189 10 3494 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. 776 Title A name given to the resource Motivation and Attitudes towards learning English: The case of 1st year EFL students at the University of Sidi Bel-Abbès Author Author Linda, Ben-Yelles Abstract A summary of the resource. Language learning is strongly affected by different affective variables. Motivation has a nucleus role in one’s learning process. However, the purpose of this article is to examine students’ motivation and attitudes towards learning English. I am going firstly to investigate students’ motivation in terms of Instrumental and Integrative motivations based on Gardner’ definitions, then, I will regard to their attitudes vis à vis the importance of English in various contexts namely: The Educational context, The Algerian social context and The Cultural context, and for a better understanding, I have conducted a study with 1st year EFL students from the University of Sidi Bel-Abbès. To collect data for this research, a questionnaire is submitted to fifty students. As a close look to the students’ motivation, the findings show that students are firmly in favour of Instrumental Motivation; their views are related to job opportunities and media. As far as students’ attitudes are concerned, they hold a favourable attitude towards both English language and culture. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 978 Title A name given to the resource Motivation and Student Perception of Acquiring L2 in the Tertiary Education Author Author Bujak, Samra Akbarov, Azamat Abstract A summary of the resource. This research concerns the study of the perception of the importance of motivation in English language learning. It aims to find out how important students perceive the importance of motivational factors in arousing their motivation learn EL. Motivation in learning has captured a lot of attention from researchers as a complicated, yet important phenomenon that decides learners’ learning performance. Dornyei (2001, pp.1-2) states that motivation is what influences people’s behavior and it has been largely agreed to play a very important role in determining the success or failure of learners in any learning context. Language learning is, of course, not an exception. In particular, the overall findings of research in ELT show that learner’s positive attitudes and motivation are related to success in second language learning (Gardner, 1985, cited in Lightbown & Spada, 1999). As a result, understanding factors that have impacts, either negative or positive, on learners’ motivation is of great importance. Having given the general content of the significance of motivation in education, it is important to take into consideration that motivation plays a significant and a decisive role in language learning, and the motivational factors are regarded as effective in determining the success or failure of language learning. Among the important contextual factors is the environment where students should have the chance to participate and decide on their learning, students' curiosity should always be aroused and their attention must be attracted in order to guarantee a successful acquisition of the foreign language. Other motivational factors considered important in language learning are personality factors, related to the learner himself such as his anxiety, his self feeling and how far his interests are met in the course of learning foreign language. The other important side of motivational factors is related to the instructional factors, and how far the teacher is capable to enhance students' motivation to learn through proper interaction. The issue of motivation in language learning and student perception of studying English language will be discussed in further details through my paper. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/9c4b12da60e607a63b8e0578f35cf891.docx c13417a64aebf5c39a71a46a446007a9 https://omeka.ibu.edu.ba/files/original/547aa7c36e6df9748f5787fc7fbf8f95.pdf 48855d185e0945578071b23d81a19f04 PDF Text Text Motivation of Italian L2 Learners in Non-Institutional Settings in Croatia Magdalena Nigoević & Patricia Sučić University of Split / Split, Croatia Key words :motivation, Italian L2, non-institutional settings ABSTRACT The main sources of motivation are obligation, necessity and pleasure. The role of motivation in L2 acquisition in Croatia has been studied mostly through the concepts of affective factors, and attitudes in learning English, and within the institutional context (Mihaljević-Djigunović 1998 and 2002, Scotti Jurić and Ambrosi-Rosandić 2010). This paper focuses on attitudes of students learning the Italian in foreign language schools, since it is the language that they choose to learn in their free time, enrolling a course that is not a part of the formal education process. It measures some of the factors that motivate course participants in Croatia to learn Italian. For that purpose we developed a questionnaire with five-point Likert scale. The research questions were related to three different topics: sources of motivation, attitudes on the methods of teaching Italian and attitudes on various types of activities accomplished during the course. The participants to the survey were grouped according to their age: children (preschool, primary school children), teenagers/adolescents (secondary school children), adults (students, employed, unemployed, retired and others). The sample included a total of 120 students (40 for each group) from the Centre for Foreign Languages in Split (Croatia) who were enrolled in the Italian language courses during the summer semester of 2012. The study will try to answer the following questions: What are the predominant types of motivation?, How is the type of motivation related to age?, Is there a relationship between attitudes, learning dynamics and activities of studying Italian when contrasted to motivation? The aim of this paper is to provide data on motivation and learning strategies among different age groups of Italian L2 learners in non-institutional settings, as well as to understand the motivation that they already have in order to rethink and improve the teaching of Italian L2 according to their needs. � 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. 1882 Title A name given to the resource Motivation of Italian L2 Learners in Non-Institutional Settings in Croatia Author Author NIGOEVIC, Magdalena SUCIC, Patricia Abstract A summary of the resource. Key words :motivation, Italian L2, non-institutional settings ABSTRACT The main sources of motivation are obligation, necessity and pleasure. The role of motivation in L2 acquisition in Croatia has been studied mostly through the concepts of affective factors, and attitudes in learning English, and within the institutional context (Mihaljević-Djigunović 1998 and 2002, Scotti Jurić and Ambrosi-Rosandić 2010). This paper focuses on attitudes of students learning the Italian in foreign language schools, since it is the language that they choose to learn in their free time, enrolling a course that is not a part of the formal education process. It measures some of the factors that motivate course participants in Croatia to learn Italian. For that purpose we developed a questionnaire with five-point Likert scale. The research questions were related to three different topics: sources of motivation, attitudes on the methods of teaching Italian and attitudes on various types of activities accomplished during the course. The participants to the survey were grouped according to their age: children (pre-school, primary school children), teenagers/adolescents (secondary school children), adults (students, employed, unemployed, retired and others). The sample included a total of 120 students (40 for each group) from the Centre for Foreign Languages in Split (Croatia) who were enrolled in the Italian language courses during the summer semester of 2012. The study will try to answer the following questions: What are the predominant types of motivation?, How is the type of motivation related to age?, Is there a relationship between attitudes, learning dynamics and activities of studying Italian when contrasted to motivation? The aim of this paper is to provide data on motivation and learning strategies among different age groups of Italian L2 learners in non-institutional settings, as well as to understand the motivation that they already have in order to rethink and improve the teaching of Italian L2 according to their needs. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/1d9fa87b6bf8f0be98000ba044aa197a.pdf 3444c97dfdf6f1050db017608f5849a9 PDF Text Text Motivation versus age variable in secondary-school learners of English language Aida Terzić International University Travnik, Bosnia and Herzegovina Abstract: Motivation is probably the most important factor for successful learning of any kind. This paper will attempt to explore the process of motivation for English language learning in secondary school learners considering the variable of age - its application or lack of it through the learning process itself, relevant factors which affect students, teacher’s role, the influence of parents, peers, and the environment, and to prove the hypotheses that a) motivation changes and decreases with the change of age in secondary school learners; and b) extrinsic motivation is more present than intrinsic motivation at secondary school level. This research problem will be examined through the method of questionnaire on the sample of 100 respondents – secondary school students (from first grade up to the fourth grade) of High Commercial School in Travnik. The paper will also attempt to discuss the types of motivation, types of learners, learners’ age, environment etc. and other learners’ variables, both through the recent theoretical studies regarding motivation in general (a detailed description of sources, characteristics and types of motivation), and, also, it will try to present a practical sample research of a decrease in motivation that starts at the upper-primary level and tends to decrease through the secondary level. Key words: Motivation, extrinsic motivation, intrinsic motivation, language learners, age variable 1. Introduction Motivation is a key factor in learning process of any kind, and it is certainly one of the main factors that affect Second Language Acquisition (SLA). It is no wonder, therefore, that many studies have been dedicated to the exploration of the issue of motivation, its origins and classifications, as well as to the means and ways of improving it within the classroom. As Jeremy Harmer (2001) puts it, “at its most basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something.” (p. 51). Since motivation is obviously an important concept, particularly in language learning (since this aspect is the major concern of this paper) it seems only logical and sensible to strive to the further understanding of this concept. There have been many practical studies reported on the research of motivation and its practical implementation amongst language learners of various age, but, again, it is the opinion of the author of this paper, that an important concept such as this one needs to be constantly researched in the light of modern developments in the field. 1 �1.1.Objectives of the study This paper will attempt to explore the process of motivation for English language learning in secondary school learners. We will discuss types and sources of motivation, characteristics of good learners, the variable of learners’ age, environment, peers, siblings and parents, teacher’s influence, as well as other learners’ variables that relate to extrinsic motivation, as well as the variables of intrinsic motivation in the recent theoretical studies; and also, we will attempt to prove our hypothesis that the age variable has a major impact on the change and decrease of motivation in secondary school learners, as well as the hypothesis that extrinsic motivation and its incitements in the classroom are more present amongst these learners than the intrinsic incitements. 1.2.Research questions and hypotheses As previously stated, we will attempt to research motivation for English language learning amongst secondary school learners, considering the variable of age, as well as the importance of extrinsic motivation over intrinsic motivation. The paper will attempt to answer the two key questions considered here: a) Motivation changes and decreases with the change of age in secondary school learners; b) Extrinsic motivation is more present than intrinsic motivation at secondary school level learners. 1.3.Scope of the study The study was conducted with the samples selected from the first, second, third and fourth grade of students of High Commercial School in Travnik, to explore the variation in motivation and to explore the dominant motivation in their English language learning. The data for this study was obtained through the questionnaire administered to the total number of 100 students. Identifying the change and decrease of motivation with the change of age, we may be able to formulate measures for improvement of their learning motivation, for the purposes of better learning success. Their type of motivation could be identified at this first point to assist them through their successful path of learning English. 2. Review of Literature 2.1.What is motivation? There are many different definitions of motivation, especially in language learning. And it is no wonder, since we have already ascertained the importance of the concept for any type of 2 �successful learning, including language learning. In addition to the previously cited Harmer’s definition of motivation being a “some sort of internal drive”, Marion Williams and Richard Burden suggest that motivation is a “state of cognitive arousal” which provokes a “decision to act” as a result of which there is “sustained intellectual and/or physical effort” so that the person can achieve some “previously set goal”(Harmer, 2001, p.51). Gardner (1985), in his socio-educational model, notes that “motivation is perceived to be composed of three elements…. effort, desire, and affect” (p.10-11) (effort being the time spent studying the language and the drive of the learner; desire indicating how much the learner wants to become proficient in the language; and, finally, affect meaning the learner’s emotional reactions related to language study). Penny Ur (2002), however, believes that the abstract term “motivation” on its own is rather difficult to define, therefore she stipulates that “it is easier and more useful to think in terms of the “motivated” learner: one who is willing or even eager to invest effort in learning activities and to progress.(p. 274) 2.2.Sources of motivation Now that we have attempted to answer the question of what motivation is, we need to ask ourselves the following: where does it come from, namely, what are the sources of motivation? As Jeremy Harmer (2001) argues, “the motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people.” (p. 51). He further offers several sources of motivation: the society we live in; significant others; the teacher; and the method. 2.3.What makes a good learner? When it comes to discussing the features or characteristics of good or successful learner, many studies have been conducted in this field as well. Neil Naiman and his colleagues, in a classic study of successful language learning, came to the conclusion that the most successful learners are not necessarily those to whom a language comes very easily (Ur, 2002, p. 275). They included several areas, or typical characteristics that successful learners display, including: positive task orientation; ego-involvement; high aspirations; goal orientation; perseverance and tolerance of ambiguity. Now that we know what makes a good or successful learner, we will dedicate the following chapter of this paper to investigating the variable of learners’ age, with the special focus on the adolescents (secondary school students), since this variable is of the key interest to this study. Next, the following chapters will further discuss the types of motivation in general, with the special attention to the features of extrinsic and intrinsic motivation, these being, again, of the key interest to this study. 2.4.The variable of learners’ age 3 �The effects of age on SLA have been often investigated by different scholars in the field of Second Language Acquisition, and many debates have covered this particular issue. And no wonder, since it is most certainly a major factor in making decisions on how to teach and what to teach – because, obviously, “people of different ages have different needs, competences, and cognitive skills; we might expect children of primary age to acquire much of a foreign language through play, for example, whereas for adults we can reasonably expect a greater use of abstract thought.”(Harmer, 2001, p.37) The main focus of this particular study is to try to find out the age effect on English language learning amongst secondary school learners, where we will try to prove that motivation changes and decreases with the change of age, as Steven Pinker (1994) points it out, “acquisition of a normal language is guaranteed for children up to the age of six, is steadily compromised from then until shortly after puberty, and is rare thereafter”, and further continues to argue that, “language-learning circuitry of the brain is more plastic in childhood” (p. 293). This is only one of commonly held views about the variable of age in SLA, where majority of scholars believe that children learn languages faster than adults do. Also, Muriel Saville-Troike (2006) argues that there is a “critical period” for first language acquisition, where children have only a limited number of years when normal acquisition is possible, and that, after this period, brain loses its plasticity (p. 82). However, Penny Ur (2002) argues that “given the same amount of exposure to a foreign language, there is some evidence that the older the child the more effectively he or she learns”, and she additionally asserts that “probably teenagers are overall the best learners” (p. 286). She continues to argue that teenagers have greater learning potential than young children, however, it is much more difficult to motivate and manage them. Additionally, Jeremy Harmer (2001) says that “teenagers, if they are engaged, have a great capacity to learn, a great potential for creativity, and a passionate commitment to things which interest them”, and, that it is teacher’s job to “provoke student engagement with material which is relevant and involving” (p. 39). When we consider those aforementioned arguments which state that teenagers are, in fact, the best learners, it inevitably raises the question of why are adolescents often difficult to manage, disruptive in class and unmotivated to learn foreign languages? Perhaps one of the reasons lies in the fact that adolescence is the period of “the search for individual identity….which has to be forged among classmates and friends; peer approval may be considerably more important for the student….”(Harmer, 2001, p. 39). Perhaps it also has something to do with the mere boredom they feel, or the problems they bring to class from outside school. Whatever the reasons may be, this paper will attempt to find out what are some of the key motivational factors amongst teenage English language learners, and also to find out to what extent their motivation changes and decreases as they progress through secondary school and grow older. 2.5.Types of motivation 4 �Since the objective of this paper is to investigate the factors that influence secondary school learners’ English language learning, including the change in motivation through their age, in the following paragraphs we will discuss the accepted distinctions of motivation. There have been several distinctions of motivation made in the literature; the first one being between “integrative”(an interest in learning second language due to learning about or associating with the people who use it - emotional or affective factors have a great deal) and “instrumental”(involves concepts of purely practical value in learning second language in order to increase learners’ career or business opportunities) motivation(Saville-Troike,2006, p. 86).Additionally, Stephen D Krashen (2002) claims that “for the integratively motivated performer, interaction for its own sake will be valued… (whereas) for the instrumentally motivated performer, interaction always has some practical purpose.” The second major distinction, or classification of motivation, (and perhaps more useful one for teachers) is the one between “extrinsic” and “intrinsic” motivation (Ur, 2002, p. 276). Since this paper is primarily concerned with this classification of motivation, we shall further look into the features of these two types of motivation in the following chapters. 2.6.Extrinsic motivation – features As the name itself says it, it is a type of motivation which is derived from the influence of some kind of external incentive. As Jeremy Harmer (2007) puts it, this kind of motivation “comes from outside the classroom and may be influenced by a number of external factors such as the attitude of society, family and peers” (p.20), and continues on to saying that (2001) “it is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, or the possibility of future travel” (p. 51). So, as we can see, actually both integrative and instrumental motivations are hereby grouped under the branch of the extrinsic motivation. Since it involves incentives that are brought into the classroom from outside, most of these are inaccessible to the teacher’s influence. There are, however, other external sources that are directly affected by the teacher, and some of them include success and its rewards (a desire to get a reward and avoid punishment); failure and its penalties; authoritative demands (teacher pressure); and tests and competition (to beat their opponents) (Ur, 2002, p. 277-279). Finally, we could say that “extrinsic motivation comes from the desire to get a reward or avoid punishment” (Arnold, 2000, p. 14), however, especially for long-term retention; Arnold argues that learning is most favourably influenced by intrinsic incitements. Majority of schools, it seems, encourage only extrinsic motivation through their emphasis on teacherdirected classroom, grades, tests and competitiveness, and this leads students to work to please teachers or authorities, rather than to develop a love of knowledge in independent minds. In our research, we will try to prove that secondary school learners are generally more motivated extrinsically, than intrinsically, and we will try to find out which of the extrinsic incitements have the major influence on the second language learning. 5 �2.7.Intrinsic motivation – features Intrinsic motivation arises from within the individual, which is the urge to engage in the learning activity for its own sake, and is associated with what has been termed “cognitive drive” (Ur, 2002, p. 276) – the urge to learn for its own sake, which is very typical of young children and tends to deteriorate with age. Also, intrinsically motivated person enjoys the learning process itself or desires to make himself/herself feel better. What most researchers and methodologists have come to understand is that “intrinsic motivation is especially important for encouraging success” (Harmer, 2001, p. 51). Besides the desire to learn for the sake of learning itself, Jeremy Harmer (2007) says that intrinsic motivation can occur within the classroom as well in the sense that “it is generated by what happens inside the classroom; this could be the teacher’s methods, the activities that students take part in, or their perception of their success or failure” (p. 20). As Jane Arnold (2000) puts it, “with intrinsic motivation the learning experience is its own reward” (p. 14), and, as already mentioned, intrinsic motivation is better for long-term retention, where language learners will succeed better when intrinsic forms of motivation are developed, in which they learn for their own personal reasons of achieving competence and autonomy. In this paper we will try to prove that the level of intrinsic motivation within secondary school English language learners does, in fact, deteriorate with age, and that it is far less present than extrinsic motivation. 3. Research Methodology 3.1.Participants The research problem will be examined on the sample of 100 respondents – secondary school students that will include students from first grade up to the fourth grade of High Commercial School in Travnik. The selected sample has the following features: - Total number of respondents is 100 students of High Commercial School in Travnik – economic technician. The sample includes first grade, second grade, third grade and fourth grade students Male – female ratio is 43-57. 3.2.Research instrument The data for the study will be obtained through the method of questionnaire (a 5 point Likert Scale which was adapted from the original 7-point Likert Scale format of Gardner’s Attitude/Motivation Test Battery (AMI), ranged from “Strongly Agree” to “Strongly Disagree” (Gardner, 1985, p. 177). Additionally, in order to process attained data, we will use 6 �exploratory research, descriptive statistics, calculation of questionnaire results, as well as the analysis and synthesis, all for the purposes of reaching conclusive data that would support our research objectives and in the end prove our research hypotheses. Data gained in the questionnaire method will be processed by descriptive statistics: calculation of percentages, frequencies and graphic representations of gained data. There were 24 questions in the questionnaire. The questionnaire was composed of two main parts: the existence and variation (change) and the fluctuation in motivation (items 1-4) and the factors of extrinsic and intrinsic motivation (items 1-20). The questionnaire format consists of the following parts: Part 1: Part 2: Part 3: General demographic information of students: sex and age (grade). Students’ motivation variation – the change and decrease in motivation with the change of age in secondary school learners; as well as the fluctuation in motivation – the older the students (grade), the more they preferred learning English in lower grades (when younger). Factors of extrinsic and intrinsic motivation in secondary school level learners’ motivation for the purposes of determining the presence of both types of motivation and larger significance of extrinsic motivation over intrinsic; also, to determine which extrinsic motivation factors are more significant. 4. Findings The findings of the study were divided into three main parts: (1.a.) Students’ motivation variation – the change and decrease in motivation with the change of age in secondary school learners; (1.b.) fluctuation in students’ motivation – the older the students, the larger preference for learning English in lower grades; (2) factors of extrinsic motivation (subdivided into three subgroups); and (3) factors of intrinsic motivation. 4.1.The level of students’ motivation and variation in motivation; the fluctuation in students’ motivation according to their age This part of the research represents the level of motivation of secondary school English language learners, starting from first grade up to the fourth grade. As we can see, motivation significantly varies with the change in age of students. First graders have the highest level of motivation (64%), which significantly drops in second grade (only 28%), then rises up in third grade again (44%), and falls once more in fourth grade (38%). From the findings, it is safe to say that motivation for English language learning does in fact changes and decreases with the change of age in secondary school learners. Graph 1 shows the change in motivation: 7 �70,00% 64,00% 60,00% 54,00% 50,00% 44,00% 40,00% 30,00% 40,00% 38,00% 18,00% 20,00% 22,00% Positive Neutral 28,00% 24,00% 20,00% 36,00% Negative 12,00% 10,00% 0,00% First grade Second grade Third grade Fourth grade Graph 1 The level of motivation The second issue examined in this part of the research dealt with the fluctuation in students’ motivation in learning English. The questionnaire examined the fluctuation in motivation in relation to the change of students’ age – the students preferred learning English more in lower grades. First grade students had 30% of positive answers regarding the fluctuation of motivation (which is acceptable, since they demonstrated the highest level of motivation); second grade students had 46% of positive answers (which corresponds to the drop in motivation from the first part); third grade students had 42% of positive answers (again, corresponding to the slight rise in motivation); and, finally, fourth grade students had 32% of positive answers (which corresponds to yet another drop in motivation). Graph 2 shows the fluctuation in motivation: 70,0% 60,0% 58,0% 50,0% 50,0% 46,0% 40,0% 30,0% 44,0% 42,0% 32,0% 30,0% Neutral Negative 20,0% 16,0% 10,0% Positive 38,0% 12,0% 18,0% 14,0% 0,0% First grade Second grade Third grade Fourth grade Graph 2 Fluctuation in motivation in relation to the change of students' age 8 �From the presented findings, it is possible to conclude that the motivation for learning English does in fact changes and decreases with the change of students’ age, which is additionally supported by the fluctuation in motivation in relation to the change of students’ age. Therefore, we can conclude that our first hypothesis has been proven true. 4.2. Factors of extrinsic motivation This part of research was concerned with the presence of extrinsic motivation in secondary school English language learners and the fact that extrinsic motivation is more present than intrinsic motivation. The questionnaire was divided into three subgroups of factors that constitute extrinsic motivation: factors outside of classroom; integrative/instrumental motivation; and factors in the classroom. Here we tried to find out not only the superiority of extrinsic over intrinsic motivation in students, but also to see which extrinsic factors constitute the most important incitements in English language learning. Due to the principle of the economy, we will demonstrate detailed results for factors that highly influence students’ extrinsic motivation; whereas those factors that do not contribute significantly will be abbreviated. The first subgroup of factors (outside of classroom) concerned positive attitudes of the environment, of parents and siblings regarding learning English. Picture 1 shows the total percentage of positive attitude of the environment towards learning English for all grades (from first to fourth), where, as we can see, 50% of students responded positively to the attitude of the environment towards learning English, which means that students consider this to be a major factor in their learning: Attitude of the environment 24,00% Positive 50,00% Neutral Negative 26,00% Picture1 The total percentage of positive attitude of the environment (1st – 4th grade) 9 �Next factor in the questionnaire considered positive attitudes of parents and siblings regarding learning English. Picture 2 shows the total percentage of positive attitude of parents and siblings towards learning English for all grades (from first to fourth): Attitude of parents and siblings 5,50% 8,00% Positive Neutral Negative 86,50% Picture2 The total percentage of positive attitude of parents and siblings (1st – 4th grade) Here, 86,5% of students responded positively to the question of positive attitude of parents and siblings towards learning English, which also means that this is a factor that students feel has a major importance for their studies. To summarize the results, we believe it is plausible to say that secondary school students are motivated outside the classroom by both the environment and their parents and siblings, the latter being stronger motivational source (over 80%), whereas the influence of the former is also significant (50%). In this part of the questionnaire, we can conclude that the factors of extrinsic motivation outside of the classroom are strongly present in the overall students’ motivation in learning English. The second subgroup of factors (integrative/instrumental motivation) concerned the issues of integrative motivation (learns English to understand English books, music, movies etc.; learns English to make new English-speaking friends); and the issues of instrumental motivation (learns English to get a better job in the future; learns English for travelling abroad). From the results of the questionnaire, it is plausible to conclude that students are highly motivated by both integrative and instrumental factors, former being slightly more expressed in their motivation. 10 �Picture3 shows the total percentage of integrative motivation factors that influence students’ motivation towards learning English for all grades (from first to fourth), where we can see that 87% of students answered positively to the questions regarding integrative motivation factors, which means that they perceive the importance of learning English in order to integrate into and better understand English-speaking communities. We can conclude that integrative motivation also constitutes a major factor in learning English amongst secondary school learners: Integrative motivation 6,50% 6,50% Positive Neutral Negative 87,00% Picture 3 The total percentage of integrative motivation factors (1st – 4th grade) Picture 4 shows the total percentage of instrumental motivation factors that influence students’ motivation towards learning English for all grades (from first to fourth): 11 �Instrumental motivation 4,00% 12,00% Positive Neutral Negative 84,00% Picture 4 The total percentage of instrumental motivation factors (1st – 4th grade) Here, 84% of students responded positively to the questions regarding instrumental motivation factors, which again means that they understand the importance of learning (and knowing) English for their future careers, travel and various skills and knowledge. Once more, we can say that instrumental motivation contributes significantly to the overall extrinsic motivation in learning English amongst secondary school learners. Again, in order to summarize the results, we can say that students are highly motivated by both instrumental and integrative motivation factors, and that these factors contribute highly to their “drive” to learn English. In this part of the questionnaire, we believe it is plausible to conclude that instrumental and integrative factors of extrinsic motivation are also strongly present in the overall students’ motivation in learning English. Finally, the third subgroup of factors (factors in the classroom) concerned the issues of peer influence (positive attitude of peers; mockery of peers; competition amongst peers); teacher’s attitude (positive attitude of teacher towards the subject; teacher’s strict demands); learning only for mark/test; and, finally, learning because of interesting learning materials (the materials are up to date, adopted to teenagers’ interests etc.). From the results of the questionnaire, it is plausible to conclude that students are, in the classroom, mostly motivated by the teacher’s attitude and by their marks, whereas other factors in the classroom do exist, but do not seem to contribute highly to the level of students’ extrinsic motivation. As we can see, Picture 5 shows the total percentage of peer influence regarding their positive attitudes towards learning English; the unwillingness of students to participate in English classes due to the fear of peer mockery, and, finally, competition amongst peers as an extrinsic incitement for students: 12 �Peer influence 26,00% Positive Neutral 50,00% Negative 24,00% Picture 5 The total percentage of peer influence (positive attitude; mockery; competition) (1st – 4th grade) So, when it comes to the peer influence, according to the results of the questionnaire, we can conclude that it does exist as a motivational factor within the classroom, but, it is not the one of major significance to secondary school English learners. The second factor within the classroom that influences students’ extrinsic motivation was related to learning because of interesting learning materials (that are up to date, interesting, adopted to teenagers’ interests etc.). Once more, students did acknowledge the existence of this factor, but once more did not feel it to be of any significant importance towards their extrinsic motivation. Picture 6 shows the total percentage of the influence of learning materials: 13 �Learning materials 27,00% 38,00% Positive Neutral Negative 35,00% Picture 6 The total percentage of the influence of learning materials (1st – 4th grade) Up to this point of the results, it is plausible to conclude that students do recognize the factors of peer influence and of learning materials, but that they do not feel these factors have any major impact onto their extrinsic motivation for learning of English in classroom. Therefore, it is safe to say that these factors do not contribute significantly to students’ extrinsic motivation. However, the following two factors – teacher’s attitude and demands, as well as their marks – do quite significantly influence their motivation within the classroom. First, we will look at the importance of teacher as being a major factor in student’s motivation. In the questionnaire, the students were asked about teacher’s positive attitude towards the subject, and if they felt that such attitude helps and motivates them to study more; and, secondly, they were asked about the influence of teacher’s strict demands on their motivation. Picture 7 demonstrates the results for all grades regarding teacher’s positive attitude towards the subject; andas we can see from the results, 69% of students felt that teacher’s positive attitude towards the subject significantly influences their motivation to learn English. 14 �Teacher's positive attitude 12,00% Positive 19,00% Neutral Negative 69,00% Picture 7 The total percentage of teacher's positive attitude towards the subject (1st – 4th grade) Second, the students were asked about the influence of teacher’s strict demands as a motivational factor, and to what extent did such demands motivate them to learn English. Picture 8 shows the results for all grades regarding teacher’s strict demands: Teacher's strict demands 39,00% 44,00% Positive Neutral Negative 17,00% Picture 8 The total percentage of teacher's strict demands influencing students' motivation (1st – 4th grade) 15 �As we can see from the results, 44% of students responded positively to the issue of teacher’s strict demands as a factor that influences their own motivation. To summarize the results, the influence of the teacher on students’ motivation is more than evident within the classroom. However, students feel that they are more motivated by the teacher’s positive attitude towards the subject, than by the teacher’s strict demands, even though they recognize this as an influential factor as well. Finally, the last significant extrinsic factor within the classroom is students’ marks. In the questionnaire, the students were asked if they learnt English only for their marks, or when they have tests, and the total results, shown in Picture 9, are as follows: Marks/Tests 30,50% Positive Neutral 54,50% Negative 15,00% Picture 9 The total percentage of students' motivation to learn due to marks or tests (1st – 4th grade) Here, as the results demonstrate, 54,50% of students are motivated by their marks, meaning that they study in order to get a good (or better) mark (tests included). According to the results of the questionnaire, we believe it is plausible to conclude that secondary school students are highly motivated extrinsically. As we said earlier, the objective of this paper is to try to ascertain that this age group is motivated extrinsically more than intrinsically, but also, to try to ascertain which extrinsic factors are more relevant for secondary school learners. From the results of our questionnaire, we can say that students are motivated a) outside the classroom more by their parents and siblings than by their environment; b) they are also highly motivated by instrumental and integrative factors; and c) within the classroom they are mostly motivated by their teacher’s attitude and their marks.From all of the above, 16 �we feel it is safe to conclude that our hypothesis on the level of presence of extrinsic motivation is hereby proven true. The final part of this paper (and of the questionnaire itself) deals with the existence and the level of presence of intrinsic motivation amongst secondary school learners of English. Here, we will try to prove our hypothesis that secondary school students are more motivated extrinsically than intrinsically. The students were asked questions typically assigned to the factors of intrinsic motivation (learning for the pleasure of learning itself; because learning makes me feel good; because I can discover new languages; because I can improve my skills and knowledge etc.), and the results, displayed in Picture 10, are as follows: Intrinsic motivation 24,00% 46,00% Positive Neutral Negative 30,00% Picture 10 The total percenate of students' intrinsic motivation (1st grade – 4th grade) As we can see, only 46, 00% of the total sample of students is motivated intrinsically, which is significantly lower percentage than the factors of their extrinsic motivation. According to the results of our questionnaire, we can say that students are less motivated intrinsically than extrinsically and therefore it is plausible to say that our hypothesis that extrinsic motivation is more present than intrinsic motivation at secondary school learners is hereby proven true. 5. Discussion and Recommendations The overall results reveal that the students’ motivation does in fact change with the change of their age, which answers the research question of what the level of students’ motivation is per each grade. Based on the comparison and assessment of the results, we have 17 �discovered that students are more strongly motivated to learn English by the factors of extrinsic motivation, than by the factors of intrinsic motivation, which also answers our question of higher presence of extrinsic motivation over the intrinsic one. Based on the findings of this study, the results are unique for these particular aimed groups of students, and the study of students in other schools or institutions with largely different context may yield significantly different results. Future research should also include more and various schools and institutions. Additionally, this research obtained the data from 100 students, where we included one class of each grade only, and is therefore recommended that future studies use a larger sample size in order to increase the degree of generalization of the study, and in order to make the findings more valid and reliable. 6. Conclusion As the motivation to learn English is one of the most important learning factors, the need to determine the actual motivational situations of any students’ group is worthwhile. This is for the benefit of their language-learning effectiveness and proficiency. In conclusion, this study was conducted to provide some insight into the level and type of motivation of students in High Commercial School in Travnik. Although the data source of the study may not represent all other student groups, the author of the paper is still confident that the results will give a relative representation and be of a great value to authorities or researchers concerned. References: I Books and Articles Arnold, J. (2000). Affect in Language Learning. Cambridge: Cambridge University Press. Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers. Harmer, J. (2001). The Practice of English Language Teaching, 3rd Edition. Harlow, United Kingdom: Pearson Education Limited. Harmer, J. (2007). How to Teach English. Harlow, United Kingdom: Pearson Education Limited New Edition. Pinker, S. (1994). The Language Instinct. New York: Harper Perreinal. Saville-Troike, M. (2006). Introducing Second Language Acquistion. Cambridge: Cambridge University Press. Ur, P. (2002). A Course in Language Teaching. Cambridge: Cambridge University Press. Williams, M. and Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press 18 �II Electronic Sources Krasher, Stepen D. (2002). Second Language Acquistion and Second Language Learning. Retrieved from http://testing.greenlitex.com/ 19 � 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. 3253 Title A name given to the resource Motivation versus age variable in secondary-school learners of English language Author Author Terzić, Aida Abstract A summary of the resource. Motivation is probably the most important factor for successful learning of any kind. This paper will attempt to explore the process of motivation for English language learning in secondary school learners considering the variable of age - its application or lack of it through the learning process itself, relevant factors which affect students, teacher’s role, the influence of parents, peers, and the environment, and to prove the hypotheses that a) motivation changes and decreases with the change of age in secondary school learners; and b) extrinsic motivation is more present than intrinsic motivation at secondary school level. This research problem will be examined through the method of questionnaire on the sample of 100 respondents – secondary school students (from first grade up to the fourth grade) of High Commercial School in Travnik. The paper will also attempt to discuss the types of motivation, types of learners, learners’ age, environment etc. and other learners’ variables, both through the recent theoretical studies regarding motivation in general (a detailed description of sources, characteristics and types of motivation), and, also, it will try to present a practical sample research of a decrease in motivation that starts at the upper-primary level and tends to decrease through the secondary level. Key words: Motivation, extrinsic motivation, intrinsic motivation, language learners, age variable Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-03-03 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/9c29e4d40232e01702af619983abfb59.pdf dc20133763eb478f485ac342c6add442 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 IT Senior Design Projects Description An account of the resource The IT Senior Design Projects (SDPs) category showcases innovative and practical final-year capstone projects developed by undergraduate and graduate students in the field of Information Technology. These projects represent the culmination of students' academic and technical expertise, demonstrating their ability to solve real-world problems through software and hardware solutions. 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 Movie Recommender Web Application Author Author Salih Rogo Abstract A summary of the resource. Problem Statement: The exponential growth of digital content has created an information overload problem, making it increasingly difficult for users to discover relevant movies from vast catalogs. Traditional browsing methods are inefficient and fail to leverage user preferences and behavioral patterns, necessitating intelligent recommendation systems that can provide personalized movie suggestions. Methods and Procedures: This project developed a comprehensive movie recommendation system utilizing collaborative filtering techniques, implemented with a Python FastAPI backend and a Remix.js frontend. The system employs the Singular Value Decomposition (SVD) algorithm, trained on the MovieLens 32M dataset, which contains 162,541 users and 59,047 movies. The architecture integrates multiple data sources, including IMDb metadata through the OMDb API, implements RESTful API endpoints for recommendation generation, and provides a modern web interface for user interaction. The system was deployed on Heroku with MySQL database hosting on the Railway platform. You can visit the recommender system by yourself on the following URL: www.salihrogo.me Results: Comprehensive evaluation demonstrated solid performance across key metrics: Mean Absolute Error of 0.82, indicating good predictive accuracy, Hit Rate of 58.7% showing effective recommendation relevance, and catalog coverage of 72.3% ensuring adequate movie variety. The system achieved 86.4% user coverage, minimizing cold start problems, while maintaining a diversity score of 0.612 and a novelty score of 0.578, indicating balanced recommendations between popular and lesser-known content. Testing suite comprising 43 test cases validated system reliability across unit, integration, and end-to-end scenarios. Conclusion: The implemented movie recommender system successfully addresses the content discovery challenge through effective collaborative filtering, demonstrating production-ready performance with clear pathways for future enhancement. The system provides a scalable foundation for personalized movie recommendations while maintaining data integrity, security, and user experience standards. Keywords Keywords. collaborative filtering, movie recommendation system, SVD algorithm, MovieLens dataset, FastAPI, machine learning, personalized recommendations, web application sdp web development 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. 2747 Title A name given to the resource MQL Machining – Oil on Water Droplet System Author Author EKINOVIC, Sabahudin BEGOVIC, Edin LUSIJA, Aldin Abstract A summary of the resource. Flood and through-tool delivering of cutting fluids have been widely used for the machining operations. The use of a large amount of cutting fluid can impact the environment and increase manufacturing costs, and possibly lead to ground contamination, excess energy consumption, the need for wet chip disposal and potential health and safety issues. Minimum Quantity Lubrication (MQL) machining involves the application of a minute amount of oil-based lubricant to the machining process in an attempt to replace the conventional flood coolant system. This paper presents a classification of MQL methods, discussing their advantages and drawback. Also, the results of measurements of cutting forces and surface roughness when machining one type of aluminum bronze using MQL, are presented. As a medium for cooling and lubricating a system of oil-on-water was used. The results show that the cutting force of less than 16%, and also parameters of surface roughness, compared to machining without the use of coolant and lubricants. Keywords: mql machining, oil-on-water droplet, aluminium bronze, cutting forces, surface roughness. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-06 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233 - 0054 T Technology (General) https://omeka.ibu.edu.ba/files/original/edd27d130a9b0c169834725399e46a77.docx 0724da6f7da97f99d2deb5a6d9776e70 https://omeka.ibu.edu.ba/files/original/89ac1c72ebfe4b5e1c2aa6f7782362ff.pdf 87069bd2af361ecfc1b5fd3b597ffde9 PDF Text Text MQL MACHINING – OIL ON WATER DROPLET SYSTEM Sabahudin Ekinović University of Zenica, Zenica, Bosnia and Herzegovina sekinovic@mf.unze.ba Edin Begović University of Zenica, Zenica, Bosnia and Herzegovina ebegovic@mf.unze.ba Aldin Lušija University of Zenica, Zenica, Bosnia and Herzegovina Keywords:MQL machining, Oil-on-water droplet, aluminium bronze, cutting forces, surface roughness. ABSTRACT Flood and through-tool delivering of cutting fluids have been widely used for the machining operations. The use of a large amount of cutting fluid can impact the environment and increase manufacturing costs, and possibly lead to ground contamination, excess energy consumption, the need for wet chip disposal and potential health and safety issues. Minimum Quantity Lubrication (MQL) machining involves the application of a minute amount of oil-based lubricant to the machining process in an attempt to replace the conventional flood coolant system. This paper presents a classification of MQL methods, discussing their advantages and drawback. Also, the results of measurements of cutting forces and surface roughness when machining one type of aluminum bronze using MQL, are presented. As a medium for cooling and lubricating a system of oil-on-water was used. The results show that the cutting force of less than 16%, and also parameters of surface roughness, compared to machining without the use of coolant and lubricants. � 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. 2046 Title A name given to the resource MQL MACHINING – OIL ON WATER DROPLET SYSTEM Author Author EKINOVIC, Sabahudin BEGOVIC, Edin LUSIJA, Aldin Abstract A summary of the resource. Keywords:MQL machining, Oil-on-water droplet, aluminium bronze, cutting forces, surface roughness. ABSTRACT Flood and through-tool delivering of cutting fluids have been widely used for the machining operations. The use of a large amount of cutting fluid can impact the environment and increase manufacturing costs, and possibly lead to ground contamination, excess energy consumption, the need for wet chip disposal and potential health and safety issues. Minimum Quantity Lubrication (MQL) machining involves the application of a minute amount of oil-based lubricant to the machining process in an attempt to replace the conventional flood coolant system. This paper presents a classification of MQL methods, discussing their advantages and drawback. Also, the results of measurements of cutting forces and surface roughness when machining one type of aluminum bronze using MQL, are presented. As a medium for cooling and lubricating a system of oil-on-water was used. The results show that the cutting force of less than 16%, and also parameters of surface roughness, compared to machining without the use of coolant and lubricants. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233-1565 https://omeka.ibu.edu.ba/files/original/c07cc6449e5cacf4d38e713187bec13d.pdf 0bc75fcbea2986f404b998071debf606 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo MUHAMMED: AN EXAMPLE OF MISWRITING OF PERSON NAMES IN KARS CITY ( IN TURKEY) ACCORDING TO ONOMASTIC Asst.Prof.Dr. Mustafa ġenel Tuzla University, Faculty of Filosofia, Turkish Language and Literature Department, Tuzla-Bosnia and Herzegovina, mustafasenel@hotmail.com The national culture as an important essential element propitiouses for an existence nation. This culture gets its source from that national history language, religion , morality, art, traditions, briefly from own esence. Person names( antroponimies) from point of view philologicial, linguistics, cultural, historical and folklore studies have necessity. The calling of the human (middle name, name, surname, nickname and titles) is associated with the culture of nation, proves a necessity of names fort he human. There are different traditions and rules of calling in the each country. The reasons of calling may be religious, national and local charecter as a result of investigation these tendentions we find out that every society has its different specific traditions in calling, there are many common issues in the many parts of the world and among societies has own peculiarity. The name ‗Muhammed‘ is widely popular among the people and often they call their children by this name, because it has a religion mean. The origin of this name is Arabic and used for men. The name ‗Muhammed‘ as a male names the most widely spread in the Kars(Turkey) region. The name ‗Muhammed‘ at the same time used in a wrong spelling. These mistakes did the bureaucrats or men, who did not know the orphography this name. Keywords: onomastik, Muhammed, name, Kars, misspelling The national culture as an important essential element propitiouses for an existence nation. This culture gets its source from that national history language, religion , morality, art, traditions, briefly from own esence. Person names( antroponimies) from point of view philologicial, linguistics, cultural, historical and folklore studies have necessity. The calling of the human (middle name, name, surname, nickname and titles) is associated with the culture of nation, proves a necessity of names fort he human. There are different traditions and rules of calling in the each country. The reasons of calling may be religious, national and local charecter as a result of investigation these tendentions we find out that every society has its different specific traditions in calling, there are many common issues in the many parts of the world and among societies has own peculiarity. The famous scientist lexicolog Adolf Bach says that; ― the name treasure of the nation expressions its past and present mental- spiritual state‖.315 Person names are very important from point of view of linguistic, cultural history and folklore studies. In the Orkhon Ġnscriptions were reproached the men who had lost own national identitiy and took Chinese name. The foreign cultures at first showed themselves in the names. The most of of an important side of names in linguistics in the reflection of alienation or privatizaton of language. Resources of the Turkish names are tombstones, birth certificates, mosque (clergy) registers, charities, the telephone directory in the modern period, school registers, marriage registers, nursing registry, death registry and other documents.316 The calling in the Turkish is a cultural element in itself . The Turkish names show different ways in the history according to their customs, geography and traditions. 317 Atradition to call new borned baby has an ancient history in the Turkish custom. Each name which was given to the children by their parents was according to tradition of ancestors. Every name has its calling reason. While borning of the child each incident, coming of visitors to the house or tent, first seen an object, animal or plant can effect for calling that girl or boy. 318 In the many regions of Anadolu (Anatolia) given names have not much difference. In the calling exists nearly the following rules: 319 1. Calling by religious names: Muhammed, Hasan, Hùseyin, Yakop(Yakup), Yonana(Yahya) etc. 315 Doğan Aksan, Her Yônùyle Dil Ana Çizgileriyle Dilbilim, TDK Yay, Ankara 1995, s. 115 Tuncer Gùlensoy, ―Türk KiĢi Adlarının Dil ve Tarih Açısından Önemi‖, Tùrk Dili, Ocak 1999,sayı 565, s.3 317 Tuncer Gùlensoy, agm., s .3 318 Tuncer Gùlensoy, ―Türklerde Ad Verme Geleneği ve Hektor‖, Millî Folklor, KıĢ 1994, Cilt 3,S. 22, s.5 319 Doğan Aksan, age., s.115-118 316 965 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2. 3. 4. Calling by famous and celebrity men‘s names or their surnames: Ġskender, Kanuni, fatih, M.Kemal etc. Calling by names heroes of tales, miths, destans(epoes): Oğuz, Ayhan, Orhan, Bozok, Üçok etc. Calling by names of geographical places, historical events or names ot tribes and nations:Toponims: Tuna, Fırat. Calling by the names of important days or events :Cuma, Kadir, Bayram, Kurtulush, Ġstiklal etc. 5. Other ways of calling: besides those above mentioned ways we can meet the names of fitonims, zoonims, beaituful lovely things, derivations of favorite and nice names, which existes in the international region and very common among peoples. Language is a common tool for mankind contact. The social life is one of the main featurs of the humanity. This is a reson of language‘s produce. Proceeds includes all process of produce language with covering its development. The language is itself of society. It is interwined with society by its natural structure. We devide the language into two part: spoken or oral language and written language. We use oral and spoken language in our daily life, when we speak. The feature of oral speech or language is in its remain only as a spoken language, being a carrier of production in a small area. On the other side, a spoken language and folklore culture are a main and the most important source for written language.320 A spoken or oral language unlike from written language and its has own characteristies features, usefull for practical purpose in the daily life. A spoken or oral language is older than written language and take it as a base. The language may be considered as seporate from the writing, but can not be considered apart from speech. The mankind before contrive writing was able to understand each other within centuries. That is why the understanding a structure of language depends on knowledge conditions of speech. This language depends on social classes, geographic regions, may show many differents. The patois, accent and dialects are the natural result of the changes.321 Every area has its own unique patois features. From time to time these patois features being shown in the oral speech manifets itself in the written language too. Since the old time the calling tradition in the Turkish society, what has very important role, exposed to influence of oral speech. Especially in the entry birth certificates oral mistakes were reflected in the written language. Therefore sometimes exists a differency between written names in the birth certificates and oral calling of the same man. Generally we see these mistakes in the ancient documents. The bureaucrats often interfered in calling process of the parents , did their corrects and as a result we meet many misuriting, changed names between population. That is why some names has not means from point of view semantic or orphography. The family which need not in correction , used these wrong names. The name ‗Muhammed‘ is widely popular among the people and often they call their children by this name, because it has a religion mean. The origin of this name is Arabic and used for men. Its means: ―1. Many times praising, praying for . 2. possesor many good and nid characters.‖322 This name much useful and in Kars. As a rule at the end of the Turkish words does not have consonants = b,c,d,g=. The consonants = p,ç,t,k = take their place. That is many borrowing words had undergone many changes in the Turkish Language . As a result of these changes the consonants p,ç,t,k substituted =b,c,dg= at the and words.323 Therefore the name ‗Muhammed‘ changed into ‗Muhammet‘ in the Turkish Language. The name ‗Muhammed‘ as a male names the most widely spread in the Kars region. This name sometimes used alone, sometimes with other name togeather. In such composite names the word Muhammed takes the first place, then comes the second naem. The tradition of binary calling comes from religion, because ‗Muhammed‘ is a elerical naem. Of course it is impossible to reflect all binary names. Below we gave some of them for example: 320 http://denizlevent.blogcu.com/konusma-dili-yazi-dili-ayrimi_19430.html http://www.edebiyatsanat.com/dil-bilgisi/61-dil-tarihi/421-konusma-dili-yazi-dili.html 322 http://www.isimbulamadim.com/isimayrinti.asp?isim=Muhammed&isimid=784 323 http://www.dilimiz.com/dil/TurkDili/trkdili2.htm#ÜNSÜZLERDE SES OLAYLARI 321 966 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo MUHAMMED ABDULLAH MUHAMMET AKIN MUHAMMED AKĠF MUHAMMET ABBAS MUHAMMED ALĠ MUHAMMET ADĠL MUHAMMED ALĠ RIZA MUHAMMET AHRAR MUHAMMED ALĠASKER MUHAMMET ALĠ MUHAMMED AVNĠ MUHAMMET ARDA MUHAMMED ARĠF MUHAMMET ARĠF MUHAMMED BAYCAN MUHAMMET BĠLAL The name ‗Muhammed‘ at the same time used in a wrong spelling. These mistakes did the bureaucrats or men, who did not know the orphography this name.some examples: MEHRAÇ MUHAMLET MUHAMED MUHAMED ALĠ MUHAMET MUHAMET ALĠ MUHAMET NECĠP MUHAMET ZEKĠ MUHAMLET MUHAMMAT MUHAMMAT MUHANDIZ MUHANMED MUHANMED ALĠ MUHANMED FAHRĠ MUHANMET MUMAMMET MUMAMMET ALĠ 967 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Such mistakes do not limited only by name ‗Muhammed‘ . They are in the order parts of our country besides of province Kars. The small child in his childhood does not take care of his name, but by growing he is confronted with mockery of friends. When he growthes he sees the absurd and meaning less own name. Who is facilited changes, correctes or uses another names. Sometimes the registrar gives boy‘s name to the girl or vice versa. As a result such errors some girls are called to the military service, these one of the interesting events in our country. In the ancient times the old Tukish our ancestors were very attentively when they gave the name, in our time we also must be delicate and tactiful. It is necessary that in the goverment agencies works person who had not graduated from university even works in the out of branch. Espicially when the gratueted students from the Turkish Language and Literary are unemployed , in order to avoid with such problems we must review some of our plans again. Kaynaklar Aksan D., Her Yônùyle Dil Ana Çizgileriyle Dilbilim, TDK Yay Ankara 1995 Gulensoy T., ―Türk KiĢi Adlarının Dil ve Tarih Açısından Önemi‖, Tùrk Dili, Ocak 1999,S.565, s.3-9 Gulensoy T., “Türklerde Ad Verme Geleneği ve Hektor”, Millî Folklor, Kış 1994, Cilt 3, S. 22, s.5 http://denizlevent.blogcu.com/konusma-dili-yazi-dili-ayrimi_19430.html,15.08.2008 http://www.edebiyatsanat.com/dil-bilgisi/61-dil-tarihi/421-konusma-dili-yazi-dili.html, 15.08.2008 http://www.isimbulamadim.com/isimayrinti.asp?isim=Muhammed&isimid=784, 15.08.2008 http://www.dilimiz.com/dil/TurkDili/trkdili2.htm#ÜNSÜZLERDE SES OLAYLARI, 15.08.2008 968 � 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. 697 Title A name given to the resource MUHAMMED: AN EXAMPLE OF MISWRITING OF PERSON NAMES IN KARS CITY ( IN TURKEY) ACCORDING TO ONOMASTIC Author Author ŞENEL, Mustafa Abstract A summary of the resource. The national culture as an important essential element propitiouses for an existence nation. This culture gets its source from that national history language, religion , morality, art, traditions, briefly from own esence. Person names( antroponimies) from point of view philologicial, linguistics, cultural, historical and folklore studies have necessity. The calling of the human (middle name, name, surname, nickname and titles) is associated with the culture of nation, proves a necessity of names fort he human. There are different traditions and rules of calling in the each country. The reasons of calling may be religious, national and local charecter as a result of investigation these tendentions we find out that every society has its different specific traditions in calling, there are many common issues in the many parts of the world and among societies has own peculiarity. The name ‗Muhammed‘ is widely popular among the people and often they call their children by this name, because it has a religion mean. The origin of this name is Arabic and used for men. The name ‗Muhammed‘ as a male names the most widely spread in the Kars(Turkey) region. The name ‗Muhammed‘ at the same time used in a wrong spelling. These mistakes did the bureaucrats or men, who did not know the orphography this name. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/74713e0181a688affa3fc7fb814a3726.pdf a99c86786ca618271eed308d0b1186a4 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Multi-Period Efficiency Measurement and Performance Changes of Taiwanese Commercial Banks Chiang Kao Department of Industrial and Information Management, National Cheng Kung University, Tainan, Taiwan ckao@mail.ncku.edu.tw In measuring the overall efficiency of a set of decision making units (DMUs) in a time span covering multiple periods, the conventional approach is to use the aggregate data of the multiple periods via a data envelopment analysis (DEA) technique, ignoring the specific situation of each period. This paper proposes using a relational network model to take the operations of individual periods into account in measuring efficiencies. The overall and period efficiencies of a DMU can be calculated at the same time. Notably, the overall efficiency is a weighted average of the period efficiencies, and the weights are the most favorable ones for the DMU being evaluated. This model, together with two existing ones, the aggregate and the connected network, is applied to measure the efficiency of twenty-two Taiwanese commercial banks for the period of 2009 to 2011. The three-year multi-period analysis shows that the proposed model is more discriminative than the existing ones in ranking the performance of the banks. The period efficiencies for the three years increased steadily, indicating that the performances of the Taiwanese banks examined in this work were improving over this period. Moreover, the period efficiencies calculated from the relational network model have a similar theoretical basis to those calculated from the global efficiency frontier. The ratio between two efficiencies of different periods thus is a kind of global Malmquist productivity index (MPI), which indicates the performance change of a DMU during the two periods. This paper found that East Sun Bank, the one being evaluated as the best based on the overall efficiency, has MPIs less than one in two consecutive periods. This is a warning to this bank that its performance is declining, although it is doing well compared with other banks. If this situation continues, it may encounter operation difficulties in the future. The multi-period efficiency measurement thus help decision makes detect unforeseen problems. Keywords: Data Envelopment Analysis; Efficiency; Malmquist Productivity Index; Banking; Parallel System. 80 � 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. 1544 Title A name given to the resource Multi-Period Efficiency Measurement and Performance Changes of Taiwanese Commercial Banks Author Author CHIANG, Kao Abstract A summary of the resource. In measuring the overall efficiency of a set of decision making units (DMUs) in a time span covering multiple periods, the conventional approach is to use the aggregate data of the multiple periods via a data envelopment analysis (DEA) technique, ignoring the specific situation of each period. This paper proposes using a relational network model to take the operations of individual periods into account in measuring efficiencies. The overall and period efficiencies of a DMU can be calculated at the same time. Notably, the overall efficiency is a weighted average of the period efficiencies, and the weights are the most favorable ones for the DMU being evaluated. This model, together with two existing ones, the aggregate and the connected network, is applied to measure the efficiency of twenty-two Taiwanese commercial banks for the period of 2009 to 2011. The three-year multi-period analysis shows that the proposed model is more discriminative than the existing ones in ranking the performance of the banks. The period efficiencies for the three years increased steadily, indicating that the performances of the Taiwanese banks examined in this work were improving over this period. Moreover, the period efficiencies calculated from the relational network model have a similar theoretical basis to those calculated from the global efficiency frontier. The ratio between two efficiencies of different periods thus is a kind of global Malmquist productivity index (MPI), which indicates the performance change of a DMU during the two periods. This paper found that East Sun Bank, the one being evaluated as the best based on the overall efficiency, has MPIs less than one in two consecutive periods. This is a warning to this bank that its performance is declining, although it is doing well compared with other banks. If this situation continues, it may encounter operation difficulties in the future. The multi-period efficiency measurement thus help decision makes detect unforeseen problems. Keywords: Data Envelopment Analysis; Efficiency; Malmquist Productivity Index; Banking; Parallel System. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://omeka.ibu.edu.ba/files/original/307b42c3cef861414e1001eb3eebaf07.pdf 3746e6851ad3367f90753ff42b7cf43b PDF Text Text PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 MULTI-RESOLUTION WAVELET ANALYSIS FOR FAULT DETECTION Zeynep Kara1, Serhat Seker2 1 International Burch University, Bosnia and Herzegovina 2 Istanbul Technical University, Turkey Abstract In this study, a multi-resolution wavelet analysis technique is applied to simulation data for fault detection. Data is simulated at the MATLAB environment. For this purpose, a sinusoidal wave form is generated at around 1 kHz sampling frequency and then a faulty case is simulated between 250- 500 Hz using a random process under the band-pass filtering. Hence data and its noisy form are used to show healthy and faulty cases of any physical system respectively. In order to show the fundamental properties of the data set, power spectral density variations are shown to indicate the availability of the data. After that Multi– Resolution Wavelet Analysis (MRWA) is applied to each case. In general, wavelet transform is a time-scale analysis technique which can be accepted as an alternative method to the Fourier transform. However, in this study, MRWA approach is considered. MRWA is a kind of the discrete wavelet transform and it uses filter banks approach. Hence, the time domain properties are shown in the sense of the statistical parameters. Also, calculating the power spectral densities, this comparison is done in frequency domain. With this way, a faulty case and its some properties can be determined at both of the time and frequency domains. Key Words: Wavelets, Filtering, Sub-band analysis, Fault detection 255 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS Introduction Anomaly is an unwanted transient case in the system which occurs in very short time in the signal and can be detected from the signal characteristics. Anomalies in data can be translated to significant information in a wide variety of application domains for this reason; this translation method can be named as anomally detection in general. Detection of outliers or anomalies were started to be studying in the 19th century (Edgeworth, 1887). And its results can be very important in terms of the system reliability and economical operation of the some critical systems related with energy production, space applicatons and so on. Anomalies might be caused because of such a terrorist activity, credit card fraud, cyberterrorism, malicious threats or breakdown of a system, e.g. Noise removal (Teng, Chen and Lu, 1990) and noise accommodation (Rousseeuw and Leroy, 1987) are deal with unwanted noise and related with anomaly detection(Chandola, Banerjee and Kumar, 2009). Noisy data considered is as an obstacle to analysis and that is the reason why it is of interest to analysts, meaning that they are responsible to clean the data before analysis in order to get useful information out of them. Noise reduction is necessary before any data analysis is performed on the data to wipe out the unwanted objects. Towards anomalous observations, noise accommodation mentions about self-defense of a new model of estimation (Huber, 1974). Novelty detection (Markou and Singh, 2003; Saunders and Gero, 2000) whose goal is to detect previously unrealized (emergent, novel) patterns in the data, is also related with anomaly detection. Not being added into the initial model after detection is the main difference of novel patterns and anomalies. Another research on signal and noise separation in time series is studied by Khelifa, Kahlouche and Belbachir (2012). Two approaches are used to check the noises which are the wavelet transform in the frequency space and the Singular Spectrum Analysis (SSA) in the phase space. By this process the main goal is extracting the noise from signals and wavelet analysis is found as more rapid and direct for the determination of noise. In this paper we dealed with these problems and it is prepared to provide a structured and comprehensive overview of the research on anomaly detection with the artificial data generation in MATLAB environment. There are various methods to detect the anomaly according to the signal in the data. Under the assumptions to be considered in this paper: The Linear sytems provide the super-position principle and most simple case of the signals/ sytems can be accepted as linear time-invariant signals. Deterministic signals can be defined by analytical functions, Random Signals can be defined by means of the probability distribution functions using the random variable concept. Any anomally case, which will occur in the system, can be detected from the signal characteristics.For this purpose, there are so many mathematical approaches. In this area, several methods can be shown by the following items : 1. 2. 3. 4. Statistical Calculations Spectral Analysis methods like FourierTransform Time-Frequency analysis like Short-Time Fourier Transform Time-Scale analysis like Wavelet transform. 256 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 In this study, we considered linear, deterministic/Random, non-stationary signal types and we used short-time fourier transform based on time frequency domain and wavelet analysis as an anomaly detection techniques. Wavelet methods facilitate to zoom into the details and draw a comprehensive picture of the time series in different scales. It provides to detect and isolate the anomalies. The failure or fault detection methods are similar with the anomaly detection methods, and also, they can be described as a transient case which occurs in very short time in the signal. For this reason, it can be named as anomally detection in general. For this purpose, we will produce deterministic signal like pure sinosoidal or any signal with harmonics. In terms of the simulation of the anomaly case, we used random signal characteristics and we produced random number in standard normal distribution. After that changing the statistical parameters or statistical properties of the randomness, we considered the different random signal characteristics. Also, in terms of the frequency domain properties, we used the bandpass filters to generate the data in a special frequency band. In this paper, there are two important aproaches. These are as folows: 1. 2. Detection of the anomally Isolation of the transient case. From this view point, for the detection case, we considered the Fourier Transform based applications like Short-Time Fourier Transform. In this manner, we tried to find the most suitable technique for the non-stationary signals. Then the anomaly case was isolated from the data by the Multi-Resolution Wavelet Analysis (MRWA). In this study we used Wavelet analysis but a thorough presentation of Fourier analysis is provided as well. Because the Fourier methods are an alternative for the wavelet methods and although there are different methods of wavelets, all of them are based on Fourier analysis (Mallat, 1999). Wavelet Transforms and Multi Resolution Analysis Wavelets are functions are used to represent data or functions and satisfy certain mathematical requirements. Thus the Wavelet transform can be used to decompose a signal into different frequency components and then present each component with a resolution matched to its scale. In the signal analysis framework, the Wavelet transform of the time varying signal depends on the scale that is related to frequency and time. Hence, the Wavelets provide a tool for timefrequency localization. The main idea behind wavelets is to analyze according to scale. Therefore, wavelet algorithms can process data at different scales or resolutions. This concept of signal analysis is termed Multi-Resolution Analysis (MRA) and it makes the Wavelets interesting and useful. Wavelet Transforms In 1909, Haar first mentioned about the wavelets which had a compact support means that itvanishes outside of the finite interval, but Haar wavelets are not continuously differentiable. Later wavelets are considered with an effective algorithm for numerical image processing by an earlier discovered function that can vary in scale and can conserve energy when computing the functional energy (Gabor, 1946). Between 1960 and 1980, mathematicians such as Grossman and Morlet (1985) defined wavelets in the context of quantum physics. Mallat (1989) gave a boost to digital signal processing by inventing the pyramidal algorithms, and 257 | P a g e �th ISSD 2014 The 5 International Symposium on Sustainable Development_______ PROCEEDINGS orthonormal wavelet bases. Later Daubechies (1990) used Mallat’s work to construct a set of wavelet orthonormal basic functions that are the cornerstone of wavelet applications today. The class of functions that present the wavelet transform are those that are square integrable on the real time. This class is denoted as L2 ( R ) (1) The mother wavelet is scaled and translated in the wavelet analysis to generate the set of functions. The wavelet function ψ (x) ∈ L2 (R) consists of two parameters which vary continuously, they are known as dilation (a) and translation (b). A wavelet basic functions  a ,b ( x) is given as  a ,b ( x )  1 a ( x b ) a a , b  R; a  0 (2) Here, the location of the wavelet in time is measured by the translation parameter, “b”. The “narrow” wavelet can attain high frequency information, while the more widened wavelet can attain low frequency information. Hence the parameter “a” differs for different frequencies. The continuous wavelet transform is defined by  Wa ,b ( f )  f , a,b   f ( x) a ,b ( x)dx. (3)  The wavelet coefficients are assigned as the inner product of the function that is transformed with each basis function. Daubechies (1990) conceived one of the most sophisticated families of wavelets, named Compactly Supported Orthonormal Wavelets, and are used in Discrete Wavelet Transform (DWT). The scaling function is used to calculate the ψ in this approach. It is defined by: N 1  ( x)   ck (2 x  k ) (4) k 0 And its corresponding wavelet ψ (x) is defined by: N 1  ( x)   (1)k ck (2 x  k  N  1), (5) k 0 Here N corresponds to an even number of wavelet coefficients ck, k = 0 to N-1. Dilation and translation of signal function  ( x) provides the discrete representation of a wavelet basis of L2 ( R ) which is orthonormal compactly supported. If we assume that to dilation parameters “a” and “b” are assigned only discrete values: where k , j  , a0  1, and b0  0. a  a0 j , b  kb0 a0 j , Than the wavelet function could be written as follows:  j ,k ( x )  a0  j / 2 ( a0  j x  kb0 ) 258 | P a g e (6) �th PROCEEDINGS ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 And we have the Discrete-Parameter Wavelet Transform (DPWT) to be:  DPWT ( f )  f , j ,k  f ( x )a0 j / 2 (a0 j x  kb0 )dx  (7)  In order to make the analysis efficient and accurate, the choice between dilations and translations is made on the basis of the power of two. The frequency axis is divided into band by using the power of two for the scale parameter ˝a˝ . Considering samples at the dyadic values, we have b0  1 and a0  2 , so, the discrete wavelet transform is  DPWT ( f )  f , j ,k   f ( x) 2 j /2 (2 j x  k ) dx (8)  and  j ,k ( x ) is defined as  j , k ( x )  2  j / 2 (2  j x  k ), j, k  (9) Multi-resolution Analysis (MRA) An efficient algorithm is introduced in1989 by Mallat which perform the DPWT known as the Multi-Resolution Analysis(MRW).It is well known in signal processing area as the TwoChannel Sub-Band Coder.The MRA of L2 ( R ) consists of successive approximations of the space V j of L2 ( R ) .A scaling function  ( x)  V0 exists such that  j , k ( x)  2 j / 2  (2 j x  k ); j, k  Z (10) For the scaling function  ( x )  V0  V1 , there is a sequence hk  ,  ( x)  2 hk (2 x  k ) (11) k This equation is known as the two-scale difference equation. Furthermore, let us define W j as  a complementary space of V j in V j 1 , such that V j 1  V j  W j and  W j  L2 ( R ). Since the j   ( x) is a wavelet and it is also an element of V0 , a sequence  gk  exists such that  ( x)  2 g k (2 x  k ) (12) k It is concluded that the multiscale representation of a signal f ( x) may be achieved in different scales of the frequency domain by means of an orthogonal family of functions  ( x) .Now, let us see how the function in V j is computed.The projection of the signal f ( x )  V0 on V j defined by Pv f i ( x ) is given by Pv f i ( x)   c j ,k j , k ( x) (13) k 259 | P a g e �th ISSD 2014 The 5 International Symposium on Sustainable Development_______ PROCEEDINGS Here, c j , k  f ,  j , k ( x )  . Similarly, the projection of the function f ( x) on the subspace W j is also defined by Pv f i ( x)   d j ,k j ,k ( x) (14) k where d j,k  f , j ,k ( x )  . Because V j  V j 1  W j 1 , the original function f ( x )  V0 can be rewritten as J 1 f ( x)   c j ,k j ,k ( x)   d j ,k j ,k ( x) , J  j0 k j (15) k The coefficients c j 1,k  2  hi  2 k c j , k (16) and d j , k  2  g j 2 k c j ,k (17) i j The multiresolution representation is linked to Finite Impulse Response (FIR) filters. The scaling function  and the wavelet  are obtained using the filter theory and consequently the coefficients are also defined by the last two equations. If at x  t / 2, F  ( x) is considered and     (18) ( x)  H      2 2 As  (0)  0, H (0)  1, this means that H ( ) is a low-pass filter. According to this result  (t ) is computed by the low-pass fitler .The mother wavelet  (t ) is computed by defining the function G ( ) so that H ( )G * ( )  H (   )G * (   )  0 .Here, MRA solution. G ( )   exp(  j ) H * (   ). and G ( ) are quadrature mirror filters for the (19) Substituting H (0)  1 and H ( )  0, it yields G (0)  0 and G ( )  1, respectively. This means that G ( ) is a high-pass filter.As a result, the MRA is a kind of Two-Channel SubBand Coder used in the high-pass and low-pass filters, from which the original signal can be reconstructed. Wavelet Application on a Generated Data In this paper, the artificial data generation in MATLAB environment is considered and deterministic signal like pure sinosoidal is generated. Here we covered the Fourier Transform based applications like Short-Time Fourier Transform and the Wavelet analysis in details. Randomly chosen 10000 numbers (N=10000) are generated according to standard normal distribution and we used Matlab for this purpose. Randomly selected numbers are used to simulate the noisy signal. A sinusoid wavelet was generated as an artificial data that is formed of the harmonics. The main frequency is 50 Hz, second and third frequencies are assigned respectively as 100 Hz and 150 Hz. The signal, generation of these three frequency compound, is expressed as the sum of sinus and a, b, c coefficients. The generated signal in this manner is (5.1) y  A sin  2 f1t   B sin(2 f 2t )  C sin  2 f 3t  , 260 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 where f1 represents main frequency, f 2 and f 3 are respectively second and third harmonics. A signal generation with noisy is carried out. The noisy signal, represented with randomly numbers, is added with a known proportion (g coefficient) to the sinusoid signal that is generated for this purpose. The sinusoid signal containing noise is represented with random numbers, with a known proportion (g coefficient). Fourier Transform is used for the spectral analysis of the generated noisy signal. Fourier Transform is represented at PSD (Power Spectrum). Here the sampling frequency is selected to be 1000 Hz (1 kHz). Figure 1 illustrates the changes on the PSD. Using a Short Time Fourier Transform (STFT) the same noisy signal is calculated and illustrated in a Figure 2. The STFT illustrates the signal compounds on the frequency plane. The time- frequency plane is illustrated in Figure 2; the frequency plane is a normalized plane and half of the sampling frequency 500Hz is symbolized by unit value. In Figure 2 frequency components of the signal 50, 100, 150 Hz are illustrated as spread over time plane. Power SpectralDensity-PSD 90 80 70 Amplitude 60 50 40 30 20 10 0 0 50 100 150 200 250 300 Frequency [Hz] 350 400 450 500 Figure 1: Spectral Analysis using PSD 1400 10 1200 0 1000 Time -10 800 -20 600 -30 400 -40 200 0 0.2 0.4 0.6 0.8 Normalized Frequency ( rad/sample) 1 Figure 2 : Spectral Analysis using STFT After this process, an anomaly signal is generated at random process and added to the noisy signal that is generated previously. In the application a Butterworth band pass filter. İs used and the bandwidth is taken between 200 and 250 Hz.. PSD for filter output is illustrated on figure 3. As shown on the figures the generated anomaly case contains a random signal with 200-250 Hz. The signal at the output of the filter is the anomaly case between 200-250 Hz, on the time-frequency plane it is illustrated on figure 4. 261 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS Power SpectralDensity-PSD for filter output 1.5 Amplitude 1 0.5 0 0 50 100 150 200 250 300 Frequency [Hz] 350 400 450 500 Figure 3: PSD for filter output 0 1400 -10 -20 1200 -30 1000 Time -40 800 -50 -60 600 -70 400 -80 -90 200 -100 0 0.2 0.4 0.6 0.8 Normalized Frequency ( rad/sample) 1 Figure 4 : Signal of anomaly (STFT of Filter Output) After this step the anomaly case generated by the filtration is added on the previously generated y signal (sinusoidal waveform) in order to generate another new noisy signal. The difference between new noisy signal and the previous one is the anomaly case which is generated by first band pass filter is illustrated on figure 5 and anomaly between 200-250 Hz could be easily recognized. Power SpectralDensity-PSD forfiltered noisy signal 70 60 Amplitude 50 40 30 20 10 0 0 50 100 150 200 250 300 Frequency [Hz] 350 400 450 500 Figure 5 : PSD for Noisy Signal under the Anomally 262 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 Conclusion In this paper, a Multi-Resolution Wavelet Analysis is used to detect the anomaly inside of the signal and then to isolate that transient case from the signal. Here we covered the Wavelet analysis in details as well as we did for the Fourier analysis. Main reason for covering both of the methods is that Fourier methods are considered as an alternative for the wavelet methods. For the detection case, we considered the Fourier Transform based applications like ShortTime Fourier Transform. It is a reperesentation of the signals in the time-frequency domain. Hence the anomally case is shown in the time-frequency plane. In terms of the isolation of the anomally case, we consiredered the multi-resolution wavelet analysis (MRWA). In this method, time-scale reperesentations of the signals are used and scales are presented by the low-pass filters (LPF) and High-Pass Filters (HPF) sequences. By sub-band analysis the anomaly case is shown in a special sub-band and it is isolated from the other sub-bands. After this isolation, the power spectral density (PSD) of the isolated sub-band is calculated and all frequency domain properties are identified as well as its statistical properties. References Chandola V., Banerjee A. & Kumar V. (2009), Anomaly Detection, University Of Minnesota Edgeworth, F. Y. 1887. On discordant observations. Philosophical Magazine 23, 5, 364{375. Daubechies, L.,1990. The Wavelet Transform, Time-Frequency Localization and Signal Analysis. IEEE Trans. on Information Theory, 36 Gabor, D., 1946. Theory of Communications. J.IEEE, 93, 3, 429. Huber, P. 1974. Robust Statistics. Wiley, New York. Khelifa S., Kahlouche S., Belbachir M. F., 2012 Signal and noise separation in time series of DORIS station coordinates using wavelet and singular spectrum analysis, Elsevier Masson SAS. Mallat, S., 1989. A Theory for Multiresolution Signal Decomposition of the Wavelet Representation. IEEE Trans. Pattern Anal. and Machine Intelligence, 31,679-693. Mallat, S., 1999. A Wavelet Tour of Signal Processing. 2nd Edn., Academic Press, San Diego, California,USA.. Markou, M. and Singh, S. 2003. Novelty detection: a review-part 1: statistical approaches. Signal Processing 83, 12, 2481{2497. Rousseeuw, P. J. and Leroy, A. M. 1987.Robust regression and outlier detection. John Wiley & Sons, Inc., New York, NY, USA. Saunders, R. and Gero, J. 2000. The importance of being emergent. In Proceedings of Artificial Intelligence in Design. Teng, H., Chen, K., and Lu, S. 1990. Adaptive real-time anomaly detection using inductively generated sequential patterns. In Proceedings of IEEE Computer Society Symposium on Research in Security and Privacy. IEEE Computer Society Press, 278{284. 263 | P a g e � 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. 2533 Title A name given to the resource MULTI-RESOLUTION WAVELET ANALYSIS FOR FAULT DETECTION Author Author KARA, Zeynep SEKER, Serhat Abstract A summary of the resource. In this study, a multi-resolution wavelet analysis technique is applied to simulation data for fault detection. Data is simulated at the MATLAB environment. For this purpose, a sinusoidal wave form is generated at around 1 kHz sampling frequency and then a faulty case is simulated between 250- 500 Hz using a random process under the band-pass filtering. Hence data and its noisy form are used to show healthy and faulty cases of any physical system respectively. In order to show the fundamental properties of the data set, power spectral density variations are shown to indicate the availability of the data. After that Multi– Resolution Wavelet Analysis (MRWA) is applied to each case. In general, wavelet transform is a time-scale analysis technique which can be accepted as an alternative method to the Fourier transform. However, in this study, MRWA approach is considered. MRWA is a kind of the discrete wavelet transform and it uses filter banks approach. Hence, the time domain properties are shown in the sense of the statistical parameters. Also, calculating the power spectral densities, this comparison is done in frequency domain. With this way, a faulty case and its some properties can be determined at both of the time and frequency domains. Key Words: Wavelets, Filtering, Sub-band analysis, Fault detection Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-05-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-36-3 Q Science (General),QH301 Biology,QH426 Genetics