293 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. 1003 Title A name given to the resource The Influence of Proficiency Level and Skill Modality on Prospective and Retrospective Test Score Estimates of EFL Students Author Author Hannigan , Sharon Bulut, Doğan Abstract A summary of the resource. In this paper, we aim to present the results of a descriptive study investagiting the metacognitive awareness levels of students in a Turkish EFL context. More specifically, we report the effect of two variables, proficiency level and language skills, on students’ prospective and retrospective test score estimates. At the end of every eight weeks, students are given a level test which includes two stages. The first stage is a 100-item multiple choice test measuring students’ receptive skills. The second includes writing and speaking tests measuring students’ productive skills. In the present study, prior to the administration of each test component (receptive, written and spoken) students studying at four different levels (from A1 to B2) were asked to predict the grade they thought they would get by circling one of five grade ranges (below 60, 60-69, 70-79, 80-89, 90-100) . The same procedure was repeated retrospectively. The paper ends with the discussion of the results and implications of metacognitive awareness for second language acquisition efficacy. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/e685a1306fddb428a0e823c6a494350e.docx 5a841874f5c6322cd07e510b1bb60360 https://omeka.ibu.edu.ba/files/original/179c580e9941399588290af59f38ff79.pdf 9ce3d8f9b354992884ebe722a10bdcf0 PDF Text Text THE INFLUENCE OF RADIATION ON THE SOLAR CELL EFFICIENCY H. Šamić University of Sarajevo, Sarajevo, Bosnia and Herzegovina hsamic@etf.unsa.ba S. Makham GESEC R&D, Thomery, France samiramakham@yahoo.fr Keywords:Solar cells, GaAs, GaInP, degradation, radiation defects. ABSTRACT The use of a solar cell in space requires the knowledge of its behaviour under high-energy partial radiation.This radiation in space produces defects in semiconductor that cause a reduction in solar cell power output. In this paper we present the method for predicting the behaviour of a solar cell for satellite applications. Modeling has been performed for several types of GaAs and GaInP single cells and results are compared with experimental data obtained for electron and proton irradiations. � 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. 2129 Title A name given to the resource THE INFLUENCE OF RADIATION ON THE SOLAR CELL EFFICIENCY Author Author H., Samic S., Makham Abstract A summary of the resource. Keywords:Solar cells, GaAs, GaInP, degradation, radiation defects. ABSTRACT The use of a solar cell in space requires the knowledge of its behaviour under high-energy partial radiation.This radiation in space produces defects in semiconductor that cause a reduction in solar cell power output. In this paper we present the method for predicting the behaviour of a solar cell for satellite applications. Modeling has been performed for several types of GaAs and GaInP single cells and results are compared with experimental data obtained for electron and proton irradiations. 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/f2650556e59898679286904e33c080c1.docx 976996d960171858a18a7214b938313f https://omeka.ibu.edu.ba/files/original/3cf4bd7c0d1d9b8ebf3a52770d2d6f4d.pdf 5990209f2e04682dd496e7eeedce94bb PDF Text Text The Influence of Word Etymology Knowledge on Learning of Borrowings Amra Hodzic Jejna International University of Novi Pazar / Novi Pazar, Serbia Key words: etymology, vocabulary, learning, borrowings, students ABSTRACT Nowadays English is the first language of more than 350 million people all around the world. The immense diversity of English speakers is connected with the great diversity of English words. When we talk about origins of English words, even about the most frequent ones, we see that English vocabulary is a mixture of many different languages. English is a language of borrowings so in most cases that cause many difficulties for EFL learners. Therefore, the history and roots of English language are very important parts of English language learning. Some etymologies are totally unexpected and therefore much more complicated for memorizing. Of course not only borrowing is a process of introducing the new words into English language. When learning new vocabulary, EFL students have many obstacles and are always in a process of searching for the new techniques and methods of memorizing and usage of newly introduced words. This work is about how much word etymology knowledge can help EFL students to memorize and use borrowings. Research is conducted at the Department of Philology, International University of Novi Pazar. � 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. 1690 Title A name given to the resource The Influence of Word Etymology Knowledge on Learning of Borrowings Author Author Hodžić Jejna, Amra Abstract A summary of the resource. Key words: etymology, vocabulary, learning, borrowings, students ABSTRACT Nowadays English is the first language of more than 350 million people all around the world. The immense diversity of English speakers is connected with the great diversity of English words. When we talk about origins of English words, even about the most frequent ones, we see that English vocabulary is a mixture of many different languages. English is a language of borrowings so in most cases that cause many difficulties for EFL learners. Therefore, the history and roots of English language are very important parts of English language learning. Some etymologies are totally unexpected and therefore much more complicated for memorizing. Of course not only borrowing is a process of introducing the new words into English language. When learning new vocabulary, EFL students have many obstacles and are always in a process of searching for the new techniques and methods of memorizing and usage of newly introduced words. This work is about how much word etymology knowledge can help EFL students to memorize and use borrowings. Research is conducted at the Department of Philology, International University of Novi Pazar. 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/31c4cac33b12876900fa0d757c6f41ea.docx c335d86d38ee1bf8679a64c137131b0d https://omeka.ibu.edu.ba/files/original/5cde46bac8411779e413d57747e7a94c.pdf 9f45d8ae9e69409dd5aa250c2efb47ed PDF Text Text The Informal Economy in Albania: Concepts, Approaches and Policy Considerations ErindaImeraj Epoka University Albania eimeraj@epoka.edu.al JulindaKeci Epoka University Albania jkeci@epoka.edu.al Abstract: Informality or informal economy and development is a clue problem that is broadly discussed as it is caused by various factors such as: rapid economical and political changes, inadequate planning and housing policy, out-of date legislation and public structures, etc. This situation has created important challenges in many cities, especially post-communist ones in Sothern and Eastern Europe. The comparison of Western Countries and economies with the Third World or developing ones has always brought interesting and paradoxical situations. They have the house but not the title of it, De Soto explains. This study presents a typology of informal settlements, reviews the traditional policies and presents the emerging trends in legislations and regulations in Albania. The three most discussed approaches to informal economy are briefly analyzed in this study. Based on the theory of developing countries as Albania is, the methodology of the study is based on analytical approach together with the official data of Albania gathered from official sites for statistics as INSTAT and ALUIZNI of Albania. Furthermore, it provides an in-depth economical analysis on the challenges associated with this phenomenon, demonstrating the complexity of the situation and the need for a sensitive solution. The costs of the approaches, as well as the advantages or disadvantages of them, areidentifiedbased on the Albanian situation. The conclusion of this study leads to the third most important approach, which is legalization, being as the most efficient for the Albanian informality situation and the continuing of the country development. Therefore most of the developingcountries are working on the same approach by developing the legislation and practicing it. Keywords: Informality, Legislation, Albania. 13 � 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. 2437 Title A name given to the resource The Informal Economy in Albania: Concepts, Approaches and Policy Considerations Author Author IMERAJ, Erinda KECI, Julinda Abstract A summary of the resource. Informality or informal economy and development is a clue problem that is broadly discussed as it is caused by various factors such as: rapid economical and political changes, inadequate planning and housing policy, out-of date legislation and public structures, etc. This situation has created important challenges in many cities, especially post-communist ones in Sothern and Eastern Europe. The comparison of Western Countries and economies with the Third World or developing ones has always brought interesting and paradoxical situations. They have the house but not the title of it, De Soto explains. This study presents a typology of informal settlements, reviews the traditional policies and presents the emerging trends in legislations and regulations in Albania. The three most discussed approaches to informal economy are briefly analyzed in this study. Based on the theory of developing countries as Albania is, the methodology of the study is based on analytical approach together with the official data of Albania gathered from official sites for statistics as INSTAT and ALUIZNI of Albania. Furthermore, it provides an in-depth economical analysis on the challenges associated with this phenomenon, demonstrating the complexity of the situation and the need for a sensitive solution. The costs of the approaches, as well as the advantages or disadvantages of them, areidentifiedbased on the Albanian situation. The conclusion of this study leads to the third most important approach, which is legalization, being as the most efficient for the Albanian informality situation and the continuing of the country development. Therefore most of the developingcountries are working on the same approach by developing the legislation and practicing it. Keywords: Informality, Legislation, Albania. 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 2014-04-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/d5d100240ea4d7bc820a2342d8aa4849.pdf 6ff70b2f0f0ac83a3a2f084293282822 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo The Interaction of Cultural Differences, Machiavellianism and Mobbing in Globalization Process Gülten Eren Gümüştekin Dumlupınar Üniversity, Kütahya, Turkey ggumustekin@hotmail.com Nuray Mercan Dumlupınar Üniversity, Kütahya, Turkey snmmercan@yahoo.com Bayram Alamur Dumlupınar Üniversity, Kütahya, Turkey alamur_bayram@hotmail.com Emine Oyur Dumlupınar Üniversity, Kütahya, Turkey oyuremine@hotmail.com Culture and cultural differences are being important in the globalized business world and the public administration day by day. Moreover, the competition level has increased recently. In accordence with the philosoply of globalization the whole world is a common market. As a result cultural differences and unethical behaivours can be observed. Machiavellianism mostly emerges in an enviroment of intense competition and It is considered as a type of mobbing which aims to manipulate the people into serving for the benefit of power. In this study, the relationship between Hofstede’s cultural differences, mobbing and Machiavellianism is discussed. Globalization periot has converted national firms to international firms. As a result of globalization It has been a new issue of the world that the struggle of different cultures to live together and generate common values. To solve this problem it is needed to develop a different perspective. If the cultural differences are not approved, people tend to dominate the other cultures with their own culture, which is called as ‘Cultural Myopy’. This situation may lead up arising of unhealthy of unhealty network of relation and comminication between the cultures and as a censequence increasing mobbing. Also culturel differences reflect on cultures and climate of organizations. The cultural differences in organizations must be well manage, otherwise comminication disorders. This problem may come along and this could cause pressure of management. Keywords: Cultural Differences, Machiavellianism, Mobbing. 135 � 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. 1566 Title A name given to the resource The Interaction of Cultural Differences, Machiavellianism and Mobbing in Globalization Process Author Author EREN GUMUSTEKIN, Gulten MERCAN, Nuray ALAMUR, Bayram OYUR, Emine Abstract A summary of the resource. Culture and cultural differences are being important in the globalized business world and the public administration day by day. Moreover, the competition level has increased recently. In accordence with the philosoply of globalization the whole world is a common market. As a result cultural differences and unethical behaivours can be observed. Machiavellianism mostly emerges in an enviroment of intense competition and It is considered as a type of mobbing which aims to manipulate the people into serving for the benefit of power. In this study, the relationship between Hofstede’s cultural differences, mobbing and Machiavellianism is discussed. Globalization periot has converted national firms to international firms. As a result of globalization It has been a new issue of the world that the struggle of different cultures to live together and generate common values. To solve this problem it is needed to develop a different perspective. If the cultural differences are not approved, people tend to dominate the other cultures with their own culture, which is called as ‘Cultural Myopy’. This situation may lead up arising of unhealthy of unhealty network of relation and comminication between the cultures and as a censequence increasing mobbing. Also culturel differences reflect on cultures and climate of organizations. The cultural differences in organizations must be well manage, otherwise comminication disorders. This problem may come along and this could cause pressure of management. Keywords: Cultural Differences, Machiavellianism, Mobbing. 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/cfdcc670557d2222f62881f13840cc3e.pdf 0c3458eca2a8edc30160be4f05dea904 PDF Text Text Journal of Foreign Language Teaching and Applied Linguistics The Interconnection and Interrelation Features of Words and Their Importance in Compiling Second Language Dictionaries Azamat Akbarov International Burch University Sarajevo, Bosnia and Herzegovina Hadicha Muhiddinova Uzbekistan State World Languages University Tashkent, Uzbekistan Submitted: 09.04.2014. Accepted: 17.11.2014. Abstract In the process of teaching language the most important task is to know the peculiarities of interconnection of words. And one of the effective factors of learning and teaching Uzbek as a second language is to conduct specific research on interconnection and interrelation features of words and to compose special dictionaries of the Uzbek language for Russian-speaking students. Meanwhile, the issue of interconnection and interrelation peculiarities of words has been investigated not only by many linguists but by some psychologists as well.One of those prominent psychological scientists is N.I.Jinkinn. According to him, the integration of speech units is divided into two phases. He also relates “the grammar field” with the second phase of speech-unitintegration. Furthermore, he points out that in the first phase of this process, words and word forms are spread out in the “speech field”. In the second phase a speaker selects the necessary words for the primary explanation of the idea,which is followed by the correct grammar form, and then collocates with a suitable word [1,45]. For instance, according to N.I.Jinkinn,a noun, an adjective and an adverb do not usually collocate with other words. They are called as lexics, which are spread in the “vocabulary field” but divided into characteristic groups. Keywords: Uzbek interconnection language, dictionaries, interrelation, second language, Introduction It is necessary to know the interconnection of a particular word with other words. The acquisition of the speaking process in a second language develops in uneasy way comparing to the oral process in target language, because the students are not familiar with the word-association systems of a foreign language. Moreover, critical 27 �The Interconnection and Interrelation Features of Words and Their Importance in Compiling Second Language Dictionaries thinking should be developed about the words in context. For instance, in the Uzbek language conjunctions, auxiliaries and word-forming affixes are mainly used to link words. However, these grammatical means are not enough to identify the features of interconnection of words. So, it’s proved that in addition to word-forming affixes, conjunctions and auxiliaries, there are other grammatical means that serve to connect two words. Thus, this kind of phenomenon should be taken into consideration while learning and teaching the language and developing the process of speech [2,53-55]. It is also important to explain the connection of a noun and a verb as key words and identify their correct and incorrect interrelation meanings. It should be noted that many handbooks by A.Pulatov, I.Muminova, I.Pulatov[4] and “Modern Uzbek language,” and especially the research on enriching the speech of studentsby verbal phrases in non-philological faculties by M.Karakhujaeva[3,23],are very useful. Yet this represents a drop in the ocean, and classifying Uzbek words into key words, dividing them according to interconnection features and several other issues have to be resolved in the future. G.Ahmedovahas done research on integrating and developing Russian-speaking students’practice and experience. Her study shows that achieving effective results in improving Russian speaking students’ skills concerning formed words depends on successful consolidation of word-forming affixes and lexico-semantic relation systems. The research also clarifies that one of the unresolved problems in composing dictionaries is that each meaning of a word is taught individually. Here, several meanings of words are not combined around one concept. As a result, they are only learned and even soon forgotten by students [5,79]. In recent years our Uzbek linguists have done some studies on the systems and interconnection of words. While M.Korakhujaeva is doing her research on linguistic principles of economic terms, she informs about the interrelation systems in Uzbek linguistics is studied as a language units and how to use the character of the language units basing them on system characteristics. She also introduces the extent to which lexemeshelp improve learners’ speech fluency. The study also declares that it impossible to improve speaking skills without learning the ways of logical and semantical interrelation. M.Korakhujaeva’s study deals with word interconnections, their logical relations, the relation of economic terms with verbs and their relationship within semantic-syntactic models [6,33]. However, it is investigated that the words different characteristics and features in a speaking process is a whole dynamic process, while as the usage of oral lexics features are seen in process. Thus, concrete language events are analyzed, connecting them to the ways of communicative situations. This analysis is useful in learning 28 �Journal of Foreign Language Teaching and Applied Linguistics Uzbek as a second language. Russian language-methodology and foreign-language scientists link semantic principles with lexics and grammar forms in texts. For example, T.P.Skorikova exemplifies A.A.Leontev’s ideas and agrees with him: “To share two facts methodically in functional-semantic theory: it is focused on locating one semantic language form and analyzing oral speech psycholinguistically” [7,8687]. One of the main functions of a good teacher is to pay attention to lexic forms’ relations with semantics, logical interconnection and differentiation features in a foreign-language context. For instance,the phrase секингапирмоқ (to speak slowly) in the Uzbek language has many meanings in context. 1) to whisper; 2) to speak at a low speed. In order to differentiate this situation, one should pay attention to the low pronunciation features of the word “секин”, when it is spoken about the word in the meaning of “speed” in the word “секин”, it is pronounced [i:].When it is talked about in the meaning of low voice the word “секин”is pronounced [i]. Such cases of homophony can cause a number of difficulties in the process of language learning. In the language spoken in Bosnia and Herzegovina, homographs are numerous. Bosnian, a language stemming from the Slavic family, bearing close ties to the neighboring Croatian and Serbian languages, has a notoriously difficult system of homographic, but not homophonic, words. Thus, words such as pas (belt) and pas (dog) are differentiated via the length of the central vowel, [a:] and [ʌ] respectively. Similarly, the vowel length determines the meaning in duga /du:gʌ/ (rainbow) and duga /dugʌ/ (long), luk /luk/ (onion) and luk /lu:k/ (bow), kupiti /ku:piti/ (buy) and kupiti /kupɪti/(pick up, collect). Additionally, functional lexemes such as the auxiliary form of to be in Bosnian is a homograph with the word for solitude; thus sam /sʌm/ (to be, present tense, nom.) and sam /sa:m/ (alone) can be differentiated only through the slight tonal change. Finally, the numerous cases remnant in Bosnian create homographs through case change. For example, the word unuka /unʊkʌ/(granddaughter) is in the nominative case. The word unuka /unuka:/ is the plural genitive form of the word grandchildren[12]. These kinds of differences of oral forms are seen in use context.It is very important to differentiate functionalsemantic, phonetic, lexical, morphological and syntactic features in teaching oral speech. From this point of view, it is one of the problems at the center of attention of lexicographers in the relation of systematic words. The linguist L.M. Plehanova emphasizes that when composing dictionaries we have to pay attention to the lexical feature of an idea. From this point of view, integration lexicography dictionaries should be compiled as follows:1. An explanation of words.2. The usage of words. 3. The origin of words. 4. Synonyms. 5. Antonyms. 6. 29 �The Interconnection and Interrelation Features of Words and Their Importance in Compiling Second Language Dictionaries Homonyms. 7. Association. 8. Lexical-syntactic connections (with nouns, adjectives, verbs). 9. Predicative centers. 10. Phrases. 11. Illustrations [8,11-12] These kinds of dictionaries havea great practical importance. In the future, serious attention should be given to compiling Uzbek dictionaries and to make special studies on teaching words and their interrelation, one stem words and how to show their connection, their images in a mother tongue, their all parts and associations and their active lexics help to activate passive words. As a first experiment it was used for beginner classes as Uzbek-Russian picture dictionary [9]. In the dictionary, some words are given as descriptive expressions, as themes, and sometimes they are placed next to the dictionary articles. For example, the word ўсимликлар, a big group name, was sub-grouped into by дарахтлар, майсалар, гуллар, полиз экинлари. Dividing to the groups of thing-object nouns, from general to specific helps students to learn the words better and use them their ownways. In some pictures it was associated to show all parts of a thing-object. For instance, while giving the word дарахт (tree) it’s necessary to present the other tree parts as: илдизи, танаси, пўсти, шох, барг, гул, новда, мева, because pupils imagine the tree with all its parts and know how to name each part of a tree in their mother tongue. In that position, we should say that naming component parts and logical-semantic relationship of a thing-objectnoun in mother tongue and learning language should be differentiated. We can see this in examples from the Uzbek and Russian languages. For instance, in Uzbek, the tree’s upper part is called пўстлоқ (bark) but a melon’s and watermelon’s upper part called пўчоқ (peeling). In the Russian language it is called корочка. The inner seeds of melons are called as қовуннинг уруғи, while in a watermelon they are called тарвузнинг дони. In other words, the words can differ from the semantic relationship and interconnection. In the Russian language, both of them are translated as косточка. So, the name of thing-object picture it’s good idea to give them as dividing into component parts and show all their names separately. Moreover, different exercises focused on synonym and homonym formations and antonym-formed wordscan help learners to differentiate words and grammatical ways of meanings. These types of exercises, according to linguist M.A.Jurabayeva, should be accepted in addressing the following issues: - the special difficulties of word forming; 30 �Journal of Foreign Language Teaching and Applied Linguistics - from the simple to complex didactic principles; written and oral exercises that serve for constructive structure; learning process and self-study of students [10,13]. Certainly, in learning a language, one should be aware of the word-formation possibilities. Learning and teaching the possibilities of word formation suffixes place a great practical role for enhancing vocabulary and developing exercises. Nowadays, this is the most important issue for compiling successful and useful Uzbek dictionaries for use in mastering a second language. Moreover, it’s pleasant to know that the Uzbek language is not only becoming known and taught in Uzbekistan, but all over the world. References Жинкин И.Н. Речь как проводник информации. – М.: Наука, 1982. – С. 45. Султонова О. Ўзбек тили дарсларида ўкувчилар нуткини ўстириш. // Тил ва адабиёт таълимида янги педагогик технологиялар, 2-қисм. – Т.: 2006. 53-55-б. Қорахўжаева М. Феълларни ўқитиш асосида нофилологик гуруҳлар талабаларининг касбий нутқини шакллантириш методикаси: АКД. – Т.: 2002. - 23-б. Пўлатов А., Мўминова Т., Пўлатова И. Дунёвий ўзбек тили. – Т.: ЎзМУ, 2003. Абдураҳмонова М., Аббосова Г.. Нутқ ўстириш бўйича қўлланма (Ўзбекистон Республикаси Президенти асарлари бўйича). –Т.: 1998. Ахмедова Г.М.. Ўзбек тили дарсларида ўкувчилар нуткини ясама сўзлар билан бойитишнинг методик асослари (таълим рус тилида олиб бориладиган мактаблар мисолида): Пед. фан. ... номз. дисс. – Т.: 2003. - 79-б. Қорахўжаева М. Феълларни ўқитиш асосида нофилологик гуруҳлар талабаларининг касбий нутқини шакллантириш методикаси: Пед.фан....номз.дисс. –Т.: 2002. - 3-б. СкориковаТ.П.. Теория функционально-семантического поля и проблема соотношения системности – функциональности – коммуникативности // Языковая системность при коммуникативном обучении.– М.: Русский язык, 1988. – С. 86-87. Плеханова Л.М. Лингво стилистические особенности семантико31 �The Interconnection and Interrelation Features of Words and Their Importance in Compiling Second Language Dictionaries функциональный характер лексем, выражающих гуманистические ценности: АКД. – Т.: 1998. – С. 11-12. Ҳожиев А., МуҳиддиноваХ..С. Ўзбекча-русча ва русча-ўзбекча расмли луғат (таълим рус тилида олиб бориладиган мактабларнинг бошланғич синфлари учун). – Т.: Ўқитувчи, 2007. Джурабаева М.А. Аффиксальная синонимия в узбекском языке: АКД,. – Т.: 1975. – С. 13. Халиловић, С. Правопис Босанског Језика. Културно Друштво Препород, 1996. 32 � 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. 2804 Title A name given to the resource The Interconnection and Interrelation Features of Words and Their Importance in Compiling Second Language Dictionaries Author Author Akbarov, Azamat Muhiddinova, Hadicha Abstract A summary of the resource. In the process of teaching language the most important task is to know the peculiarities of interconnection of words. And one of the effective factors of learning and teaching Uzbek as a second language is to conduct specific research on interconnection and interrelation features of words and to compose special dictionaries of the Uzbek language for Russian-speaking students. Meanwhile, the issue of interconnection and interrelation peculiarities of words has been investigated not only by many linguists but by some psychologists as well.One of those prominent psychological scientists is N.I.Jinkinn. According to him, the integration of speech units is divided into two phases. He also relates “the grammar field” with the second phase of speech-unitintegration. Furthermore, he points out that in the first phase of this process, words and word forms are spread out in the “speech field”. In the second phase a speaker selects the necessary words for the primary explanation of the idea,which is followed by the correct grammar form, and then collocates with a suitable word [1,45]. For instance, according to N.I.Jinkinn,a noun, an adjective and an adverb do not usually collocate with other words. They are called as lexics, which are spread in the “vocabulary field” but divided into characteristic groups. Keywords: Uzbek language, dictionaries, interrelation, second language, interconnection Date A point or period of time associated with an event in the lifecycle of the resource 2015-04-09 Keywords Keywords. Article PeerReviewed P Philology. Linguistics,PE English,PR English literature https://omeka.ibu.edu.ba/files/original/609c18347eedce7c3559869631192096.pdf 9651c3de44f43552957a1ba02ab7ae72 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The Intercultural Education And The New Social Reality Of The Value Dimension EĢi Marius-Costel Stefan cel Mare University of Suceava (Romania) mariusesi@yahoo.com Abstract: The intercultural education emphasizes a social reality within which a paradigm is assumed by a certain community. In this way, the social responsibilities relate to a strategic pragmatism of an educational nature. Moreover, the architectonics of the epistemology of the intercultural education legitimizes the existence of axiological structures found within the social policies. There are significant from this point of view the different intercultural modalities "responsible" for the concretization of a value hierarchy in a social system. Therefore, the comprehension of an intercultural dimension of the social reality reminds of a rational substantiation of the axiological structures through which the epistemological connections acquire meaning and significance. Keywords: intercultural education, social responsibility, axiological structures, value hierarchy, epistemology of the cultural education 1.1. Introduction The activities which take place within a social system aim at a series of peculiarities meant to justify the existence of an intercultural "logic". In other words, the applicative-theoretical connections express within the educational reality situations corresponding to a social methodology. Moreover the intercultural contextual situations constitute a pragmatic operationalization of some approaches initiated at the level of the reality. Thus, the intercultural dimension projected at the level of the operationalization of the human competences illustrates the fact that the educational process in general represents a true potential of knowledge. Therefore a methodological restructuring of the social strategies which apply to the intercultural dimension generates a special form of communication through which there are emphasized the professional responsibilities. 1.2. The socio-educational phenomenon and its intercultural dimension The social flexibility validates the conceptual-theoretical structures within the educational reality. It has to do with an approach of the intercultural phenomenon from the perspective of a social epistemology. In these conditions, the scientific analysis made on the new paradigms concentrates specific modalities of approach through which the socio-educational activity becomes concrete. In fact the organization of some competences from a socio-professional standpoint can explain the methodology specific to the intercultural activities carried out in a given contextual situation. Moreover, the following of some socio-cultural criteria supposes some thorough understanding of the value principles from the perspective of an epistemological model. Therefore, the relationship competence-autonomy transposes the form of scientific reasoning in a system of the social praxis. The scientific dimension of the intercultural phenomenon reflects the idea of a social psychology through which the explanations are related to optimum forms of understanding. One can assert that at the level of a socioeducational system, a methodological strategy is necessary exactly in order to emphasize the normative nature and value of the process of understanding of the intercultural phenomenon related to different cultural spaces (Ghosh; Tarrow: 1993, 81-92). Also, one has in mind the innovative character of the social strategies applied and assumed in a contextual situation. From this point of view one has to mention the fact that the educational value of the intercultural dimension supposes the taking into consideration of some pedagogical approaches through which there are emphasized social mentalities. This situation expresses the idea that an analysis of education corroborated with an analysis of the social fact remind of various meanings of interpretation regarding the intercultural dimension of the society in general. That is why the motivation within the instructive process represents a psychological support in the process of assuming some socio-intercultural strategies where an important role is played by the style itself. In fact, the cultural style perceived as a determined and stable modality of life and human creation (Boboc: 2001, 20), reminds of a professional reorganization and moral regeneration. From this point of view we have in mind 446 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo the fact that the organization of the professional competences within a social system plays an important role in understanding the intercultural phenomenon. Approaching such a perspective supposes a specific mechanism of individualizing the assumed strategies. First and foremost, one must take into consideration the means by which the context of communication is created and secondly the language used at the level of the relation. In this mode, the evaluation of the cultural phenomenon aims at the important role that the social methodology of a new paradigm plays which the actors assume in a certain period of time. In other words an optimum evaluation of the socioeducational activities can do nothing but express the idea of an authority that should coordinate the strategies of an intercultural policy. The axiological and pragmatic valences specific to the intercultural dimension do nothing but support the idea that the justifying reasonings of an intercultural psychology contain different degrees of complexity understood as basic conditions in promoting and assuming some logic of the social. From this point of view we consider that the dynamics of the intercultural phenomenon emphasizes to a great extent the social reality. Moreover within this reality one can find a series of criteria of eligibility which represent a value impact zone regarding both the application of the socio-educational policy strategies and the concretization of the intercultural competences which are not born with (Bennett: 1993). Therefore we consider that such an image legitimizes the idea of a value-educational support in promoting the intercultural phenomenon. The value universe of a cultural society supposes some special hermeneutics of the social reality. Thus the specific and significant phenomena of the intercultural education reflect a process of understanding the social reality which cannot be separated from the educational act itself. In other words, different mentalities transpose in this way at an organizational level a series of normative models which generate a panoramic view on the idea of intercultural education understood as a dimension of the professional training. (Cîrligeanu: 2010,122). In addition, in the picture of individualization of a specific form of education, the educational process and implicitly the one of culturalization is considered to be included in the dimension of the motivational behaviour. Therefore, the evaluation of the intercultural dimension depends at the level of the social organization on the way in which the value principles are promoted. Beyond the conceptual-theoretical approaches we also have in mind the pragmatic aspect resulted from such an approach. On the one hand there are obvious a series of methodological correspondences through which the representation of the intercultural reality is nothing but an image of what is perceived at a rational-affective level. On the other hand, the general characteristics which can be found at the level of the social dimension reflects in the context of the new cultural paradigms elements of a cognitive nature through which the strategies assumed within the intercultural education rather illustrate aspects meant to support the idea of professional (self)training. From this point of view, the substantiation of a special form of education emphasizes a reality where one can validate the quality of an instructive-educative approach. We have in mind the role that a conventional education can have in a concordance rapport with the intercultural education. Also, in this context we underline the role that the criteria of eligibility have regarding the existence of a dynamics of the axiological structures. In fact, the axiological problem brought into discussion reflects at the level of a social system the necessity of an intercultural education through which the subjective experience accumulated is transposed in a reevaluated system of values. Therefore, an axiological hermeneutics on the intercultural dimension of a social system can be validated completely as long as the goal of the instructive activities relates to a social-pragmatic structure. The possibilities of representing the interpersonal relations illustrate exactly the features characteristic to the pragmatic dimensions resulted from an operationalization of the competences specific to the actors involved in this approach. The existent methodology emphasizes individual structures which have a special impact on the social strategies. Also, we stress out the fact that a pertinent understanding of the intercultural phenomenon supposes a special way of thinking one that concentrates on taking into consideration the value principles. The mechanism of such a phenomenon reflects the social actors' valuable behaviour. The reevaluation of the social responsibilities implies in this way a professional training of the people who take part in concretizing the intercultural process. Particularly, the problem brought into discussion expresses at the level of a scientific approach an axiological model through which the valuable behaviours acquire meaning. The description of this reality emphasizes the assumption of some social strategies through which the actors involved in the intercultural phenomenon must take into account their own criteria of professional training. The analysis of such an approach resides in the fact that the assumed strategies relate to a special form of managerial activity which can be validated at the level of social-educational policy. Consequently the reality of a social system illustrates value principles in accordance with which the human behaviours express axiological valences specific to the intercultural dimension. As a social phenomenon the intercultural education represents a specific form of communication which must undergo a whole process of evolution. This aspect emphasizes the fact that the social organization 447 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo transcends the will of the subjectivities involved in the socialization process. Thus the independence of consciousness towards the restrictions of the social expresses the idea of a cultural substantiation. In fact the existence of a consistent liaison at an interpersonal level emphasizes an affective dimension of the human consciousness. Therefore, the understanding of such a reality stresses the cognitive assumptions which have a methodological character. This situation emphasizes an image reality where the possibilities of manifestation of the intercultural act acquire axiological significance. In this context, we support the necessity of a social model where the idea of interculturality can be described in accordance with the establishment of some value and deeply value reference points. Also, the substantiation of such an intercultural model supposes the making of some socialmethodological correspondences. Moreover, the form of manifestation of the intercultural dimension legitimizes at a social level the existence of some operationalization degrees of an axiological nature. From this point of view we have in mind the dynamics existent between the social-axiological hermeneutics and the social-cognoscible one through which any form of education is emphasized. The problem brought under discussion emphasizes at the level of the creation act a social reality within which the fundamental activities remind of methodological responsibilities. The conclusions of such an approach also underline at a social level the necessity itself of an intercultural education. 1.3. The social-axiological hermeneutics versus the social-cognoscible hermeneutics The activities initiated at the level of the intercultural education must have in mind a social-affective correspondence. In these conditions such an assumption legitimizes a capacity of interpreting the social reality. The assumed context depends on the values which relate to the new cultural paradigms. Moreover we consider that the informational substantiation must be based at the level of the human consciousness on axiological structures specific to the social fact. Thus, the general characteristics at a contextual level generate intercultural models through which the process of (self) training reintegrates in a perspective complementary to the one recently assumed by the social actors. The acquisitions of the human experience can be found at the level of the intercultural education as long as they generate specific forms of symbolical behaviour. This image resides in the manifestation form itself of the intercultural education. In this way the experience accumulated in time emphasizes the foundation of an educational model. In fact, the methodological problem brought into discussion reminds of emphasizing the idea of individualizing the intercultural education. Therefore, an epistemological foundation of the social-educational principles supposes a reintegration of the intercultural approach at a pragmatic level It is considered that such an assumption depends exactly on the existence of degrees of operationalization through which in its quality of component of the educational activity the intellectual paradigm promotes social attitudes. The cultural reality by relating to an axiological meaning puts emphasis on the theoretical importance of the social structures at the level of the educational policies. From this point of view the methodological openings towards new educational paradigms (Honor: 1996, 53) reflect different modalities of approaching the social reality. Thus, it is obvious the presence of a methodological substantialism regarding the competitive education. An efficient intercultural model emphasizes a process of communication which supports an educational policy promoted on the basis of performance criteria. From this point of view one has to mention the specific methods of research which have at their basis the taking into consideration of some different levels of reality. Consequently the transmission and the reception of some social-educational typologies represent a pragmatic operationalization of some approaches initiated at the level of the specific cultural realities. The existence of some significant phenomena which should emphasize this reality imposes that at the level of the interpersonal relations there should be promoted a series of strategies which should become concrete in the name of a value principle. In other words, the organization of some competences in the socio-professional plan can explain the fact that the efficiency and the professionalism relate both to a methodological logic and an epistemology of the cultural education. From this point of view we can assert that at the level of a socioeducational system a methodological strategy is necessary in order to focus on the instrumental value of the intercultural process. An epistemological substantiation of the intercultural education supposes a reinterpretation of the cultural dimension in the context of the social aspect. Thereby, the nature of human subjectivity marks the beginning of a specific form of education, through which respecting some performance criteria depends on the idea of responsibility. Therefore, the objective valences of the intercultural dimension emphasize a methodological problem through which one can ensure an optimum functioning of the assumed approaches. Thus, a very good understanding of the behavioral relations illustrates an explanatory perspective on the cultural and professional identity (Bagnard: 2009, 55). In this mode the evaluation of an intercultural dimension supposes the acceptance of an educational culture which pinpoints the existence of some significant phenomena of a social nature. The organization of 448 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo some competences on a socio-professional plan generates on the basis of some performance criteria a substantiation of the intercultural norms. In fact the strategic role that the used social methodologies have validates the epistemic capacities of understanding the intercultural approach. However this assumption transposes on a comprehensive plan a form of scientific reasoning in a system of the social praxis. Also, we consider that the educational process must be in a tight relationship with a scientific dimension of the intercultural education, becoming concrete through the methods and means which highlight collaboration, co-working, solidarity, justice and equality. (Colibaba; Cocari: 2009, 12). Moreover this complementarity relationship underlines the autonomy of the socio-educational actors in accordance with which there is a certain social standard. Thus we admit that at the level of a socio-educational system a methodological strategy is necessary exactly in order to emphasize the instrumental value of the intercultural dimension. The perspective of an intercultural dimension at the level of the society illustrates on an axiological plan approaches and explanations which are based on human possibilities of knowing and interpreting the laws of a certain social system. From this perspective the social actors must have among the assumed objectives the assuming and promoting in a conscious way of those pragmatic aspects through which the intercultural dimension acquires meaning and value. Therefore the quality of a social system implies a thorough systematization of the strategies of educational and (inter)cultural policy. An interesting problem referring to the social-methodological actions is that through which a wellfounded educational model can support a social system which wants to be pragmatic. In these conditions the organization of the social-educational competences is directed towards different levels of communication. Moreover a well-founded scientific theory can offer a unitary perspective on the conceptual frame characteristic to the process of interpersonal communication. The relational dimension of communication illustrates explanatory dimensions of the discursive understanding. We can admit thus at the level of a cultural script the existence of a social responsibility through which the professionalism of the social actors is transposed in a specific educational environment. The idea that we have in mind in this context is that the cognitive experience acquired in time supposes a process of reconsideration and reevaluation of the system of values. Of course from a methodological point of view one needs a pertinent understanding of the strategies assumed at a social level. Also, the methodological truth put in correlation with the consensual-scientific dimension illustrates the "wild" nature of the intercultural education. In this case we have in mind the limits, the flaws which stem from the assuming of such an approach: the loss of originality, traditions, cultural spirit. The substantiation of the interculturalism by reevaluating the social system represents a benefit meaning that the normative-methodological reality is open towards the new cognoscible paradigms. Such an image emphasizes exactly the methodological functionality of the learning process. In other words, the analysis of the social system generates a certain pedagogical coherence where a certain methodological consistence is obvious. The methodological approach existent at the level of intercultural dimension reflects on the axiological plan a problem specific to the education where the understanding is related to the informational content. In other terms the efficiency of such an approach depends on the quality of an activity meant to stimulate the intercultural education. The social condition represents a determining factor in the process of manifestation of consciousness within which a pertinent evaluation of the intercultural act reminds of the idea of social functionality of a pragmatic nature. Therefore the influence of the models of social development is relevant as long as at an intercultural level there are visible representative functional features of the educational actors. The cultural ambiance supposes the following of a cognoscible structure through which any activity becomes efficient. This image rather has to do with the formative orientation of the training activities but also with the modality in which one accesses to an intercultural education. In fact by relating to the specific of such an approach, a perspective of this type proves its efficiency due to its axiological criteria promoted and supported by the social actors. These approaches do nothing but legitimize the experience of a new society of knowledge. The peculiarities of such understanding generate a reasoning effect of the assumed approach. It is obvious that at the level of the social reality the transmission and the assimilation of information suppose a whole process of legitimizing the knowledge. From this point of view the scientific perspective illustrates the fact that the evaluation of the intercultural act represents specific forms of socialization. Therefore, a methodological foundation of the cultural dimension fully finds its justifications as long as the argumentative performances are corroborated with the strategies of social-educational policy. 449 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.4 Conclusions The acceptance of an intercultural dimension reminds thus of a judicious understanding of the socialization phenomenon. In other words, the social performance criteria can be explained through the fact that the educational environment must relate to the social interactions between the actors involved in the activities characteristic to the intercultural dimension. Also, the social actors involved in this approach subordinate to a competitive education meant to validate exactly the methodological consistence of the socialization/culturalization process. From this point of view the pragmatism of the intercultural education results from the capacity itself of integrating and facing the challenges of the new social reality. Therefore, the scientific explanations meant to legitimate somehow the suppositions that have to do with a philosophy of interculturalization illustrate the possibilities of (self) organizing the society. The importance given to the value dimensions becomes exemplary as long as the educational reality reflects an efficient social model. In this mode, the benefit of such a perspective reflects a methodological functional process through which there are accepted at the level of the social reality conceptual-methodological connections. Moreover, the practice of the instructive activity generates a social architectonics where the interculturality expresses a starting point in the value approach. Also, we consider that one must take into consideration the behaviour of the community in accordance with which one can establish intercultural correspondences between different levels of organization of the social reality. Consequently the range of conceptual application subordinates to some different axiological criteria in accordance with the knowledge horizon which expanded can offer alternatives to the problems characteristic to the intercultural environment where the strategies of social policy concentrate. References Bagnourd – Périsset, Danièle (2009), ‖Former à l‘ accompagnement et à la supervision pédagogique en stage: enjeux et défis‖, in Education et francophonie, Volume XXXVII, numéro 1, printemps 2009 (http://www.acelf.ca/c/revue/pdf/EF37-1-051_PERISSET.pdf, accessed 02.02.2011). Bennett, M. (1993), ‖Towards ethnocentrism: A developmental model of intercultural sensitivity‖, in R.M. Paige (ed.), Education for the intercultural experience, Intercultural Press, Yarmouth, ME. Boboc, Alexandru (2001), "Cultural Style and Value Pluralism" (‖Stil cultural Ģi pluralism valoric‖), in SorinTudor Maxim; Viorel Guliciuc (Coordinator), Humanism and Education (Umanism Ģi educaţie), University Publishing House (Editura Universităţii), Suceava. Cîrligeanu, Maria (2010), "Communication and Culture in the European Context" (‖Comunicarea Ģi cultura în context european‖, in Iulia Baltazar (coordinator editor), Education and European Culture (Educaţie Ģi cultura europeană), "George Tohan" Publishing House (Editura ‖George Tofan‖), Suceava. Colibaba, Georgeta; Cocari, Dorina (2009), "Intercultural Education through educational partnership")‖Educaţie interculturală prin parteneriat educaţional‖ in Alina ġandru (coordinator editor), Creativity and Innovation in Education (Creativitate Ģi inovaţie în învăţământ), "George Tofan" Publishing House ( Editura ‖George Tofan‖), Suceava. Ghosh, Ratna; Tarrow, Norma (1993), ‖Multiculturalism and teacher educators: views from Canada and USA‖, in Comparative education, vol. 29, No.1, Taylor and Francis Ltd. Honor, Mark (1996), Enseigner et apprendre dans une classe multiculturelle, Chronique Sociale, Lyon. 450 � 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. 66 Title A name given to the resource The Intercultural Education And The New Social Reality Of The Value Dimension Author Author Costel, EĢi Marius Abstract A summary of the resource. The intercultural education emphasizes a social reality within which a paradigm is assumed by a certain community. In this way, the social responsibilities relate to a strategic pragmatism of an educational nature. Moreover, the architectonics of the epistemology of the intercultural education legitimizes the existence of axiological structures found within the social policies. There are significant from this point of view the different intercultural modalities "responsible" for the concretization of a value hierarchy in a social system. Therefore, the comprehension of an intercultural dimension of the social reality reminds of a rational substantiation of the axiological structures through which the epistemological connections acquire meaning and significance. 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/870ed8da81ccb6983b4b89b055810919.docx 98fe946606eeb257434c1252e29a4557 https://omeka.ibu.edu.ba/files/original/7e572c1852fb18890c3f81b9002180b6.pdf b289deeb8b29aae729a550c7d26ff7b1 PDF Text Text The Intercultural Sensitivity and Social Self-esteem of High School Students Minela Kerla & Selman Repišti University of Sarajevo/ Sarajevo, Bosnia and Herzegovina Key words: social self-esteem, intercultural sensitivity, intercultural competence ABSTRACT The Subject of this study is to examine the intercultural sensitivity and social self-esteem in a sample of adolescent, third and fourth grade students of the International School of Sarajevo. The Instruments will consist of The Social Self-Esteem Inventory (Lawson et al., 1979) and The Intercultural Sensitivity Scale (Chen i Starosta, 2000). The results have shown a positive correlation between these two variables, and statistically significant correlation between social self-esteem with all facets of intercultural sensitivity. The female students reported higher scores in social self-esteem and are greater in intercultural sensitivity than male students. There were no statistically significant differences in these variables between the students of the third and the fourth grade, furthermore the effect of gender or class was not determined. The female students have higher scores in performance on all five aspects of intercultural sensitivity, also third grade students have higher average scores than those from the fourth grade on three facets of this variable (the other two are equal). Pedagogical implications of intercultural communication training and increasing social self-esteem have also been discussed. � 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. 1894 Title A name given to the resource The Intercultural Sensitivity and Social Self-esteem of High School Students Author Author KERLA, Minela REPISTI, Selman Abstract A summary of the resource. Key words: social self-esteem, intercultural sensitivity, intercultural competence ABSTRACT The Subject of this study is to examine the intercultural sensitivity and social self-esteem in a sample of adolescent, third and fourth grade students of the International School of Sarajevo. The Instruments will consist of The Social Self-Esteem Inventory (Lawson et al., 1979) and The Intercultural Sensitivity Scale (Chen i Starosta, 2000). The results have shown a positive correlation between these two variables, and statistically significant correlation between social self-esteem with all facets of intercultural sensitivity. The female students reported higher scores in social self-esteem and are greater in intercultural sensitivity than male students. There were no statistically significant differences in these variables between the students of the third and the fourth grade, furthermore the effect of gender or class was not determined. The female students have higher scores in performance on all five aspects of intercultural sensitivity, also third grade students have higher average scores than those from the fourth grade on three facets of this variable (the other two are equal). Pedagogical implications of intercultural communication training and increasing social self-esteem have also been discussed. 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/f39eca056d5903e344e4ae6d699aa1da.pdf 3f31b672612ef7dbb9aeedee5ed098f1 PDF Text Text The International Institute for Sustainable Development (IISD) website in the context of sustainable development Emir Cickusic, Teo Domuz, Anisa Topalovic, Emir Becirovic International Burch University, Faculty of Economics, 71000 Sarajevo, Bosnia and Herzegovina E-mails: ecickusic@hotmail.com, teo3520@yahoo.com, anisatopalovic@gmail.com, emirbecirovic@hotmail.com Abstract The objective of this study was to examine one real world e-business system in this case www.iisd.org website (International Institute for Sustainable Development) through specific standard website specifications or checklists. Website was evaluated through eight different sets of criteria. Website www.iisd.org is compared to standard criteria and results revealed that website www.iisd.org have some weaknesses but also and strengths. Findings show that website has good inflow of information but organization and positioning of data is very poor. In the present time, most of the importance is given to the e-business system due to the radical changes in technology. Internet is a huge market and in order to succeed website need to have certain criteria which will attract customers and retain them. Keywords: e-business, sustainable development, environmental impacts, IISD 1. INTRODUCTION The International Institute for Sustainable Development (IISD) is a Canadian-based, public policy research institute that has a long history of conducting cutting-edge research into sustainable development. IISD promotes the transition toward a sustainable future; they seek to demonstrate how human ingenuity can be applied to improve the well-being of the environment, economy and society.45 45 http://www.iisd.org/about/ 534 �When you think of the world as a system over space, you grow to understand that air pollution from North America affects air quality in Asia, and that pesticides sprayed in Argentina could harm fish stocks off the coast of Australia. And when you think of the world as a system over time, you start to realize that the decisions our grandparents made about how to farm the land continue to affect agricultural practice today; and the economic policies we endorse today will have an impact on urban poverty when our children are adults. We also understand that quality of life is a system, too. It's good to be physically healthy, but what if you are poor and don't have access to education? It's good to have a secure income, but what if the air in your part of the world is unclean? And it's good to have freedom of religious expression, but what if you can't feed your family? The concept of sustainable development is rooted in this sort of systems thinking. It helps us understand ourselves and our world. The problems we face are complex and serious—and we can't address them in the same way we created them. But we can address them. It's that basic optimism that motivates IISD's staff, associates and board to innovate for a healthy and meaningful future for this planet and its inhabitant.46 46 http://www.iisd.org/sd 535 �In present time there are two main drivers that change global economy. First one is huge development of technology (Internet) and all businesses are radically shifting toward the sustainable development. These drivers can transform companies and markets. The world is in the midst of multidimensional transformation: technological, economic, social, cultural and political (Handzic et al. 2010). To be successful in nowadays needed is to improve in technological direction especially information systems. Competition is very fierce so organizations must have a website based system. Internet as a whole is a very dynamic and powerful generator so website needs to be day to day updated and to follow some general rules and criteria. These criteria (indicators) are a measure for a well prepared website and provide a huge contribution to the quality of website. Indicators don’t guarantee results. But results are impossible without proper indicators. And proper indicators, in themselves, can produce results.47 3. Research Method This study was examined through specific criteria for website. It examines website through nine different sets of criteria:48 1) First impression - is very important. If the website is not functioning very well and if it is not accurate than potential customers create a bad image about it and they may not return back. 2) Navigation - stands for being offered an easy way to find way around the website. 3) Content - stands for useful and valuable information’s and key to good content is that it must be extensive and original. 4) Attractors - draw individuals and other organizations to the website. 5) Findability - stands for ease of finding website in the first place. 6) Making contact– many interacting and negotiating. organizations 47 . http://www.iisd.org/pdf/s_ind_2.pdf 48 http://www.mcil.co.uk/review/7-10-criteria.htm 536 demand some contact information for �7) Browser Compatibility – make the website visit a much more useful and pleasant experience. 8) User satisfaction – satisfying the users is essential part so the users will co me again. 9) Other useful information – giving additional information will build confidence in customer’s minds 4. Results Evaluation of www.iisd.org website Score 1. FIRST IMPRESSIONS 537 URL 8 Download time - size of home page 10 Look and feel - readability 5 Need to download software * 8 Home page on one screen (above the fold) 7 Unique Selling Point (USP) or Value Proposition 10 Ability to take action (Key action point – KAP) 9 Feeling of wanting more - depth of site 9 Contact details 10 Credential validation - certifications, associations 0 Statement from management 10 Use of attractors 10 Are you made to register to get into site? 10 �Total score for section (max 130) 106 2. NAVIGATION Ease of use 6 Site map 10 Return to Home Page from any page 10 Internal search engine 10 Internal links 10 Broken links 10 Text as well as graphic links (ALT tags) 10 Navigational links visible 10 Opens multiple windows 10 Total score for section (max 90) 86 3. CONTENT 538 Useful information 10 Degree of substantiated information 9 Level of interaction 8 Use of valuable graphics 8 Use of valuable animation 7 Use of valuable sound 2 Reviews, testimonials and certifications 10 �Content in digestible quantity 7 Up-to-dateness 10 Terms and conditions 10 FAQ’s 10 Availability of follow up discussion 10 Total score for section (max 120) 101 4. ATTRACTORS Invitation to register for something 10 Competitions 6 Special offers 7 Freebies 9 Breaking news 10 External links 9 Newsletter 10 Other (Specify) 539 �Total score for section (max 70) 61 5. FINDABILITY Intuitive URL 5 Designed for search engine performance 8 Intuitive keywords 8 Use of metatags 9 Advertising On-line advertising 3 Off-line advertising 0 On-line recommend a friend 0 Partner and affiliate sites 8 Total score for section (max 80) 41 6. MAKING CONTACT Email and other details visible 540 10 �Use of online forms 10 Telephone contact number provided 10 Telephone call back offered 10 Total score for section (max 40) 40 7. BROWSER COMPATIBILITY Internet Explorer 8 Google Chrome 9 Mozilla Firefox 9 Resizeability 10 Total score for section (40) 36 8. USER SATISFACTION Robustness/reliability of the site 9 Clicks to completion 10 Acknowledge order/request 0 541 �Order/request tracking online 0 Retain personal information to minimise detail Entering 0 Total score for section (max 50) 19 9. OTHER USEFUL INFORMATION List of career opportunities 10 Contact details for HR department 0 Financial results 10 Up-to-date financial news 8 Stock prices 0 History of the company 10 Management and geographical structure of company 542 Mission statement 10 10 Up-to-date press coverage 10 Total score for section (max 90) 40 OVERALL TOTAL SCORE (max 710) 530 �Main Findings Criteria Website score Max. score 1. First impression 106 130 2. Navigation 86 90 3. Content 101 120 4. Attractors 61 70 5. Findability 41 80 6. Making contact 40 40 7. Browser Compatibility 36 40 8. User satisfaction 19 50 9. Other useful infor. 40 90 Overall total score 530 710 In the first impression URL is short but not very intuitive. Size of the home page is not exceeding normal 50kb which is a good point. Main disadvantage is that text is too much cluttered on the website and another problem is there is a need for installation of java plug-in which can make problems for beginners. Home page is needed to be scrolled down to read all the text instead of being it centered on one place. Main advantage is when entering website immediately objectives and usage of website are well known. Contact details are easy accessible and there is no need for any registration. Navigation system is pretty good developed. Site index and access from any links are working. There is a search engine so all data can be looked up through search engine. When entering into many internal links there is always an option to return to a home page with one single click. Content is mostly filled with great information which is needed for those groups of users. There is a usage of audio and video on website and many links which will guide you to the needed information but disadvantage is that text is very cluttered in many places so it is hard readable. All information’s are always updated and content is available in different languages. In attractors section main advantage is that there is no need for the registration on the website so all users can easily reach all information without annoying memberships and every time there are some breaking news which will give users reasons to come back. Everything is provided with external links and main point is that website has its own newsletter for the ir users. 543 �Findability section has many disadvantages such as online advertising and offline advertising. Advertising is not so much developed but rather they focus more on the good keywords and short URL. Making contact gathered full points for it good and well organized contact section. Briefly everything is explained. There are all needed e-mails, addresses and their location of departments. On the website there is Contact Us section which provide needed information. Browser Compatibility is doing just fine especially on Google Chrome but there may be some small resolution problems on Internet Explorer. A resize ability problem occurs when resizing the browser. User satisfaction is a major part and all attention should be given to this part. Reliability of the website is very good since website is stable and didn’t crash any time. Clicks to completion are short so information are easy accessible. On the website other useful information are also provided. Financial statements, Career Opportunities, Board Members, Calendar of Events, FAQ, and Sustainability report. Implications During the research there were some implications like browser compatibility since it is hard to evaluate browser compatibility when all computers had already installed java flash player or other plug-ins so browser don’t recognize any problems when website is opened but having a fresh installed copy of windows would show different. Another implication occurred when evaluating the frames of the website, extensions. Limitations and Future Research There were several limitations due to the lack of professional stuff. For the better evaluation of the website there is a need of professional computer engineers which will also evaluate the website through the html codes. Computer engineers knows more about website extensions and plug-ins so future research would be more focused on evaluating a website with harsh criteria and evaluation of website through the survey of random chosen people which will give their opinion of the website. There is a need for larger group of people which will divide tasks and provide more data about every section. Survey will give additional information where possible outcomes and results would change due to the positive or negative feedback of the surveyed users. 544 �6. CONCLUSIONS This study examined how the e-business system correlates and helps to deal with sustainable development. In present times where scarce resources are lacking than need of retaining it is important so awareness of sustainable factor through the website is much easier since it affects larger groups of people. Now, everyone is trying to promote its business through the internet. In order to gain competitive advantage on the internet there is a need for a good and well developed website. To gain statuses of nearly perfect website there have to be some criteria so the users can find and meet their requirements when searching online. To gain competitive advantage usage of links, visual animations, updated news, customer oriented website must be given in certain ratio. Website www.iisd.org (The International Institute for Sustainable Development) give users all information about the sustainable development and putting the awareness of sustainable development on higher level. Screen shot of the International Institute for Sustainable Development website 545 �Source: http://www.iisd.org/ REFERENCES http://www.iisd.org/about/ http://www.iisd.org/sd/ Indicators and Information systems (http://www.iisd.org/pdf/s_ind_2.pdf) for Sustainable Development http://www.mcil.co.uk/review/7-10-criteria.htm 5. Ten criteria to evaluate the website (http://www.mcil.co.uk/review/7-10-criteria.htm) Handzic, M., Obralic, M. and Cickusic, E. (2011). The Use of IT Tools in Everyday Classes Where Foreign Language is Taught. In Proceedings of the 1st International Conference on Foereign Language Teaching and Applied Linguistics (FLTAL 2011), pp. 546–551. Sarajevo, 5-7 May. 546 � 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. 1212 Title A name given to the resource The International Institute for Sustainable Development (IISD) website in the context of sustainable development Author Author CICKUSIC, Emir Abstract A summary of the resource. The objective of this study was to examine one real world e-business system in this case www.iisd.org website (International Institute for Sustainable Development) through specific standard website specifications or checklists. Website was evaluated through eight different sets of criteria. Website www.iisd.org is compared to standard criteria and results revealed that website www.iisd.org have some weaknesses but also and strengths. Findings show that website has good inflow of information but organization and positioning of data is very poor. In the present time, most of the importance is given to the e-business system due to the radical changes in technology. Internet is a huge market and in order to succeed website need to have certain criteria which will attract customers and retain them. Keywords: e-business, sustainable development, environmental impacts, IISD Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General),T Technology (General) https://omeka.ibu.edu.ba/files/original/86949f713759085f179d21413fc81082.pdf f0b66d5f7c2283996705021b6da41951 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo HBase web page - hbase.apache.org, Hadoop web page - hadoop.apache.org, Jxpath web page - commons.apache.org/jxpath, JacksonJSON web page - jackson.codehaus.org The investigation of optimum welding parameters in connecting high alloyed X53CrMnNiN219 and X45CrSi93 steels by friction welding Mehmet Uzkut1, Bekirsadik Ünlü, Selimsarper Yilmaz2, Mustafa Akdağ3 1Celal Bayar University, Vocational High School, Department of Machinery, 45400, Turgutlu,Manisa, Turkey 2Celal Bayar University, Vocational High School, Department of Machinery, 45020, Manisa, Turkey 3Gediz University,Faculty of Engineering, Department of Mechanical Engineering, Menemen, Izmir, Turkey E-mails: mehmet.uzkut@bayar.edu.tr, bekir.unlu@bayar.edu.tr, selim.yilmaz@bayar.edu.tr, mustafa.akdag@gediz.edu.tr Abstract In this study, different welding parameters are applied to two different steels with high alloys and mechanical and metallographical investigations were performed. Thus, the optimum welding parameters were investigated for these materials and working conditions. 12.30 diameter steel bars made up of 1.4871 (X53CrMnNiN219) & 1.4718 (X45CrSi93) steel were used as experimental material. The material loss increased with increase in friction and rotating pressure. The highest hardness and fracture energy were obtained in B5 group. Keywords: Friction Welding, Welding Parameters, Microstructure. 1. INTRODUCTION Joining has increasingly been used in the material technology because materials having different mechanical properties need to be efficiently joined to increase material’s performance. The most suitable method of joiningtwo different alloyed steel is welding(Anık, 1983). After welding process, the properties of welding zone naturally becomedifferent from the properties of alloyed steels andthis difference maycause someproblems.The use melting welding methods, among many kinds of welding methods, has also increased these 29 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo problems(Yılmaz, 1993). Phase diagrams and properties of joining materials are important factors in determining welding properties (Bargel and Schulze, 1988). Some problems also arise because the materials to be joined are different alloys and some additionalcomponents are needed to effectively join them. Many different zonesappear in connecting zone depending on composition and material properties (Yılmaz, 1993). Deposite remain of the melting welding methods,welding faults of porosity and inside tightens of cooling are the important disadvantages of these methods and they reduce the strength of welding. Therefore,solid statewelding methods are more suitable sincemelting welding faults do not significantly occur there(Tülbentçi and Yılmaz, 1989). Vill(1962) has conducteda study to determine optimum conditions of friction welding parameters. He has determined that friction pressure coming from welding parameters are of great importance,the cycling number of turning component’s sensitivity is the least paramaterand it can be fixed in a wide space depending on the materials used. Moreover,Tyleotehas determined that friction pressure affects the heat of space surface and supplies the required moment.He has also determined that forging pressure and cycling number are the most important parameters (Tylecote, 1968). It can be said that low welding periods have supplied the best welding zone in low carbon steels,which requires applying forging pressure of one second as well as applying high forging pressure (Lucas, 1971). Low welding periods andhigh forging pressure values forma thinner grainular structure for low carbon steels (Duffin and Crossland, 1971).In notch impact test results, better mechanical propertieshave been obtained onhigh cycling numbers between 1200 and 4200 rpm according to other constant parameters (Voinov, 1972). A friction pressure of 30-65 MPa, and a forgingpressure of 75-140 MPamust be applied for low carbon steels and a friction pressure of 70-210 MPaand a forging pressure of 100-420 MPa for medium carbon steels (Welding Handbook, 1980). In another study, Ishibashi et al. (1993) determined that forging pressure value must be appliedtwice as much as that of friction pressure for stainless steels.Ina study on tool steels, it has been advised that the welding temperature and in turn friction pressure should be high enough so that no faults on welding zones will occur(Tanicheva, et al., 1989). Initally, conventional arc welding and then solid state joining methods were applied on welding processes of stainless steels (Gooch et al., 1996). Today, friction welding is one of the solid state joining techniques used widely for stainless steels. Bol’shokov et al.(1972) reported that friction welding on vacuum condition improved mechanical properties of joined materials. With the technological development in the valve manufacturing industry, the exhaust valves of normal and diesel engines are manufactured from two different types of steels. The “handling” parts of exhaust valves are manufactured from 1.4718 (X45CrSi93) steel which is tough, ductile and resistant against wearing due to friction while the “head “parts are manufactured from 1.4871 (X53CrMnNiN219) steel which shows a very good resistance against oxidation, and hot corrosion caused by lead oxide and other burning products. Today, this steel couple is joined by friction welding(Uzkut, 1999). Friction welding is one of the methods which have some considerable share among the other conventional welding methods. The most important parameters in friction welding are friction time, friction pressure, forging time, forging pressure and rotational speed (Uzkut, 1999; Şahin and Akata, 2003). Welding faults in the valve manufacturingmay occur due to thermal and mechanical stresses. Therefore, optimizing welding parameters are essential. The determination of optimum welding parameters and joining zones will minimize these faults on welded parts (Uzkut, 30 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 1999). In this study, optimum welding parameters of high alloyed X53CrMnNiN219 and X45CrSi93 steels used in automotive industry were determined by joining friction welding and by doing tensile, notch impact, metallography and microhardness tests. 2. EXPERIMENTAL STUDIES X53CrMnNiN219 (1.4871) and X45CrSi93 (1.4718) high alloyed steels were used in the experiments. Standards of materials are shown in Table 1,chemical composition of materials in Table 2-3,standard measurements of welded tensile samples in Table 4, mechanical properties of materials in Table 5.Rotation number (n) and forging time (t2) werekept constant and friction time (t1), friction pressure (P1), and forging pressure (P2) had different levels. Constant parameters and values for 12.3 mm diameter were determined as follows: Constant parameters and values are as follows: experimental bar diameter is12.3 mm (H9), during welding process,rotation number of spining parts is 3000 rpm, during machining process,rotation number of spining parts is 1500 rpm, friction contact time is 0.4 s, brake delaying time is 0.1 s, forging delaying time is 0.8 s, forging time is 2 s, friction pressure rising time is 1 s, forging pressure rising timeis 1 s, and waiting time at the end of forging time is 1 s. The levels of studied parameters were as follows: friction time (2.70, 3.70, or 4.70 s), friction pressure (138, 207, or 276), and forging pressure (345, 414, or 480 MPa).The specimens subjected to friction pressureof 138 MPa is called group A, and friction pressure of 207 MPa group B, and friction pressure of 276 MPa group C. Tensile test, one of mechanical tests, was carried on by 5 tone capacity universal 1114 model, INSTRON type depending on TS-138 (Turkish Standard). Tensile velocity was taken as 1 mm/min at tensile test. Notch impact test was carried on at 25 0C depending on TS-269. Notch was opened on welding line as standart. Some suitable standart measurements were applied on specimen. 1.4871 materials were etched for 10 s and 1.4718 materials at 3 s by 5 % nital on optical tests. These tests were carried on in CARL ZEISS JENA type optical microscope atDokuzEylül University laboratories (Izmir, Turkey). A 1360 pyramide point Vickers type was used for microhardness tests. Microhardness tests were carriedout at distance of 10 µm to welding and parallel to welding cross-section on this study 80 g load was used for these tests; however, a load from 25 g to 100 gcould be applied on microhardness tester. Microhardness tests were carried out in CARL ZEISS JENA type microhardness tester at DokuzEylül University labaratories. SEM tests were carried out on by using JEOL JXA-733 type at DokuzEylül University laboratories (Izmir, Turkey). Table 1. Standards of materials. Material 31 DIN W.Nr AF NORM BS EURO NORM X53CrMnNiN 219 1,4871 Z52CMN2109 349S52 X53CrMnNiN219 X45CrSi93 1,4718 Z45CSİ10 401S45 X45CrSi8 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Table 2. Chemical composition of 1.4871 material. Chemical composition (% wt) Material C Si Mn Cr Ni N P S 1.4871(theor ical) 0.480.58  0.30 710 20 22 3.25 4.5 0.38 0.5 Max. 0.050 Max. 0.030 1.4871 (analysis) 0.50 0.27 8.1 9 20.11 3.90 0.4 0.025 0.001 Table 3. Chemical composition of 1.4718 material. Chemical composition (% wt) Material C Si Mn Cr P S 1.4718 (theorical) 0.40 - 0.50 2.70 3.30  0.80 8 - 10 Max. 0.040 Max. 0.030 1.4718 (analysis) 0.42 2.73 0.47 8.71 0.017 0.001 Table 4. Standard measurements of welded tensile samples. h (mm) d0 (mm) d1 (mm) 6 8 25 (l0 = 10 d0) l 0 (mm) l v (mm) l t (mm) 60 66 125 Table 5.Mechanical properties of 1.4871 and 1.4718 materials. Material Diamet er Lengt h 1.4871 (standard) (mm) 12.25812.300 (m) 3.54.0 32 Mechanical properties Circularr Surface y (mm) Roughness Max. 0.03 (m) Max. 0.8 Hardn Tensile ess Strength (HRC Max. ) 40 (MPa) 950-1250 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 1.4871 (test) 12.28012.290 4.0 0.0050.02 0.3-0.8 37-40 1120 1.4718 (standard) 12.25812.300 3.54.0 Max. 0.03 Max. 0.8 29-35 950-1125 1.4718 (test) 12.28012.290 4.0 0.0050.01 0.6-0.8 29-32 1030 3. RESULTS AND DISCUSSION 3. 1. Mechanical Properties When tensile tests results were examined, mechanical properties of group B were betterthan those of group A or C. The basicrepresentative property of groupB is that friction pressure is 207 MPa. Break out did not occurin welding zone on B4, B5, and B6. Common determining characteristic of this group is that friction pressure (P1) and forging pressure (P2)values were takenconstant whereas friction time is variable on these groups. Yield and tensile strength were similar. As a result, it can be seen that friction time is a determining parameter among these three groups. In determining optimum welding parameters,breaking point in tensile bar, the suitability of post-tensioning yield and tensile strength values for acceptable values of materials and percentage of extent quantity havesignificance.Fractures in 1.4871 materialoccurred out of welding zone in group B5. Yield strength was 854 MPa, tensile strength value was1081 MPa. When notch impact tests results are examined,it has been determined the energy quantities spent to break the samples of group B are more than those of the other two groups and the samples of B5 in group B spent the highest energy quantity. Based on microhardnessresuts,microhardness values did not increase ingroup B5 samples, but microhardness valuessignificantly increased 4 mmaway from centre. The microhardness value was 400 HV in outer cross section for 1.4871 materials,while it was 439 HV in centre. Microhardnesswas 483 HV in the centrewhile it was 439 HV in outer cross section for 1.4718 materials. The cooling was the slowestin the centre of materials. Consequently, element diffusion in materials centretakes much longer time. In addition, movement and mechanical orientationwere alsominimalin the center due to material deformation. Therefore, it is determined that the highest microhardness value is in the center of materials.The variations of microhardness values depending on distant are shown in Fig. 1.The hardnessdistributions were determined by using optical and scanning electron microscope. Fig.1. Variation of hardness of B5 sample in welding zone. 700 P1=207 MPa, P2=414 MPa, t1= 3.70 s 600 400 300 Welding interface 33 Hardness (HV 0.08) 500 200 1.4871 steel 100 0 -300 -200 -100 1.4718 steel 0 Distance from welding centre (μm) 100 200 300 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Total length shortening quantity (mm) Length shortening quantities on post welding and effects of parameters on length shortening are explained by graphics depending on parameter groups in Fig. 2. As seen in figures, variation on length shortenings depending on welding parameters is linear. A significant material loss due to burning occurs in 1.4718 materialson friction welding joints. Total material loss reaches the highest values in the parameter groups having the highest friction time. When we regard all these criteria; A9, B3, B5, B6, B8, B9, C4, C7 and C8, parameter groups differ from other groups according to the length shortening quantities. Efficient length shortening quantities can notbe obtained for 2.7 s friction time. By increasing friction pressure and forging pressure values it is determined that there is much more material loss in the groupssubjected to4.7 s friction time. Length shortening quantities could not be obtained at low friction time in group B samples. In the light of these results, group B5 can be considered ideal for length shortening. 16 14 12 P1=138 MPa 10 P1=207 MPa 8 P1=276 MPa 6 4 2 0 300 350 400 450 500 Forging pressure (MPa) Fig.2. Quantities of total length shortening depending on friction pressure for varry friction time (P2= 414 MPa). In joining A6061 alloy and SUS304 stainless steel by friction welding, it has been observed that high forging pressures affect the joining strength positively and tensile strength of notched samples increaseswith forging pressure and maximum effectiveness of joining is seen as 87-93 %percent (Ochi etal., 1996). In another study, energy absorption of normalized welding joining is rather more than a normalized one, and energy transition temperature has been determined at about 24 0C at normalized welding joining. This temperature is harmonious with temperature on fracture surface. Crack proceeding strength of normalized welding joining is higherthan that of a normalized one. Impact bending strength of normalized welding joining is almost the same as hot processed metal (Kato et al., 1996). Şahin et al.(1996)conducted tensile and microhardness tests, heat and SEM studiesin welding zone to determine heat affected zone (HAZ)metalurgical variations on Al-Al, Al-Steel, and steel-steel using different parameters of friction welding.They reported that welding parameters significantly affected yield, tensile and fracture strength and HAZ zone near the Al was wider on Al-steel joinings. Preperation measures of welding joining must be taken as 34 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 1-10 mm per welding joining by considering length shorteningduring surface preperationin welded joints (Anık, 1983). Ogawa et al.(1993)reported high material lossin friction welding of S45C steel, so it has to be examinedfor its economical impact. In this study, low hardness thin grained ferrite, and pearlite layer occured on HAZ. Slope of hardness distribution on joining zone has been determined to be low at wider space. Şahin(2005)determined optimum welding parameters as follows: friction time (4 s), friction pressure (110 MPa) and tensile strength (600 MPa) on high-speed steel (HSS-S6) and medium carbon steel (AISI 1040). He determined hardness of welding zone as 700 HV. Şahin(2007) determined that optimum welding parameters as friction time 9 s, friction pressure 60 MPa and tensile strength 800 MPa on stainless steel (AISI 304). He determined hardness of welding zone as 200 HV. In these studies, the tensile strength of the joints increased with the friction time and pressure, and it raised a maximum, but it decreased for more friction time and pressure (Şahin, 2005; Şahin, 2007). Ateş et al. (2003) determined friction time as 6 s, friction pressure 70 MPa, and tensile strength 850 MPa on MA 956 ironbased superalloy. They determined hardness of welding zone as 700 HV. In this study, tensile strength increased with forging pressure and with friction pressure up to a certain value in HAZ. Özdemir(2005) and Özdemir et al. (2007)determined that hardness of welding zone as about 1000 HV on AISI 304 and AISI 4340 steel.In these studies, for excellent welding parameters “the friction time was held as short as possible, while the rotational speed, friction and forging pressure was chosen as high as possible. Satyanarayana et al.(2005)determined that hardness of welding zone as about 270 HV, and notch tensile strength 690 MPa on AISI 304 and AISI 430 steel.The differences in our results and those of other previous studies may be attributed to the fact that their materials and welding parameters were different from ours. 3. 2. Microstructure Properties When microstructure results are examined, it has been observed that friction time does not cause any noticeable differences in inner microstructure due to low friction pressure ingroup A samples. Heat affected zone (HAZ) is observed to be thicker ingroup C samples. These zones are seen to be much wider especially in the groups, belonging to the values of increasing forging pressure and friction time. Mechanical orientation and wider HAZ are observed on group C5 and 1.4871 materials. Mechanical orientation of grains is certainly seen from central to outer on grains. Certain microstructure and standart thickness HAZ were observed on group B samples (Fig. 3). 35 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Fig.3. Mechanical orientation and Fe2C carburs of B5 sample in welding central (x45). When forging pressure resuts are examined; in the inner structure of groups the high forging pressure values from central to outer mechanical orientation in grains, coming out due to deformation during welding is observed (Fig. 3). This orientation is possible for each of thetwo materials. Standart thickness and more obvious HAZ are seen ingroup B samples (Fig. 4). Fig.4. Grain flattening of B5 sample in HAZ of 1.4871 material (x450). When tensile and notch impact tests results are examined, better mechanical were obtained in group B5 samplesas compared with the other groups. When optical microscope images of group B5 are examined; martensitic microstructure of 1.4718 materials waspresent at a distant zone of welding. Austenitic microstructure of 1.4871 materials is seen at a zone way from welding. Black zones occured in microstructures are Fe2C carburs on austenit grain boundaries and some austenit grains. SEM image of 1.4718 and 1.4871 material microstructure in a zone away from welding was shown as 4000 times magnified in Fig. 24. SEM image of welding interface in two materials was shown as 4000 times magnified in Fig. 5. 36 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Fig.5. SEM image of welding interface in two materials (x4000). Şahin(2005; 2007), Ateş et al. (2007), Özdemir(2005) and Özdemir et al. (2007), and Satyanarayana et al. (2005)observed thin grained structure in welding zone, and observed grain orientation in HAZ in medium carbon steels, and stainless steels.Ateş et al. (2007) reported that HAZ and grain orientation in microstructure increased with increasing friction pressure. They reported that HAZ and grain orientation in microstructure decreased with increasing forging pressure. In our study, similar microstructure results were obtained. 4. CONCLUSIONS In this study, the optimum welding parameters were determined in materials during the connection of X53CrMnNiN219 and X45CrSi93 steels by friction welding.Based on the findings of this research, the following conclusions can be drawn: 1. Efficient length shortening quantities can not be obtained in the samples in which friction time is applied as 2.7 s. It has been determined that there has been more material loss with increased friction pressure and forging pressure in the groups where the highest friction time was 4.7 s. While the ideal length shortening is 7-10 mm, it is 8.85 mm for B5. 2. Break from welding zone is not observed on the samples of group B5 on tensile tests. For tensile properties, B5 parameter group has been determined as an ideal parameter group. 3. The highest fracture energy (toughness) on tensile tests was observed in group B5. 4. Profiles hardness of A group occured on near 1.4871 material of welding zone, and the highest value of hardness of these samples occured near 1.4718 material of welding zone. The slope of hardness profile on group B and C was much higher than that of group A in the welding zone. 5. Carbur formations were clearly observed along direction lines of HAZ and mechanical orientations on group B5 optical micrscope images. Austenitic structure occured on microstructure distant welding zone 1.4718 and martensitic structure occured on 1.4871 material on distant welding zone. Next to welding zone, gain shortening and grain flatness occured as perpendicular deformation in 1.4871 materials. 37 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 6. Optimum welding parameters;friction time(t1) was determined as 3.7 s, friction pressure (P1) was determined as 207 MPa, forging pressure (P2) was determined 414 MPa on B5 group and joining by friction welding 1.4871 and 1.4718 materials. REFERENCES Anık, S., 1983, Welding Technology, (in Turkish), İstanbul, 259-69. Ateş, H., Türker, M., Kurt, A., 2007, Effect of friction pressure on the properties of friction welded MA956 iron-based superalloy, Materials and Design, 28: 948-53. Bargel, H. J., Schulze, G., (Güleç, Ş., Aran, A.), 1988, Materials, (in Turkish), Gebze. Bol’shokov, M. V., 1972, The vacuum friction welding of high – melting and high – temperature alloys, Auto Welding; 60-2. Duffin, F. D., Crossland, B., 1971, Friction welding with sudden relase of the fixed component, Advances in welding processes, Solid phase joining processes, proceeding of the conference, The welding Institute, Abington Hall, Cambridge, 25-33. Gooch, T. G., Jones, R. L., Woolin, P., 1996, Welding processes for stainless steels, Sheet Metal Industrial n Supplies, 5. Ishibashi, A., Ezde, S., Tanaka, S., 1983, Studies on fricton welding of carbon and alloy stells, Bulletin of the JSME, 26: 1080-87. Kato, M., Kagaya, C., Kawaguchi, Y., Tokisue, H., 1996, Influence of normalization on impact fracture behavior of friction welded joints, Society Mechanical Engineering, 62: 22-36. Lucas, W., 1971, Process parameters and friction welds, Met. Const. and British, Welding Journal, 7: 293- 97. Ochi, H., Ogawa, K., Yamamoto, Y., Hashinaga, S., Suga, Y., Ohnishi, T., 1996, Static strength of friction welded joint of 6061 aluminium alloy to SUS 304 stainless stell, Journal of Japan Institute of Light Met, 46: 500-04. Ogawa, K., Yamaguchi, H., Kaga, S., Sakaguchi, K., 1993, Optimization of friction welding condition for S45C carbon stell using a statistical technique, Transaction of the Japan Welding Society, 24: 47-3. Özdemir, N., 2005, Investigation of the mechanical properties of friction welded joints between AISI 304 and AISI 4340 steel as a function rotational speed, Materials Letters, 59: 2504-509. Özdemir, N., Sarsılmaz, F., Hasçalık, A., 2007, Effect of rotational speed the interface properties of friction welded AISI 304 to 4340 steel, Materials and Design, 28: 301-07. 38 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Satyanarayana, V. V., Reddy, G. M., Mohandas, T., 2005, Dissimilar metal friction welding of austenitic-ferritic stainless steels, Journal of Materials Processing Technology, 169: 12837. Şahin, M., Akata, H. E., 2003, Joining with friction welding of plastically deformed steel, Journal of Materials Processing Technology, 142: 239-246. Şahin, A. Z., Yilbas, B. S., Al-Garni, A. Z., 1996, Friction welding of Al-Al, Al-stell, and stell samples, Journal of Materials Engineering Performance, 5: 89-9. Şahin, M., 2005, Joining with friction welding of high-speed steel and medium-carbon steel, Journal of Materials Processing Technology, 168: 202-10. Şahin, M., 2007, Evaluation of the joint-interface properties of austenitic-stainless steels (AISI 304) joined by friction welding, Materials and Design, 28: 2244-250. Tanicheva, O. N., Orlova, N. E., Kyun, L. A., 1989, Nature of the defect “bright ring” forming in friction welding of tool stell, Materials Science and Heat Treatment, 3: 200-02. Tülbentçi, K., Yılmaz, M., 1989, Solid state welding of different tool, II. Symposium of welding”, (in Turkish), Istanbul Technical University, İstanbul, 303-14. Tylecote, R. Y., 1968, The solid phase welding of metals, Edward Arnold Ltd., London. Uzkut, M., 1999, The determination of optimum welding parameters of high alloyed two different steels on joining by friction welding, PhD Thesis, (in Turkish), Manisa. Vill, V. I., 1962, Friction Welding of Metals, AWS, Newyork. Voinov, V. P., 1972, Fatique strength of friction – welded joints between steels 20 and 40Kh, Welding Prod., 7: 51-4. Welding Handbook, 1980, Resistance and solid state welding and other joining processes, AWS, Miami, 58-76: 239-62. Yılmaz, M., 1993, Investigation of welding zone different tool steels on friction welding, PhD Thesis, (in Turkish), Y.T.Ü., İstanbul, 1-55. 39 � 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. 1146 Title A name given to the resource The investigation of optimum welding parameters in connecting high alloyed X53CrMnNiN219 and X45CrSi93 steels by friction welding Author Author Mehmet, Uzkut Abstract A summary of the resource. In this study, different welding parameters are applied to two different steels with high alloys and mechanical and metallographical investigations were performed. Thus, the optimum welding parameters were investigated for these materials and working conditions. 12.30 diameter steel bars made up of 1.4871 (X53CrMnNiN219) & 1.4718 (X45CrSi93) steel were used as experimental material. The material loss increased with increase in friction and rotating pressure. The highest hardness and fracture energy were obtained in B5 group. Keywords: Friction Welding, Welding Parameters, Microstructure. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General)