., 1974. Some effects of target cooperation and reciprocated promises on conflict resolution. Sociometry, 37(2), 251-261. Brufee, K., 1993. Collaborative Learning: Higher Education, Interdependence and the Authority of Knowledge. Baltimore. Md: Johns Hopkins University Press. U.S.A. Carpenter, S.R., 2003. Incorporation of a cooperative learning technique in organic chemistry. Journal of Chemical Education, 80(3), 330-332. Cooper, J. and Mueck, R., 1990. Student involvement in learning: Cooperative learning and college instruction. Journal on Excellence in College Teaching, 1(1), 68-76. Cooper, J., Prescott, S., Cook, L., Smith, L., Mueck, R. and Cuseo, J., 1984. Cooperative Learning and College Instruction- Effective Use of Student Learning Teams. California State University Foundation Publication, 41-65. Dansereau, D.F., 1985. Learning Strategy Research, in Chipman and Glaser (Eds). Thinking and Learning Skills: Relating Instruction to Basic Research. Hillsdale, NJ: Erlbaum. Davis, R. B., Maher, C.A. and Noddings, N. (Eds)., 1990. Constructivist Views on the Teaching and Learning of Mathematics. Journal for Research in Mathematics Education by National Council of Teachers of Mathematics. Delen, H., 1998. Temel eğitim beşinci sınıf sosyal bilgiler dersinde kubaşık öğrenme yönteminin akademik başarıya etkisi, Yüksek Lisans Tezi ,Adana Doğan Elife, “Eğitimde Küreselleşme”, Eğitim Araştırmaları, Sayı:6, Ocak 2002 Doolittle P., 1997. “Vygotsky's Zone of Proximal Development as a Theoretical Foundation for Cooperative Learning”, Journal on Excellence in College Teaching; 8(1), 83-103. Doymuş, K., Şimşek, Ü., ve Bayrakçeken, S., 2004. İşbirlikçi öğrenme yönteminin fen bilgisi dersinde akademik başarı ve tutuma etkisi, Türk Fen Eğitimi Dergisi, 1(2), 103-115. Felder, R.M., 1997. e-mail Communication from Felder@eos.ncsu.edu www page http://www.ncsu.edu/unity/lockers/users/felder/public/rmf.html Gömleksiz, M., 1993. Kubaşık öğrenme yöntemi ile geleneksel yöntemin demokratik tutumlar ve erişiye etkisi, Doktora Tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü Adana. Hooper, S. and Hannafin, M.J., 1988. Cooperative CBI: The effects of heterogeneous homogeneous grouping on the learning of progressively complex concepts. Journal of Educational Computing Research, 4(5) ,413424. 110 �http://yayim.meb.gov.tr/dergiler/159/akcay.htm, 2006 Janke, R., 1980. Computational errors of mentally-retarded students. Psychology in the Schools, 17(1), 30-32. Johnson, D.W., and Johnson, R.T., 1992. Approaches to implementing cooperative learning in the social studies classroom, cooperative learning in the social studies classroom: An Invitation Social study ,R.J., Stahl and R.L., Vansicle Editor : Washington National Council for the social studies. Bulletin No: 87, 44-51. Johnson, D.W., Johnson, R.T. and Holubec, E., 1998. Cooperation in the Classroom. Interaction Book Company.100, Edina, Minnesota, USA. Johnson, D.W., Johnson, R.T. and Stanne, M., 1986. Comparison of computer assisted cooperative, competitive and individualistic learning. American Educational Research Journal, 23(3), 382-92. Johnson, R.T. and Johnson, D, W., 1985. Relationships between black and white students in intergroup cooperation and competition. The Journal of Social Psychology, 125(4), 421-428. Johnson, R.T. and Johnson, D,W., 1990. Using Cooperative Learning in Math. Chapter in Cooperative Learning in Math, Ed Neil Davidson Johnson, R.T. and Johnson, D. W., 1979. Conflict in the classroom: Controversy and learning. Review of Educational Research, 49(1), 51-70. Kessler, R., Price, R. and Wortman, C., 1985. Social factors in psychopathology stress, social support and coping processes. Annual Review of Psychology, 36, 351-372. Leikin, R. and Zaslavsky, O., 1997. Facilitating student interactions in mathematics in a cooperative learning setting, 350. Journal of Research in Mathematics Education, 28(3), 331-359. Masamıchı Sasaki, “Globalization and National Identity in Japan”, International journal of Japanese Sociology, 2004, Number:13, (69–87),p.70 Messick, D.M. and Mackie, D.M., 1989. Intergroup relations. Annual Review of Psychology, 40(1), 45-81. Nelson-Legall, S., 1992. Children's Instrumental Help-Seeking. It's Role in the Social Acquisition and Construction of Knowledge. In Lazarowitz Ed. Interaction In Cooperative Groups: Theoretical Anatomy of Group Learning,120-141, NY,NY: Cambridge University Press Peterson, P. and Swing, S., 1985. Students cognitions as mediators of the effectiveness of small-group learning. Journal of Educational Psychology, 77, 299-312 Robert K. Schaeffer, Understanding Globalization: The Social Consequences of Political, Economic And Environmental Change. Lanham, 2003,p.11 Sandberg, K.E., 1995. Affective and Cognitive Features of Collaborative Learning in Review of Research and Developmental Education. Gene Kierstons (Ed.) 6,4, Appalachian State Univ, Boone, NC. Sarıbay Ali Yaşar, Global Toplumda Din ve Türkiye, Everest Yayınları, İstanbul, 2004, s.38 Schultz, S.E., 1999. To Group or Not to Group: Effects of Group Work on Students’ Declarative and Procedural Knowledge in Science. Doctoral Dissertation, the Scholl of Education, Stanford University, Palo Alto, California. Sharan, Y., 1990. Cooperative Learning Theory and Research. Praeger Publishers, Westport, 20,USA. Sharan, Y., 1999. Handbook of Cooperative Learning Methods. Praeger Publishers, Westport, 20,USA. Sherman, L.W., 1991.Cooperative learning in post secondary education: implications from social psychology for active learning experiences. Presented At The Annual Meeting of The American Educational Research Association, Chicago, II, April 1991. Slavin, R. E., 1980. Cooperative learning. Review of Education Research, 50(2), 315-342. Slavin, R. E., 1983. When does cooperative learning increase student achievement? Psychological Bulletin, 94, 429-445 Slavin, R. E., Leavey, M.B. and Madden, N.A., 1984. Combining cooperative learning and individualized instructions: Effects of student mathematics achievement, attitudes and behaviors, Elementary School Journal, 84(4), 409-422 . Slavin, R.E., 1988. Small group methods, The International Encyclopedia of Teaching and Teacher Education, Oxford: Pergamon pres. Smith, K., Johnson, D.W. and Johnson, R.T., 1981. Can conflict be constructive: Controversy versus concurrence seeking in learning groups. Journal of Educational Psychology, 73, 651-663 . Şimşek U., Doymuş K., Şimşek Ü., Özdemir Y., "Lise Düzeyinde Eğitim Gören Öğrencilerin Demokratik Tutumlarına İşbirlikçi Öğrenme Yönteminin Etkisinin İncelenmesi", Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Yıl:2006,Cilt.7, Sayı:1,s.165-173 Şimşek, Ü., 2005. İşbirlikli Öğrenme Yönteminin Fen Bilgisi Dersinin Akademik Başarı ve Tutumuna Etkisi. Yüksek Lisans Tezi , Erzurum. Şimşek, Ü., Doymuş ,K. ve Kızıloğlu N., 2005. Lise düzeyinde öğrenim gören öğrencilere grupla öğrenme yönteminin kazandırdığı bilgi ve beceriler. Kastamonu Eğitim Dergisi, 13(1), 67-80. 111 �Tannenberg, J., 1995. Using cooperative learning in the undergraduate computer science classroom. Proceedings of The Midwest Small College Computing Conference, Available http://Phoenix.Isub.Edu/Josh/Coop/Papers/Mwscc95.Html Tinto, V., 1997. Enhancing learning via community, thought and action. The NEA Higher Education Journal, 6(1), 53-54. Watson, S. B., 1992. The essential elements of cooperative learning, The American Biology Teacher, 54(2), 84-86. Webb, N. M., 1980. An analysis of group interaction and mathematical errors in heterogeneous ability groups. British Journal of Educational Psychology, 50(3), 266-276. Webb, N., Ender, P. and Lewis, S., 1986. Problem solving strategies and group process in small groups learning computer programming. American Education Research Journal, 23(3), 243-262. Yager, S., Johnson, R., Johnson, D.W. and Snider, B., 1985-b. The effect of cooperative and individualistic learning experiences on positive and negative cross-handicap relations contemporary. Educational Psychology, 10(2),127-138 . Yurdabakan İrfan, “Küreselleşme Konusundaki Yaklaşımlar ve Eğitimi”, Eğitim Araştırmaları, Sayı:6, Ocak 2002 112 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 659 Title A name given to the resource The Place and Importance of Cooperative Learning in the Globalizing World. Author Author Şimşek, Ufuk Şimşek, Ümit Esen, M.Fatih Abstract A summary of the resource. The aim of education in the globalising world is to cultivate individuals who believe in the supremacy of the law and democracy and can think freely, who possesses a sense of personal responsibility and who has developed his skills of utilizing the attained knowledge and competences all through his life. In order to equip the students with the implied knowledge and skills, educators are using various methods. Among these methods, the latest and the most perennial one is the cooperative learning method. In this article, ample information will be given on the method itself and its critical characteristics, and its role on ensuring social competence and democratic attitude will be discussed. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/7e728817cd66badc6f2ff95e0bd68eda.pdf 34f6334327bb8ef08b9a965f85dee50b PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo The Balanced Scorecard in the Healthcare Industry: A Case Study Yigit Bora ŞENYĐĞĐT Istanbul University, School of Business Administration, Turkey senyigit@istanbul.edu.tr Abstract: The performance measurement and management is an important process for decision-makers in any type of organization. One of the performance measurement tools available is the balanced scorecard, which provides a comprehensive set of financial and nonfinancial performance measures for the organizations to be strategy focused. This study discusses the balanced scorecard generally from theoretical views, and why it should be used by healthcare organizations. Moreover, the study is enhanced by performing a case study to examine the implementation process of the balanced scorecard by healthcare (orthopedics) company in the United States. This study suggests that though the balanced scorecard would be the right choice for many, including companies in the healthcare industry, it may not be the right choice for all. With the balanced scorecard being fairly young, it is the common perception that this approach will continue to be explored and efficiency will be improved on it in the future. Keywords: Balanced scorecard, performance measurement, healthcare industry 1. Introduction Without measuring results, there is no way of knowing whether the business is being managed satisfactorily, nor is it possible to hold managers accountable for the business. Moreover, it is difficult to reward success or avoid unintentionally rewarding failure. To date, there have been numerous tools developed for the purpose of performance measurement. The balanced scorecard (BSC) puts the organization’s vision and strategy into a framework that effectively and efficiently communicates strategic intent and monitors performance. Traditionally, management control stresses decentralized profit goals, which mean that it is mostly focused on outcomes. In a BSC, outcome measures are combined with measures that describe resources spent or activities performed. Good scorecards combine outcome measures, of which profit is only one, with performance drivers. The BSC assists companies in overcoming two important issues: effective organizational performance measurement and implementing strategy (Niven, 2002). The first issue is an effective performance measurement: “If you cannot measure it, you cannot manage it”. Historically, the measurement system for business has been financial. A key problem with looking at financial measures alone is that it gives only one particular perspective (Coskun, 2006). In fact, it may even lead to poor decision-making. For example, if one of the main performance measures is cost per customer, managers may try to cut costs to such an extent that the customers become unhappy with the products they are buying and will take their business to a competing supplier. Moreover, financial measures are not consistent with today’s business environment, and are not relevant to many levels of organization. Successfully implementing strategy is another important issue facing organizations. A strategy is a set of hypotheses about cause and effect. The measurement system makes the relationships (hypotheses) among objectives in the various perspectives explicit so that they can be managed and validated (Niven, 2002). The BSC is not merely a collection of financial and non-financial measurements. The BSC should be the translation of the business unit’s strategy into a linked set of measures that define both the long-term strategic purposes, as well as the mechanisms for achieving those purposes (Kaplan, 2000). In the nature of implementing strategies, the organization may have some barriers. There are four barriers to strategy implementation that exist for most companies: a vision barrier, a people barrier, a resource barrier, and a management barrier (Niven, 2002). The purpose of this study is the increase understanding of how the BSC is used in the healthcare industry, specifically in the orthopedics company operating in the United States. This paper is organized in the following manner. Section 2 reviews the literature on performance measurement and management highlighting the need for the healthcare industry to use both financial and non-financial performance indicators. In section 3, a short background of the case company is presented followed by a case description. The implementation of the 139 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo BSC is described with respect to how it designed and implemented. Finally, in section 4 the findings from the study are synthesized and the implementation process of the BSC discussed. 2. Literature Review The BSC is a management tool that was developed by Dr. Robert Kaplan and Dr. David Norton in the 1990s (Kaplan & Norton, 1992). Drs. Kaplan and Norton recognized the need for businesses to have a more “balanced” approach of assessing company performance than the traditional method of looking strictly at financial data (Davis, 2005). While financial data is important, in large part it only gives an indication of historical company performance. The BSC combines financial data along with non-financial performance criteria, such as product quality and customer service, in a way that allows businesses to not only track their performance, but also to align business activities in such a way that they support the organization’s stated missions and goals (Davis, 2005). The BSC provides superior financial performance when compared to a traditional performance measurement system (Albright & Davis, 2004). In contrast to the financial based measurement systems, the BSC reinforces the organization’s focus on future success by setting objectives and measuring performance from different perspectives. These balanced perspectives are as follows: customer, internal business processes, learning and growth, and financial (Kaplan & Norton, 1992). The BSC retains financial measurement, but it focuses on a more general and integrated set of measurements that link customer, internal business processes, employee learning and growth, and financial performance to long-term financial success. These four perspectives are defined as (Hoque & James, 2000): The financial perspective includes profitability measures such as operating income, return-on-capital employed, sales growth, and generation of cash flow or economic value added. The customer perspective encompasses such measures as customer satisfaction, customer retention, new customer acquisition, customer response time, marked share, and customer profitability. The internal process perspective includes product design, product development, post-sales service, manufacturing efficiency, quality etc. The learning and growth perspective measures the ability of employees, information system and organizational procedures to manage the business and adapt to change. The reasons for adopting the BSC in the healthcare industry are due to financial pressure, competition, consumerism, industry consolidation, regulatory reporting, information management, and new technology (Inamdar & Kaplan, 2002). Considering the healthcare industry, one can argue that a number of problems face the healthcare industry, including cost structure, payor limitations and constraints, and performance and quality issues that require changes in how healthcare organizations, both profit and nonprofit, manage operations (Kocakulah & Austill, 2007). As these healthcare systems become more complex, so does the task of developing a methodology and formula that can align the organizational strategies and main principles with performance measurement and management indicators. The BSC is especially appropriate for organizations in turbulent industries such as healthcare (Voelker et al., 2001). A BSC is not only better in monitoring and evaluating performance of a healthcare organization but also in improving that performance to its maximum best. For instance, by tracking value delivery and paying incentives to staff based on how much value an organization delivers to customers, rather than the amount or value received from customers, hospitals can motivate and redirect staff to look for better ways to improve value of service. This can serve as counter to the possibility of staff motivation to promote short-term importance on the revenue received from clients. Also by effectively tracking improvement made by patients, clients and community, BSC can give internal stakeholders such as medical staff and employees a renewed pride in what they do (MacStravic, 1999). The BSC is one of the tools for better control and management of organizations in the healthcare industry. However, the healthcare industry was a little slower to adopt the BSC approach than was manufacturing and profit-oriented service industries. Although Kaplan and Norton’s first book in 1996 outlining the BSC included examples, none were healthcare related (Kaplan & Norton, 1996). They simply had not found any services (Kocakulah & Austill, 2007). In the next section, we perform a case study in an orthopedics company in the healthcare industry. 3. The Implementation Process of the Balanced Scorecard in the Healthcare Industry We have chosen to evaluate the unique aspects of a medical device manufacturer when considering the implementation of a BSC system. As we discussed before, one of the most critical aspects of creating a BSC system is making sure that it is tailored to the specific needs of the company and the industry in which it competes. There are several distinctive aspects of the medical device market that will ultimately determine the metrics used for our BSC implementation. The name of entity used herein is fictional to protect proprietary 140 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo interests and privacy. “Morgan” is the fictional name that represents the company. For this evaluation, we choose Morgan Inc., a large-cap manufacturer of orthopedic implants used for joint reconstruction. In applying the four main perspectives of the BSC to Morgan’s business it is also important to look at the medical device market in general. Morgan is one of the world’s largest pure-play orthopedics’ manufacturers with annual revenues in 2008 of $1.8 billion. The orthopedic market is mainly made up of total joint replacements (hips, knees, shoulders, ankles, elbows, etc.) as well as trauma and spinal implants. This market is dominated by five key players that together account for over 90% of the joint reconstruction market. Having an oligopoly market like this creates stability, but also makes moving market share incredibly difficult. This market is set for increased growth over the next few decades, since the average age that a patient will receive a total hip or total knee replacement is 67, and the average baby boomer is currently 62 years old. Because Morgan manufacturers implants for human use, quality is incredibly important. This is also why the Food and Drug Administration (FDA) plays such a large role in the company’s financial performance. The FDA must approve all new implants that Morgan makes. It is subject to continued oversight of the FDA in the form of product surveillance, inspection checks, and even implant recalls. All of this points to the need for a high level of quality in the products that Morgan makes. In addition to a need for high quality, the medical device market in which Morgan does business is incredibly lucrative. Morgan’s annual gross margin is consistently in the mid to upper 70 percent, and its main customers are orthopedic surgeons, hospitals, and ultimately patients. Also, a total hip or total knee replacement is an extremely technical operation. For this reason, Morgan has an array of sales associates around the world that not only deliver the necessary implants and instruments to the hospital but also provide critically important information about the product and surgical technique during a case. Therefore, the sales associate-surgeon relationship is important for maintenance and growth of sales. In applying the BSC approach to Morgan, it is important to walk through the four different perspectives and discuss how they affect each other and also how each measure improves company. The first is learning and growth. Learning and growth is important because it is Morgan employees that drive innovation and creativity throughout the organization. Hiring, training, and retaining key employee talent is necessary for improving the next stage: business processes. By improving the way that Morgan operates internally, it has increase focus and can better serve the 3rd perspective: customers. Customers that purchase products consistently and/or those that purchase premium technology products lead to increased revenues and improvement in the 4th perspective: Financial performance. The tracking of key financial metrics helps Morgan measure those areas that tie directly with corporate strategies. In exploring the first perspective, learning and growth, it is important to remember that key employee talent is critical to the success of the organization. Some of the unique attributes of this perspective within Morgan are a highly technical and creative workforce, employee interest in continued education, and high attraction to the medical field. In order to be a highly motivated and capable organization, Morgan would implement the following employee goals: 1) provide continued opportunities for employee learning and training, 2) increase employee empowerment to make key decisions, 3) encourage innovation and creative thinking and 4) have a highly satisfied and motivated workforce. Some of the metrics that would be measured in order to judge performance would be the percentage of internal promotions, continued education tuition reimbursement, retention rates, employee satisfaction surveys, and benchmarking evaluations. In exploring the next perspective, internal business practices, it is important to remember that Morgan produces high quality, high technology products. Also important is the fact that new propriety, premium-priced implants are the main drivers of growth. Therefore some of the goals that Morgan would implement would be to 1) minimize the potential for product recalls, 2) increase sales force focus on premium products, 3) become the technology leader in new product development, and 4) minimize time from idea creation to launch. In order to achieve these goals Morgan would measure 1) the percentage of “first run” products that are manufactured without defect and incidence reports as measured by the FDA, 2) the percentage of new product sales from total sales as determined by those systems launched in the past 18 months, 3) new, propriety technology product launches and 4) product launch timelines. In thinking about the next perspective, customers, it is important to remember that the Morgan’s main customers are orthopedic surgeons. They are a highly educated and technical professional group. Second, market share is extremely sticky, causing the relationship between sales associate and surgeon to be critical in the selling process. Therefore the goals for the customer perspective are to 1) increase customer loyalty and satisfaction, 2) better target the most profitable customers, and 3) increase new customer usage. Some of the measures that Morgan would look at are 1) share of profitable customer’s business, 2) measurement of average profit per account and 3) percentage of the business that is coming from new customers. The final BSC perspective that Morgan would measure would be financial performance. Important criteria to Morgan in this category are the need for profitable R&D and product development cycles, ready 141 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo access to cash, and efficient return on investment throughout its various divisions. The measures that would be considered for financial performance are IRR and NPV minimums, consistent growth in free cash flow, and ROI and ROA assessments. As we step back to assess the value of a BSC system for Morgan, it is important to remember that the measures will only work if employees believe in their value. The biggest motivation for employee input and support of a BSC system is to directly tie the performance evaluations to the BSC measures. It is also important to make sure that these targets are aligned with the broader corporate strategy. By determining strategy first, and then building your BSC measures on those tactics that directly support the plan for the organization, the BSC approach is much more effective. Another important part of implementing the BSC at Morgan is to incorporate lessons that other organizations have learned when they developed their own BSC system. As more organizations implement BSC, there are more opportunities to avoid the potential land mines and hit the ground running with an effective measurement system. Some of these lessons are the need for flexibility, openness, efficiency, and inclusiveness. The need for flexibility stems from the fact that it takes time to develop the tools and measures that will ultimately benefit Morgan the most. All of the correct measures will not be in place the first year, therefore Morgan should be willing to change or drop those measures that are not working or are not aligned with the broader corporate vision. The need for openness is also critically important because it keeps individuals at all levels engaged and focused on the right measures. By having an open communication channel from the CEO to the down, individual employees are empowered to make decisions that improve important measures. It is also important to be efficient in the measures that the company decides are critical to its success. Efficient focus on the key metrics for success is vitally important. Finally, including all departments in the planning and development of the BSC approach helps to achieve employee buy-in and support the measurement system. This is important not only at BSC creation, but also through continual feedback and refinement of the system moving forward. 4. Conclusion Many aspects were explored about the BSC and it can be claimed that there is much to be discovered about it. First to be explored were the main concepts and ideas about the BSC. This helped to get a general idea of what the BSC is all about. After understanding this, the reasons that industries need the BSC were discussed. The industry focused on was the healthcare industry and the many reasons why this approach could be used. More specifically we chose to go into more detail and chose a company in the healthcare industry that actually uses the BSC in their operations. The findings of the study imply that the implementation cost of the BSC is high. Therefore, it is important to make cost-benefit analysis rigorously. So it can be concluded on this note that though the BSC would be the right choice for many, including firms in the healthcare industry, it may not be the right choice for all. With the BSC being fairly young, it is the common perception that this approach will continue to be explored and efficiency will be improved on it in the future. It is very well likely that more and more companies, including the healthcare industry, will use the BSC in the future. References Albright, Tom & Davis, Stan (2004). An investigation of the effect of balanced scorecard implementation on financial performance. Management Accounting Research, 135-153. Coskun, Ali (2006). Stratejik performans yonetimi ve performans karnesi. Istanbul: Literatur. Davis, Fred R. (2005). Strategic management: Concepts and cases. NJ: Prentice Hall. Hoque, Z. & James, W. (2000). Linking balanced scorecard measures to size and market factors: Impact on organizational performance. Journal of Management Accounting Research, 12, 1-17. Inamdar, N. & Kaplan, R. (2002). Applying the balanced scorecard in healthcare provider organizations. Journal of Healthcare Management, 47(3), 179-95. Niven, P.R. (2002). Balanced scorecard step-by-step : maximizing performance and maintaining results. New York: John Wiley & Sons, Inc. Kaplan, R. & Norton, D.P. (2000). The strategy-focused organization : how balanced scorecard companies thrive in the new business environment. Boston: Harvard Business School Press. Kaplan, R. & Norton, D.P. (1996). The balanced scorecard : translating strategy into action. Boston: Harvard Business School Press. Kaplan, R. & Norton, D.P. (1992). The balanced scorecard – Measures that drive performance. Harvard Business Review, January-February, 71-79. 142 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Kocakulah, M.C. & Austill, D.A. (2007). Balanced scorecard application in the healthcare industry: a case study. Journal of Health Care Finance, 34(1), 72–99. MacStravic, S. (1999). A really balanced scorecard. Health Forum Journal, 42(3), 64-67. Voelker, K. E., Rakich, J. S., and French, G. R. (2001).The balanced scorecard in healthcare organizations: A performance measurement and strategic planning methodology. Hospital Topics, 79(3), 13-24. 143 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 147 Title A name given to the resource The Balanced Scorecard in the Healthcare Industry: A Case Study Author Author ŞENYİĞİT, Yigit Bora Abstract A summary of the resource. The performance measurement and management is an important process for decision-makers in any type of organization. One of the performance measurement tools available is the balanced scorecard, which provides a comprehensive set of financial and nonfinancial performance measures for the organizations to be strategy focused. This study discusses the balanced scorecard generally from theoretical views, and why it should be used by healthcare organizations. Moreover, the study is enhanced by performing a case study to examine the implementation process of the balanced scorecard by healthcare (orthopedics) company in the United States. This study suggests that though the balanced scorecard would be the right choice for many, including companies in the healthcare industry, it may not be the right choice for all. With the balanced scorecard being fairly young, it is the common perception that this approach will continue to be explored and efficiency will be improved on it in the future. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/99e291888fd3fea30a1fd52a2a0895ed.pdf cb1d00e3ec4a22619028199c2b9ea55f PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo The Importance of Environmental Accounting for Sustainable Development Hasan ŞENOL Lecturer, Isparta, Turkiye hassenol@sdu.edu.tr Ahmet AKTÜRK Lecturer, Isparta, Turkiye akturk@sdu.edu.tr Abstract: It is not possible to say that, while meeting its endless demands and needs, humankind has made use of the ecological environment economically which is one of the sources of the community. The signs that have seen over the last ten years shows that, due to this consumption desire, humankind will lead the world up to calamity faster than it is estimated. This course of events has to be stopped urgently for the sake future generations. At this point, the concept of sustainable development plan becomes important. For sustainable development all sections of society has great roles. Enterprises are one of these sections. The design of accounting information system concerning about environmental costs emerged during the production period of the enterprises is a necessity of this exquisite approach. Introduction It is known that environmental problems have shown an increasing tendency by means of technological developments and application of them. The fact of globalization being developed rapidly since 1990s not only has led for environmental awareness to become widespread but also has been enabled for nations to act together for matter of environmental protection. Accounting having universal general rules and double entry bookkeeping used together by all nations and ensuring today universality of the accounting have constantly been interested in environmental issues within its own logic. (Güvemli & Gökdeniz, 1996, p.23) Fundamentally uniform chart of accounts and financial statements are always discussed in finance and own interest of the corporation, interest of partners, third party interest because of liabilities and state interest as natural stakeholder have been put forward. Actual “natural stakeholder” environmental issues within these interest groups have not taken the place as necessary yet. Despite all, the concept of “environmental accounting” has been widespread gradually due to effect of being emergent much more in very developed countries. (Güvemli & Gökdeniz, 1996, p.23) To ensure sustainable development, it is seen that environmental accounting is a promising approach in terms of providing information to assist in ensuring the equilibrium between economy and environment. (Mutlu, 2007, p.169) 1. The Concept of Environmental Accounting In consideration of rapid deterioration in environmental conditions and concern of closing to limits of the world, it is required that business managers shall change their point of view to ecological environment as soon as possible and shall evaluate the ecological environment as an crucial factor in the taking of decision related to operating activities. (Nemli, 2009) Nowadays environmental managers and business managers in the industry encounter ever increasing demands of shareholders, consumers and law maker related to environmental performance. Moreover, environmental performance of product and corporation during competition at the market is frequently stated. (Anex & Englehardt, 2001, p.99 It is possible to describe the concept of “environmental accounting” having increasing importance with such commercial reasons. (Güvemli & Gökdeniz, 1996, p.23-24) “Environmental accounting: description of the environment by measuring its negative effects and prediction of them in the accounting system applications.” Corporation managers also have to pay attention to such demands into strategic decisions and develop more sensitive management approach to environment in order to catch up aforesaid change. Environmental management is an understanding adapting by enterprises that take into consideration ecological environment as 159 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo an important matter in the decision procedures, aim to minimize or abolish entirely the damage to the environment because of its activities, and change design and packaging of its products as well as its manufacturing process in this perspective, make a endeavor for replacing of the philosophy of protection of ecological environment into culture of the enterprise and fulfill its duties for society within the scope of social responsibility. (Nemli, 2009) In the Table 1, it is listed about comparison between traditional management and environmental management. Table 1. Traditional Management-environmental Management Comparison In objectives In products In organization In environment In functions of business Traditional Management Economic growth and profit Return for partners Products designed for function, style and price Packaging causing unnecessary waste Hierarchical structure Decision-making from top to bottom Centralization in decision-making Having a good command of environment Managing of the environment as a source Evaluation of pollution and wastes as externalities The marketing aims to increase the consumption. Financing asks for maximizing the profit in the short term. The accounting concentrates on traditional costs Management of human resources targets to increase efficiency of labor Environmental Management Sustainability and standard of living Welfare of partners Environment friendly products designed for environment Non- hierarchical structure Participatory decision-making Decentralization in decision-making Being harmony with nature Becoming aware of natural resources not being unlimited. Managing and minimizing pollution and wastes. The marketing is for consumer training. Financing aims the long term sustainable growth The accounting concentrates on environmental costs. Management of human resources ensure health and security at work. Source: Nemli, 2009, www.sbf.istanbul.edu.tr Everyone is responsible for protecting and developing the environment being subject to different evaluations from different perspective and becoming one of today crucial problems. Because the common interest in the protection of environment is available, everyone is affected from environmental problems, environmental assets belong to all society, the precautions to be taken concern the common interest and the effective implementation of these precautions depends on participation of everyone, the accounting also has duties in this matter. (Erençin, 2001, p.69) 2. Environmental Accounting in the Context of Sustainable Development The concept of sustainable development was stated at first in the report of Our Common Future prepared by Commission on Environment And Development of United Nations in the year of 1987 and has become prevalent. In this report, the sustainable development is described as satisfaction of today needs without making concessions from satisfaction of needs of future generations. (Haftacı &Soylu, 2007, p.111) In this report, it is stated that environmental problems has threatened the earth and all people of both developed and developing countries, crisis over the world are interrelating and environmental problems could not be differentiated from other problems and it is also declared that development in the current evaluation level of the humanity would be ended after a while and this would be prevented by understanding of “sustainable development” and development of countries would be ensured via common quest of people. (Haftacı &Soylu, 2007, p.112) From the perspective of these developments, enterprises have taken important steps in the subject of environment since beginning of 1990s. However, progresses related to this matter in the field of accounting and finance was reluctant and superficial at the beginning. It is known that unless a realistic movement and change in the economic structure is supported by accounting and finance practices, it would not be successful. For this reason, contributions and achievements of corporations in this subject have been late. (Akün, 1999, p.152) However, by the understanding of “better lose the saddle than horse”, enterprises designing their accounting system organizations without taking environmental costs into consideration should fulfill this requirement as soon as possible. 2. Categories of Environmental Costs As a result of interaction between management strategies and environment responsibility of enterprises in recent years, environmental accounting information system is required in order to evaluate the environmental 160 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo impacts and obtain information being necessary in the various decisions of the enterprise. Considering environmental convenience, business managers need the data of environmental costs while deciding some matters like product diversity and pricing in the management strategies to be determined, choosing of production input, evaluations of options of waste management and projects of pollution prevention. Environmental costs are emerged in conjunction with many different activities and complex fields and within a large time interval. (Akün, 1999, p.152-153) It is possible for environmental costs to classify as direct costs, administrative costs, product design costs, research-development costs, costs for supporting social projects out of enterprise and other costs. Certain examples related to these costs are available in the Table 2. This table includes most of important environmental cost categories. (Li, 2001, p.59) Table 2. Environmental Cost Classification Cost classes Direct Costs Example *costs of reduction of damages to environment and air because of production process. Including Costs for air, water and soil pollution prevention,/ costs of prevention of noise, vibration, smell and land subsidence. *Costs of prevention of climate change, global environment protection activities resulted from protection of energy and water sources as well as protection of ozone layer and costs of protection of sources. *Costs of reduction, recycling, incineration and recovery of industrial hazardous wastes and solid nonhazardous wastes Administrative *Costs of environmental training of employees. *costs of establishment and implementation of environmental management process for instance costs of costs external certification related to management system *Costs of monitoring and measuring of environmental burdens and recovery works *Additional costs for purchasing of products not damaging the environment *additional costs for purchasing fuel and other raw materials, such as activities for making harmful fuels and raw materials as environment friendly. *Costs of labor for integration above five points. Product design *costs of recycling/re-composition and collection of the product. * Costs of recycling/re-composition and collection of the package and cases. costs *Additional costs for more environment friendly product design changes * Additional costs for production of more environment friendly package and packets * Association of above four points with other costs, and payments to trade cooperation. *Labor costs for integration of above five points Research and *costs of research and development for design of more environment friendly products. developments *costs of research/development/, design/planning during process changes for development of environmental performance costs * costs of research and development for making distribution and sale system of corporation as environment friendly * Labor costs for above mentioned activities *costs of forestation, beautification, landscape and other development works inside and outside of Costs for enterprise assets. supporting social projects *supporting of local committee and environmental activities. Such as financial support, seminar and informing. out of *Participating and supporting environmental groups enterprise *costs of preparation of reports to be represented to public *costs for advertisements related to environment * Labor costs for integration of above five points *costs for soil improvement works and environmental compensations Other costs *costs for value and compensation related to settlement *costs for environmental lawsuits *Charity or new burden/taxes related to environment *other environmental costs not mentioned above. Source : Li, 2001, p.60 3. Application Terms and Process of Environmental Accounting The most general condition for application of environmental accounting into an enterprise is to harmonize enterprise and environment. Minimum conditions that an enterprise must have for application of environmental accounting are mentioned below; (Uğur, 2006, p.58) • Ensuring of support of upper level management 161 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo • • • • • Placing of environmental culture Acceptance of the fact that corporation activities damage the environment, Making evaluation of environmental impact at all projects, Providing environmental training to all personnel, Ensuring of integration in the meaning of description about what is measured and why it is required to be measured for. • Technology for being able to measure and keep necessary information, • Reporting system to explain the performance measurement information required to interest groups., • Supervising system to ensure reliability of reported information., • In the cases of impossibility of all cost-sharing, demand of acceptance of estimations., • Comprehensive description of concepts like environmental assets, debt, contingent liability etc , • Other (demand, information and opportunity) After fulfillment of application conditions of environmental accounting, application process is realized. Application process consists of nine stages. These are; (Uğur, 2006, p.60) • Development of modeling of input-output analysis for usage of material and energy, • Description and understanding of environmental costs, • Monitoring and reporting of non-financial data belonging to primary material and energy flow at the enterprise., • Monitoring and reporting of environmental costs, • Adoption of decision making models and approaches being predicated on environmental costs and sensitivity, • Usage of advanced technologies for distribution of environmental costs to organization units, process and product costs, • Extending of scope of environmental accounting and analysis via lifelong valuation and value chain analysis, • Reaching to environmental perfection via external reporting and reporting the evaluation in the given undertaking to interest groups, • Undertaking for reaching the target of sustainable development. Understanding of “sustainability” should be together “environmental perfection” mentioned in 8th stage. Because environmental perfection are focusing on reduction of wastes and pollution in addition to effective usage of sources, while sustainable development predict on fair distribution of environmental costs and benefits among people and especially surveillance of rights of both today and future generations in addition to this understanding. As a consequence, because nine steps predicted for environmental accounting are not certain, they would be increased or decreased according to situation of the enterprise. However, steps mentioned here are highly necessary and helpful for almost every enterprise. On the other hand, enterprise mush accept following understanding for taking said steps: it should also participate to operation decisions like natural environment, strategic planning, product development, budgeting of capital, in other words this should not be allocated to only single and separate department and should be taken into consideration in all department of enterprise. (Uğur, 2006, p.75) 4. Conclusion Tangible applications and politics are required for going beyond saying of dependency to sustainable development principles and significance of natural environment as empty words. These politics should be determined as soon as possible and legal proceedings shall be realized for fulfillment of accepted politics. In this context, using of tangible application tools is for implementation of sustainable development. Environmental accounting is a tangible tool in the application of sustainable development. Remember that applications of environmental accounting should be carried out in the base of volunteering by demonstrating the emergency of environmental problems as justification and in the scope of situation and interest special to individuals-societies-nations instead of methods based on discipline. Environmental accounting to be called as “green accounting” is also requirement of social responsibility of the enterprises. Considering in long term, it is anticipated that enterprises having the sense of social responsibility would be accepted by society being more conscious rather than the past and this would increase its market value. References Akün, L. (1999) Çevre Muhasebesi: Genel Bir Bakış, Muhasebe Bilim Dünyası Dergisi, Cilt:1 Sayı:1, 145-155 162 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Anex, R.P.  Englehardt, J.D. (2001) Application of a Predictive Bayesian Model to Environmental Accounting, Journal of Hazardous Materials A82, 99-112 Erençin, A. (2001) Çevresel Yönetim Sürecine Katılım, Abant Đzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Cilt:1, Sayı:2, 69-77 Güvemli, O.  Gökdeniz, Ü. (1996) Çevre Muhasebesindeki Gelişmeler, Muhasebe Öğretim Üyeleri Bilim ve Dayanışma Vakfı Bülteni, Sayı:4, 23-27 Haftacı, V.  Soylu, K. (2007) Çevre Kirlenmesi ve Çevre Koruma Bağlamında Çevre Muhasebesinin Önemi, Muhasebe ve Finansman Dergisi, Sayı:33, 102-120 Li, L. (2001) Encouraging Environmental Accounting Worldwide: A Survey of Government Policies and Instrument, Corporate Environmental Strategy, Vol. 8, Iss. 1, 47-57 Mutlu, A. (2007) Sürdürülebilir Kalkınma ve Çevre Muhasebesi II, Muhasebe ve Finansman Dergisi, Sayı:34, 162-173 Nemli, E. (2009) Çevreye Duyarlı Yönetim Anlayışı, http://www.sbf.istanbul.edu.tr/dergi/sayi23-24/17.htm Uğur, K. (2006) Đşletme-Doğal Çevre Đlişkilerinin Mali Tablolar Aracılığıyla Raporlanması ve Denetimi, Sermaye Piyasası Kurulu Yayın No:201, Ankara 163 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 162 Title A name given to the resource The Importance of Environmental Accounting for Sustainable Development Author Author ŞENOL, Hasan AKTÜRK, Ahmet Abstract A summary of the resource. It is not possible to say that, while meeting its endless demands and needs, humankind has made use of the ecological environment economically which is one of the sources of the community. The signs that have seen over the last ten years shows that, due to this consumption desire, humankind will lead the world up to calamity faster than it is estimated. This course of events has to be stopped urgently for the sake future generations. At this point, the concept of sustainable development plan becomes important. For sustainable development all sections of society has great roles. Enterprises are one of these sections. The design of accounting information system concerning about environmental costs emerged during the production period of the enterprises is a necessity of this exquisite approach Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory