335 10 3494 https://omeka.ibu.edu.ba/files/original/a7be93f106bd4655fce2c143192ca565.pdf 671002f6cf69f8a0bc016d089e362b6e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transient Stability Analysis on Modified IEEE 14-Bus System Author Author Ermin Šunj, Ammar Arpadžić, Mirza Šarić Abstract A summary of the resource. Power system stability represents an important condition of the safe and efficient operation of the electric power system. This paper presents the transient stability analysis for the case of the new generator grid connection. The analysis is performed on a modified IEEE 14-Bus test system. In total, two cases were analysed. In the first case, the analysis with the maximum installed power of the generator (250 MW) is carried out, while in the second case, the analysis is performed using the optimal generator ratings (75 MW) using the DIgSILENT PowerFactory software. The transient stability analysis was carried out under the three-phase symmetrical faults and the N-1 criterion requirements. The results indicate that power system large disturbances significantly influence system operation and characteristics. This paper demonstrates the importance of transient stability analysis, which is an important part of power system studies and must be included in generator grid connection approval. Keywords Keywords. active power, IEE 14-Bus system, N-1 criterion, reactive power, rotor angle, transient stability Identifier An unambiguous reference to the resource within a given context 2637-2835 Publisher An entity responsible for making the resource available International Burch University, Sarajevo, Bosnia and Herzegovina Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering Date A point or period of time associated with an event in the lifecycle of the resource January, 2020 https://omeka.ibu.edu.ba/files/original/b07ea9e57cba6ae337bfd4515469085d.pdf 1aead1a15145473c159b69bbe91031a6 PDF Text Text Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020213 Biometrics Based Access Control System Mujo Hadžimehanović1, Dino Kečo1, Demir Korać1 1 International Burch University, Sarajevo, Bosnia and Herzegovina mujo.hadzimehanovic@stu.ibu.edu.ba dino.keco@ibu.edu.ba demir.korac@stu.ibu.edu.ba Abstract – Access control includes attendance checking and intrusion prevention. It is used to protect property, employees and other assets of a company or institution. Since attendance checking and intrusion detection are important segments of many educational institutions and other businesses as well, it is important to make these processes faster, easier and as convenient as possible. Lots of institutions are suffering from unreliable attendance checking methods, so we have decided to use biometrics, more precisely face recognition to automate and improve this overall process. As part of this study the full system has been implemented for recognition of people. As an example of usage in an educational institutions multiple photos will be recorded during the class session, so that in case of students leave class after the first shot, they will be removed from the attendance sheet. All recognized people will be stored in Mongo database as an array of features and later read from database and processed by using Python script for face recognition. All educational institutions are going to have benefits from this study. Benefits would be improving attendance management and security. Keywords - attendance, face, images, recognition 1. Introduction Technology is rapidly improving nowadays and everyday activities are adopting these improvements. Point is to automate these activities and not to lose time performing them. Attendance is a really important part in most organizations such as schools, faculties, companies etc. Today, attendance is performed in various ways. Best way to do it is biometrics. Biometrics is a bioengineering area which is an automated method for person recognition based on its physiological or behavioural characteristics. There are many biometric templates such as fingerprints, face, hand geometry, iris, voice or signature. System is going to use face biometric template because it is the fastest approach and requires no human intervention. This method is better than other biometric methods because these methods are time consuming. There are also lots of systems which are using RFID cards, location based attendance tracking systems, signature based etc. Negative things about these methods are that they can be faked. In RFID and location based systems employees are carrying RFID cards or GPS locators. So, other people can check instead of other employees. There are two main stages of face recognition process and they are face detection and face identification [1]. Recording employees' work hours and their activities, attendance of students in schools are really important components of every company or school. This process is maintained by using signature, fingerprint, iris, RFID or face recognition. System is going to use a camera which captures images of people entering the company or school building. Detected faces will be compared with pictures which are already in the database. If a person's picture is in the database attendance �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020213 will be checked automatically. Otherwise, the security system is going to be informed that an unrecognized person entered the building. So, this system can also be used as an intrusion detection system. 2. Literature Review Following section contains a presentation of all related work and their methods. Since they have large-scale data with massive noisy labels, X. Wu, R. He, Z. Sun, and T. Tan used a Light CNN framework [2]. Their Light CNN architecture contains Max-Feature-Map to suppress low activation neurons in all layers. Their model was trained on Celeb-1M dataset. In order to handle noisy labeled images, they proposed a semantic bootstrapping method to automatically re-label training data via pre-trained deep networks. For training purposes they used five types of databases. First type is commonly used Labeled Faces in the Wild which consists of ~13,250 images of ~5,750 people. At VR@FAR=0 for Light CNN-29, they achieved 97.50%, while results from all other methods were lower than 70%. Next type of the database are collections of images extracted from Youtube videos which contain YouTube Celebrities (YTC) and Celebrity1000 database. Precision achieved for these datasets is 94.18%. Third type are MegaFace, IJB-A and IJB-B datasets which are challenging and they got 85.13% precision. Cross-domain databases are the fourth type of database. It includes CACD - VS, Multi - PIE and the CASIA NIR - VIS 2.0 database. They achieved 98.55% on CACD, 95.0% on Multi-PIE and on CASIA VR@FAR=0.1% result is further improved from 94.03% to 94.77%. M. Arsenovic, S. Sladojevic, A. Anderla, and D. Stefanovic use Convolutional Neural Networks (CNNs) cascade to detect faces and CNN to generate embeddings of each face [3]. Fact is the best results for larger datasets are achieved by using CNNs, but in their production environment that was not the case. CNN gave the best results for smaller datasets. Accuracy of 95.02% was achieved on a dataset created by authors in the realtime environment. Five employees of the company took pictures of themselves and they used these pictures as a dataset. Model was trained with these 5 pictures. Active annotation and learning framework was used by H. Ye et al [4]. They are starting with face image training set without labels and train a deep neural network iteratively model created was used to choose examples for further manual annotation. After following active learning strategy, Value of Information criterion is derived to actively select candidate annotation images. This model reaches the coverage of 70.7% with a precision of 95%. MSR Image Recognition Challenge by J. Li et al introduces a knowledge base which has an idea to assign each face unique entity key and provide large dataset consisting of about 100,000 famous persons with around 100 images per person (MsCeleb) [5]. Method achieved coverage of 46.1% at 95% precision on the random dataset and 33% at 95% precision on the hard set of their challenge. Authors proposed a method consisting of two stages to learn robust human face representations for effective recognition of human faces. First stage in the training set is cleaning the noisy data because dataset is taken from the internet so images without faces can appear. In order to do so, a deep neural network was trained on existing dataset. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020213 S. Chintalapati and M. V. Raghunadh used SVM and Bayesian classifier for automated attendance system based on face detection and recognition [6]. They proved that these classifiers are better when compared to other distance classifiers. This system automatically detects the student which enters the classroom and marks the attendance if recognizes him. One of the failures of the system is recognizing faces only up to 30 degrees angle variations. 3. Methods and Materials Dataset to be used is Labeled Faces in the Wild [7] which is a database of face photographs designed for studying the problem of unconstrained face recognition. It contains more than 13,000 pictures collected from the web. Each image has been labeled with the name of the person on it. There are 1680 different persons in images. Fig.1 shows samples from LFW dataset. Fig.1. Samples from dataset These images need to be processed in order to get numerical representation of faces which is called feature vector. Feature vector consists of various numbers in a specific order which can be: height or width of face, width of lips, nose height etc… Final output of processed image needs to be an array with features which is shown in Fig.2. All features are stored in the mongo database for speed improvement. Python script iterates in a folder which has dataset images and stores one by one in a database with image name and features. Face Recognition library with deep learning is going to be used for this project. Deep learning model has an accuracy of 99.38% on Labeled Faces in Wild dataset. Features of face recognition library are finding faces in pictures, finding facial features in pictures and identifying faces in pictures. Once installed face recognition gives us two command line programs: ● face_recognition - recognize face on image ● face_detection - detect face in image Face recognition process consists of two stages. This includes taking and preparing training dataset and integration into existing system. For testing purposes, data was collected at the university. These are images of students which were taken in the first year. Images are preprocessed and inserted into the mongo database by �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020213 using python script for inserting images. After insertion, facebook images of the same people were taken and tested by using python script for face recognition. Fig.2. Array of features 3.1 Data preprocessing Implemented system is going to use monitoring cameras at the entrance. It means that we could have some kind of network or other problems and taken images could be blurry, so we have to include such images in training dataset, Fig.3. Persons entering the building can be photographed from different angles, so these kind of photos should be included also in training dataset, Fig 4. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020213 Fig.3. Original and Blurred image Fig.3 shows an example of original and blurred images. If we have perfect conditions we would have a picture like the original one, but if the system experiences network issues we might have a blurry image like the one represented. System has to be ready to respond accordingly to these kinds of issues. Python script was written using OpenCV [8] interface to generate blurry images out of the original ones. Fig.4. Image from front and side In Fig.5 we can see facial features drawn on picture of Pep Guardiola. Most important features are shown: eyes, nose, mouth and chin location. These features are used when recognizing people on images. Face recognition library contains script face_landmarks for detecting facial landmarks and positioning the face based on them. Fig.5. Facial features �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020213 3.2 Usage Workflow Application usage workflow is represented on Fig.6. Images need to be collected into a single folder, so that insertion helper scripts can be run. For multiple insertions we need to pass a folder of images to script, which iterates through these images, creates encodings and inserts them into database. Single insertion script accepts an image as a parameter, encodes it and inserts into a database. Last step is recognizing images, the script accepts an image which needs to be recognized and iterates through mongoDB collection and looks for matching images. Fig.6. Usage workflow 3.3 Face Recognition Library Face recognition library which we are using is built using dlib’s face recognition with deep learning. We can install library by using a python package installer. Once installed we are provided with two command-line programs : face_recognition and face_detection. Face recognition recognizes faces in a photograph or in a folder of photos. There should be two folders, one containing known people and second which contains photos of people which we want to recognize. Face recognition program is run with two parameters which are the names of these folders. Face detection program finds pixel coordinates of faces. It takes a folder with images as parameter and at the end prints one line for each face that was detected. There is also an option to speed up the overall process by doing a recognition with multiple CPU cores. For example if we have 8 core CPU, we can process 8 times as many images in the same amount of time. Dlib is a toolkit written in C++ and contains ML algorithms and tools for solving real world problems. The most important thing is that dlib is an open source library which enables anyone to use it anywhere, free of any charge. Some of the dlib’s features are Deep Learning, Multiclass SVM, Image Processing etc.. Our library uses Image Processing tool for face recognition built by using deep learning tools from dlib. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020213 3.4 Helper Scripts There are multiple helper scripts which enable user to insert multiple or single image into database and recognize faces. The most important parts of scripts are represented in the following lines. insertMultiple.py for image in images: current_image = face_recognition.load_image_file("images/" + image) encodings = face_recognition.face_encodings(current_image) if len(encodings) > 0: current_image_encoded = encodings[0] num_of_images+=1 else: print("No faces found in the image " + image) num_of_not_found+=1 continue mydict = { "image": image, "encoding": current_image_encoded.tolist() } x = mycol.insert_one(mydict) print(image + " inserted") Code snippet above loads images from the folder, encodes them and inserts them into mongoDB. We have to provide the name of the folder which contains images and simply run the script. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020213 faceRecognition.py unknown_image = face_recognition.load_image_file("image.jpg") unknown_face_encoding = face_recognition.face_encodings(unknown_image)[0] known_faces = [] names = [] for x in mycol.find(): known_faces.append(x['encoding']) names.append(x['image']) results = face_recognition.compare_faces(known_faces, unknown_face_encoding) for x in range(len(known_faces)): if results[x] == True: print("Recognized: " + names[x]) else: print("Failed: " + names[x]) Code represented above does face recognition. It takes an image of the person which we want to recognize, encodes it, loops through face encodings from the database and checks if a person exists in the database. 4. Results By using a custom dataset which was collected from our university. Students' images were taken and tested on created scripts. From these tests we have obtained accuracy of 90.9% when testing on images found on Facebook. There were some problems when recognizing people from different angles, but this can be material for further study. Images of people are not shown because they did not agree to publish their images. Since face_recognition python library has a pre-trained model there is no need for additional training. Improvement is that all images are inserted in mongoDB with image name and face encodings array. Fig.5 shows one part of mongoDB record. Python script for inserting images in mongoDB is written and it takes a folder with images and inserts one by one in the database. In our testing environment LFW dataset is used and all images are collected into a single folder. Number of images inserted in the database is 4014. There are also images on which faces are not recognized. Unrecognized images number is 21. So, if we take into consideration that 4014 images are inserted and 21 are unrecognized which means that more than 99% images were recognized. Example of such an image is shown in Fig.6. Execution time of the script is about 35 minutes for LFW Dataset. Final result of this research would be access control application. Application can be installed on Raspberry Pi which has a camera installed. All assets that are necessary for access control application to be fully functional can be installed on Raspberry. These are mongoDB, python and python libraries. Overall process is not so challenging, so that we do not need anything better than Raspberry Pi 3 B+ which is a model that we used while testing the application. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020213 5. Conclusion The aim of this study was to make the attendance checking process a lot easier for companies and schools by using biometrics. Every employee or student would be recorded by camera at the entrance and recorded in the system. For educational institutions cameras will be installed in classrooms so that the system can make multiple shots during lessons. This research was successful because it made the recognition process faster by using a document based database which is really fast. This study will bring benefits for multiple groups. Benefit for schools is easier attendance recording and reducing waste of time at the beginning of the classes. Also students will not have a chance to avoid coming to classes because this system will not allow them to cheat. Similar benefit is for companies to track their employees coming and leaving time. Future research suggestions in this field are solving problems if a person is recorded from the side and possibly getting blurry images because of internet connection issues. REFERENCES [1] B. T. Liyew and P. Hazari, “A Survey on Face Recognition based Students Attendance System.” [2] X. Wu, R. He, Z. Sun, and T. Tan, “A Light CNN for Deep Face Representation With Noisy Labels,” IEEE Transactions on Information Forensics and Security, vol. 13, no. 11. pp. 2884–2896, 2018, doi: 10.1109/tifs.2018.2833032. [3] M. Arsenovic, S. Sladojevic, A. Anderla, and D. Stefanovic, “FaceTime — Deep learning based face recognition attendance system,” 2017 IEEE 15th International Symposium on Intelligent Systems and Informatics (SISY). 2017, doi: 10.1109/sisy.2017.8080587. [4] H. Ye et al., “Face Recognition via Active Annotation and Learning,” Proceedings of the 2016 ACM on Multimedia Conference - MM ’16. 2016, doi: 10.1145/2964284.2984059. [5] J. Li et al., “Robust Face Recognition with Deep Multi-View Representation Learning,” Proceedings of the 2016 ACM on Multimedia Conference - MM ’16. 2016, doi: 10.1145/2964284.2984061. [6] S. Chintalapati and M. V. Raghunadh, “Automated attendance management system based on face recognition algorithms,” 2013 IEEE International Conference on Computational Intelligence and Computing Research. 2013, doi: 10.1109/iccic.2013.6724266. [7] “LFW Face Database : Main.” [Online]. Available: http://vis-www.cs.umass.edu/lfw/. [Accessed: 19-Jan-2019]. [8] “OpenCV library.” [Online]. Available: https://opencv.org/. [Accessed: 09-Jan-2019]. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Biometrics Based Access Control System Author Author Mujo Hadžimehanović, ​Dino Kečo,​ ​Demir Korać​ Abstract A summary of the resource. ​Access control includes attendance checking and intrusion prevention. It is used to protect property, employees and other assets of a company or institution. Since attendance checking and intrusion detection are important segments of many educational institutions and other businesses as well, it is important to make these processes faster, easier and as convenient as possible. Lots of institutions are suffering from unreliable attendance checking methods, so we have decided to use biometrics, more precisely face recognition to automate and improve this overall process. As part of this study the full system has been implemented for recognition of people. As an example of usage in an educational institutions multiple photos will be recorded during the class session, so that in case of students leave class after the first shot, they will be removed from attendance sheet. All recognized people will be stored in Mongo database as an array of features and later read from database and processed by using Python script for face recognition. All educational institutions are going to have benefits from this study. Benefits would be improving attendance management and security. Keywords Keywords. Keywords - attendance, face, images, recognition Identifier An unambiguous reference to the resource within a given context 2637-2835 Publisher An entity responsible for making the resource available International Burch University, Sarajevo, Bosnia and Herzegovina Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering Date A point or period of time associated with an event in the lifecycle of the resource January, 2020 https://omeka.ibu.edu.ba/files/original/c4bae5fbec77718447ec73dc65649ad6.pdf 62737558fce1a681d66b8438c8f8fedb PDF Text Text Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020214 Handwriting digit recognition using Decision Tree Classifiers Demir Korać1, Samed Jukić1, Mujo Hadžimehanović1 1 International Burch University, Sarajevo, Bosnia and Herzegovina demir.korac@stu.ibu.edu.ba samed.jukic@ibu.edu.ba mujo.hadzimehanovic@stu.ibu.edu.ba Abstract – The usage of handwritten character recognition has been useful for usage from large to common consumer usage. The transitional period of the handwritten to the digital age can be largely improved by focusing on perfecting handwritten character recognition. This paper and work aims to focus on handwritten digit recognition using the decision tree classifier machine learning method, implemented, trained and tested on the data set gathered from the Modified National Institute of Standards and Technology dataset. The data to be recognized is inputted from a pre-existing reliable set, used both for training and testing, in order to give a fair result. The system is run through a Python script and the data set is stored in CSV format, preprocessed and ready for further usage. Taking into consideration the size of the dataset (42000 rows of data), the system’s overall performance is satisfactory with an accuracy of 85% and outputs the results in an understandable manner. Keywords – character, decision, handwritten, recognition 1. Introduction Optical character recognition is the process of mechanically or electronically converting typed, printed or handwritten images of text into a machine-encoded text. The source can be taken from a photo of a document, a scanned document or a scene photo (billboards in a landscape photo). Another possible source is superimposed text on an image, such as subtitle text from a television broadcast. This process of recognition and the technique used in it is called a handwriting recognition system. In literature this recognition is classified into offline handwriting recognition and online handwriting recognition depending on the style of recognition. If an image of handwriting is previously acquired and recognized after it will be classified as offline recognition. However if the handwriting is inputted directly into the machine to be recognized this is called online recognition. One way of doing this is writing on a touchpad or other device dedicated for writing and having it recognized. Another classification exists regarding the recognition and it is based on the process of recognition itself and the technique. We can recognize two main categories: segmentation free and segmentation based recognition. Segmentation free recognition is based on recognizing the character without segmentation into smaller units or characters, �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020214 i.e. words into characters. Segmentation based recognition is the opposite of this. In this approach each word is segmented into smaller units/characters and each character is recognized separately. Handwriting has been for the most part of our history, the primary means of communication and information organization, but with the modernization of these fields handwriting is becoming slowly obsolete. However the legacy of handwritten information cannot be overlooked, so a transitional period and process needs to occur. That’s where handwriting and optical character recognition comes into play. The importance of handwriting recognition is reflected in many industries such as: health care (7,000 people are killed per year by the poor handwriting of doctors) automotive (digital handwriting solutions allow drivers to write characters or numerals, or simply gesture with their fingertips on vehicles' onboard computer screens instead of typing on a standard keyboard) field services (field service technicians use HWR technology for digital data capture, decreasing paperwork and information loss while also allowing technicians to see precise notes on customer history) education (using HWR technology, students can benefit from more than just the increased comprehension linked to taking handwritten notes. For example, handwriting recognition tech can take your sloppy algebra equation, convert it into neat, digital text, and then crunch the numbers in a matter of seconds. ) consumer (with the rapid success of tablets and smartphones, the market is desperately in need of an alternative to inaccurate, digital keyboards and HWR tech is the best remedy.) 2. Previous work Perwej Y. and Chaturvedi A. have worked on recognizing the English alphabet handwriting using Artificial Neural Networks using binary pixels of the alphabet to train the Neural Network and the accuracy of this method is 82.5% [1]. The data set that they worked on are handwritten English alphabet characters which are scanned from documents and then “cleaned” and “smoothed”. The characters are then split into 25 segment grids, scaling and thinning the segments of the characters to obtain skeletal patterns. This is then transformed into binary values representing the segments input. (Shown in Figure 1.) �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020214 Input Alphabet Figure 1. Process of recognition Amrouch M. and Y. Es saady have worked on a method using sliding window based on the Hough transform as a feature extraction technique [2]. An inputted image is divided into two windows and then a dominant direction is determined based on the Hough transform and a directional feature vector sequence has been formed. This method is based on continuous HMMs and directional features with an average accuracy of 90.4%.The data set that they worked on is a database of Amazigh printed characters, containing 240 isolated characters. The images of characters are in Gray level of dimensions 96x96 pixels. M. Hanmandlu and O.V. Ramana Murthy [3] have done a study on recognition of Hindi and English numerals. The numerals are represented in the form of exponential membership functions which serve as a fuzzy model. They have achieved an overall recognition rate of 95% for Hindi numerals and 98.4% for English numerals. The data set that they worked on is a database of 5000 samples of numerals for handwritten English numerals. For Hindi they used a database of totally unconstrained handwritten numerals created using the services of a large number of writers, since there is no standard database available at the moment for handwritten Hindi numerals. Nafiz Arica at al. has proposed a method of recognition without pre-processing which he believed leads to loss of necessary information [4]. This has been backed up with a powerful segmentation algorithm with utilization of character boundaries, maxima and minima, slant angle, upper and lower baselines, stroke height and width and ascenders and descenders which improved the search algorithm of the optimal segmentation path, applied on a gray-scale image. The dataset used was the handwritten database of LancesterOslo/Bergen, which contains single author cursive handwriting. In this dataset, 1,000 words with lower-case letters are segmented and used for HMM training and another disjoint set of 2,000 words are used for testing performance of the proposed system. Table 1. Results of recognition for the LOB Dataset TEST DATA SIZE LOB Dataset 2000 LEXICON SIZE 50 1000 30000 40000 92.3 90.8 89.1 88.8 The overall recognition rate of the whole system on word basis for various lexicon sizes is shown in the table above. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020214 3. Method and Materials The dataset being used in the project is the famous Modified National Institute of Standards and Technology database of handwritten digits [5], as it is the most reliable and largest database of this type. This dataset is taken as a subset of another larger dataset by NIST. The MNIST database of handwritten digits consists of 42000 rows of data. It will be split into a 80/20 ratio for training and test data respectively, so the training data will have 33600 rows and test data will have 8400 rows of data. The digits have been size-normalized and centered in a fixed-size image. The database and the files such as the training set images and labels, and the test set images and labels can be found at: http://yann.lecun.com/exdb/mnist/ The machine learning model used will be a Decision Tree Classifier implemented through the scikit-learn machine learning library in Python [6]. Decision Trees are used in data mining, machine learning and statistics as a predictive modeling approach. The structure of trees is as follows: Class labels are represented as leaves and the conjunctions of features that lead the class labels are represented as branches. The process of operation will be such that the dataset will be inputted as a matrix containing cell inputs from the database as intensity values of pixels of 28x28 images. Table 2. Sample from dataset label pixel0 pixel1 pixel2 pixel3 pixel4 pixel5 pixel6 pixel7 pixel8 pixel9 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 5 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 8 0 0 0 0 0 0 0 0 0 0 9 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 An empty classifier will be created and using the fit method it will be filled with the training data. After the classifier finishes with the training data, we will move on to the rest of the data set, the testing part. Using the predict method we will output the classifier prediction of the handwritten digit from the test dataset along with the actual image of the digit. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020214 4. Process The process of recognition is as follows: The dataset is imported and separated into two parts with a ratio of 80/20. The train set consists of 33600 and the test set consists of 8400 rows of data. Splitting the dataset: traindata=data[1:33600,1:] train_label=data[1:33600,0] The data and its label are fitted to the model to learn from it. We do this by using the fit method and passing our training set to it. Fitting the training set: clf.fit(traindata,train_label) The user of the system gives an input of the order number he wants to test the system with, from the dataset. That number is taken and a sample with that order number is chosen from the dataset, along with its actual label. Figure 2. Taking input from the user Using the predict method the sample is predicted from the sample and the prediction is outputted. Using the shape method we are taking the sample from a row vector and shaping it as a 28x28 matrix of pixel intensity values. We are then creating a figure, which will be displayed after prediction. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020214 Using the shape method: d.shape=(28,28) When the figure is created, we are proceeding with the prediction. We will then be using the predict method from the Decision Tree Classifier in the scikit-learn library [7]. Using the predict method along with output of the data: print ("The predicted digit is =", clf.predict( [testdata[number]])) print ("The actual digit is =", actnum) Along with predicting the digit, we will also be outputting the actual label of the sample number that the user chose. An extra feature added is the current certainty of prediction calculation. Certainty of prediction: p=clf.predict(testdata) count=0 for i in range (0,8400): count+=1 if p[i]==actual_label[i] else 0 print ("Certainty of prediction=", (count/8400)*100,"%") For this feature we are taking all numbers in the range of the test data set and using the predict method, as to calculate the success rate of our model on the current test data. Figure 3. The systems’ process from the users’ perspective �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020214 5. Usage workflow In Figure 4. We can see the workflow according to which the system will be operating. Figure 4. Usage workflow Since the system does not need dataset input from the user, we will just be importing the dataset. The system needs user input, since the user will be choosing the digit that is to be recognized, so he needs to provide the order number from the data. The system then outputs its prediction along with other data such as the actual label and the prediction certainty. This allows the user to analyze the data given to him, and check if the prediction was correct and is the prediction certainty satisfactory. 4. Decision Tree Classifier in scikit-learn A decision tree is a flowchart-like tree structure where an internal node represents a feature (or attribute), the branch represents a decision rule, and each leaf node represents the outcome. The topmost node in a decision tree is known as the root node. It learns to partition on the basis of the attribute value. It partitions the tree in a recursive manner called recursive partitioning. This flowchart-like structure helps you in decision making. It's visualized like a flowchart diagram which easily mimics the human level thinking. That is why decision trees are easy to understand and interpret. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020214 Figure 5. Decision tree operation diagram 5. Results After processing and thorough testing the model seems to have a success rate of ~85% on the test dataset given to it. The system itself may have some confusion when analyzing similar digits. This occurs because the digits themselves are handwritten and because the data has been gathered from over 250 different writers, and some of them write different digits in a similar manner. An example is shown in Figure 6. where we can see that the system is having trouble predicting number 9, but instead predicts 3. From the image we can see that the digits themselves are quite similar. Figure 6. Wrong prediction of digit 9 as digit 3 �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020214 Different parts of the world write digits differently, so the algorithm would be much more accurate if it would be implemented based on location, and also, if different Machine Learning methods or Ensemble methods would be used, we would surely improve accuracy. Finally the thing that would take the recognition to the next level is image quality, considering that this algorithm has been implemented on a dataset with quite low quality of images. 5. Conclusion It should be noted that this data set is not sufficient for a higher level model, to be used in production, but as its using a small dataset, used for initial training, it has shown to be a pretty successful model and method. If we would train the aforementioned algorithm on a larger dataset with higher image quality, it could be used for real world projects. The confusion of the system may also be affected by the quality of the images in the given dataset, as it is limited to only 28x28 matrices. Future training with a dataset with matrices of larger magnitude may prove more successful. REFERENCES [1] Perwej Y. & Chaturvedi A. -Neural Networks for Handwritten English Alphabet Recognition. 2011 IJCA [2] M. Amrouch, A. Rachidi, M. El Yassa, D. Mammass - Printed amazigh character recognition by a hybrid approach based on Hidden Markov Models and the Hough transform. 2009 IEEE https://scikitlearn.org/stable/modules/generated/sklearn.tree.DecisionTreeClassifier.html [3] M. Hanmandlu, O.V. Ramana Murthy - Fuzzy model based recognition of handwritten numerals. 2007 Pattern Recognition [4] N. Arica, F.T. Yarman-Vural - Optical character recognition for cursive handwriting. 2002 IEEE [5] MNIST handwritten digit database - http://yann.lecun.com/exdb/mnist/ [6] Decision Tree Classification in Python - https://www.datacamp.com/community/tutorials/decision-tree-classification-python [7] sklearn.tree.DecisionTreeClassifier- � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Handwriting digit recognition using Decision Tree Classifiers Author Author Demir Korać, Samed Jukić, Mujo Hadžimehanović Abstract A summary of the resource. The usage of handwritten character recognition has been useful for usage from large to common consumer usage. The transitional period of the handwritten to the digital age can be largely improved by focusing on perfecting handwritten character recognition. This paper and work aims to focus on handwritten digit recognition using the decision tree classifier machine learning method, implemented, trained and tested on the data set gathered from the Modified National Institute of Standards and Technology dataset. The data to be recognized is inputted from a pre-existing reliable set, used both for training and testing, in order to give a fair result. The system is run through a Python script and the data set is stored in CSV format, preprocessed and ready for further usage. Taking into consideration the size of the dataset (42000 rows of data), the system’s overall performance is satisfactory with an accuracy of 85% and outputs the results in an understandable manner. Keywords Keywords. character, decision, handwritten, recognition Identifier An unambiguous reference to the resource within a given context ISSN 2637-2835 Publisher An entity responsible for making the resource available International Burch University, Sarajevo, Bosnia and Herzegovina Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering Date A point or period of time associated with an event in the lifecycle of the resource January, 2020 https://omeka.ibu.edu.ba/files/original/6b2e464890bd658d55b645c2200671f3.pdf 368e8f19562326e2eedc5b353024065f PDF Text Text Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020215 Machine Learning in Autism Spectrum Disorder Diagnosis Naida Nalo1, Jasmin Kevrić1 1 International Burch University, Sarajevo, Bosnia and Herzegovina naida.nalo@stu.ibu.edu.ba jasmin.kevric@ibu.edu.ba Abstract— This paper represents an overview of Machine Learning techniques used in Autism Spectrum Disorder - ASD diagnosis. ASD is detected based on behavioral screening which is time consuming and can only be taken by a medical professional. The idea is to find a smaller number of features that are still able to equally well provide satisfying results and not lose the accuracy, sensitivity nor specificity. Some of the algorithms mostly used in recent studies were Artificial Neural Network ANN and Alternating Decision Trees - ADTrees. The researches usually use WEKA software package for applying the algorithm and obtaining results. Keywords—Machine Learning, Autism Spectrum Disorder, diagnosis, features, ANN, ADTree, WEKA. 1. Introduction Autism Spectrum Disorder (ASD) is defined as a developmental disorder that reflects in difficulty to communicate and interact with people, to have minimal interests and to generate pattern like behaviors. There are three separate conditions that are combined into the Autism Spectrum Disorder and those are: Autistic disorder, Asperger’s syndrome and Pervasive developmental disorder not otherwise specified (PDD-NOS). Even though ASD can be a lifelong disorder, an early diagnosis and proper treatment can help improve communications skills and overall ability to function. However, the diagnosis sometimes takes a lot of time, which prolongs the appropriate treatment [1]. Two widely used clinical diagnosis tools for diagnosing autism are The Autism Diagnostic Interview-Revised (ADI-R) [2] and Autism Diagnostic Observation Schedule (ADOS) [3]. ADI-R consists of ninety-three questions that are to be answered by a clinician. This process can take up to two and a half hours to conduct. The ADOS contains four modules, that can be used to test children and adults, according to behavioral and language levels of the person to be tested. This tool uses an algorithm that results with a diagnosis based on the scores of responses. Each module has its own scores [4]. It has become of great importance to find a faster but reliable method of diagnosing ASD, since the earliest treatment gives a greater chance for improvement. �This paper gives insight on the studies conducted in the past on the subject of Machine Learning in ASD diagnosis. A brief review on differences between two versions of Diagnostics and Statistical Manual of Mental Disorders (DSM-IV [5] and DSM-5 [6]) is made. 2. Literature review The ADI-R is one of two most widely used instruments for behavioral diagnosis of ASD [7]. It is structured in a form of an exam containing ninety-three questions and can be applied to individuals from the age of eighteen months and above. The questions are answered by a trained professional but still take up to two and a half hours to finish. And additionally, the gap between the initial screening and the resulting diagnosis can be around thirteen months, depending on the socioeconomic status of the family [8]. This introduces an additional delay in the early treatment crucial for proper development of the person, especially children. In [9], it was proposed to create an exam that can be conducted in minutes, rather than hours and receive satisfying results. Machine learning was used to select the right amount of questions, out of initial ninety-three, that would be able to classify the person in either autism or non-spectrum class. In total, fifteen algorithms were tested, and the one that performed the best with the given data was found to be the Alternating Decision Tree (ADTree). This classification algorithm managed to successfully classify all individuals diagnosed with ASD using only eight questions, that were previously tested with a complete set of ninety-three questions of ADI-R and misclassified only one. However, this research was proved to be unreliable by [10]. This paper brought to attention the importance of understanding both the computational and clinical area before giving any conclusions. The research conducted in [9], was limited by the imbalance of data as well as excluding a big part of it due to missing values. This resulted in only a two-class diagnosis, when originally it should have been three. The middle class, which is the most difficult to identify, that was removed was the ASD Spectrum, leaving only the ASD and Nonspectrum cases. A recommendation from [10] is to use the Unweighted Average Recall – UAR, which is a measure of performance that works better for such unbalanced data and that was used in this paper, when they tried to replicate the work done in [9]. Their results were algorithm dependent and if another algorithm was to be applied to the same data, the number of features would vary. Another important issue that was discussed in [4] were the differences between results of DSM-IV and the new DSM-5. From [4] we learn that although both of the screening methods abovementioned have shown good sensitivity, specificity and high reliability in experiments, the majority of those studies were based on the DSM-IV rather than the new criteria for diagnosing ASD, the DSM-5. Several studies that were mentioned in [4] had conflicting results when using the two different versions of the manual. This introduces the need to reevaluate the current tools for diagnosis, and to adjust them to the new criteria of diagnosing ASD. �Combining all the research and experiments from the past, and critically analyzing the results, suggestions and advices for the future projects are provided in [11]. The author highlights that none of the screening tools currently in use, have incorporated the machine learning algorithm for diagnosing ASD from the recent studies. Along with the problem of unbalanced data, the overlap of ASD, ADHD and Asperger Syndrome as well as different forms of ASD, represents another obstacle in diagnosing, mentioned in [11]. Most studies simplified the classification process by removing these classes and leaving just the ‘Severe Autism’ and ‘Nonspectrum’ as a possible outcome. This of course leads to unreliable classifiers with questionable sensitivity, specificity and accuracy. 3. Problem formulation For the purpose of this project, in total three datasets have been downloaded from UCI Machine Learning Repository [12]. They deal with data related to ASD screening of three different sets of population: toddlers, adolescents and adults. The data was collected through an application in a form of a quiz [13]. The data sets consist of twenty questions, out of which ten are behavioral features, while the other ten are individual characteristics. The application offers four modules representing the age category for individuals from the age: 12-36 months, 4-11 years, 12-16 years and 17 years and older. Ten questions, that differed depending on the age of the individual, from the application are provided in Table 1, in Appendix 1. Description of the data set is provided in Table 2. Table 2. Data set characteristics ASD Screening Data MODULE CHILDREN ADOLESCENTS ADULTS Number of instances 292 104 704 Number of attributes 21 Missing values Yes The first module is based on current parent-assisted ASD screening tool, the Quantitative Checklist for Autism Toddlers (Q-CHAT), while the remaining three are based on appropriate versions of Autism Spectrum Quotient (AQ), which are considered to be good candidates of diagnosing and were somewhat referred to as a ‘red flag’. These screening tools were discussed in [4], where it has been noted that the ten questions can only be used for acknowledging if additional clinical testing is required and is not a definite diagnosis. An analysis that studied these tools is [14]. Next step of this paper will be to investigate the dataset and determine the best way to make the most of it. �4. Machine learning methods Seven algorithms that were chosen for the process of attribute selection with their brief description are provided in this chapter. Bayes Net’s function is to learn the Bayesian networks. This algorithm assumes nominal attributes and no missing values. Search process is done using K2 or TAN algorithm. More sophisticated search methods, used for search, are built on genetic algorithm, hill-climbing, simulated annealing, etc. Search speed can additionally be enhanced by ADTrees [15]. Simple Logistic is an algorithm that builds regression models and fits them with use of LogitBoost and simple regression functions as base learners. Number of iterations are calculated using cross-validation, supporting attribute selection [15]. Decision Stump’s function is to build one-level decision trees for sets with a categorical or numeric value. Missing values in this algorithm are dealt with by seeing them as a separate value and creating a third branch from the stump [15]. J48 is an algorithm that creates a pruned or unpruned C4.5 decision tree. C4.5 This algorithm produces a classifier in a form of a decision tree, which can be either a leaf or a decision node. A leaf indicates a class, a decision node specifies a test with one branch and a subtree for every possible outcome of the test [16]. Logistic Model Tree, or LMT, combines two most popular methods of classification: linear logistic regression and tree induction. This algorithm results in not only classification but also in explicit probability estimates of the class. Another advantage of LMT is that it results in a single tree which makes it easier to interpret [17]. Random Forest is an algorithm that combines tree predictors. Each tree is dependent on values of a random vector, which is sampled independently and with same distribution for all trees of the forest. Generalization error of this algorithm depends on strength of individual trees of thee forest and their correlation. As the number of trees grows, the generalizatioon error converges to the limit [18]. REPTree algorithm represents a fast decision tree learner. This algorithm uses information regarding gain or variance and prunes it with reduced-error pruning to build a ecision or regression tree. Values for numeric attributes are only sorted once, which optimized its speed [15]. 5. Results Classification procedure of this research paper was split in two main parts. First part was applying a 10-fold cross-validation to all attributes and all three datasets. Cross-validation of n-folds splits the original dataset into n parts where n-1 parts are used as a train test, while the nth part is used as a test set [19]. Another method used in this part was applying a percentage split of three different values: 50%, 70% and 90%. Percentage split separates the original dataset into train and test according to the chosen percentage. �Both methods were tested using sixteen algorithms, giving in total 64 results for each dataset. The second part of classification involved attribute selection. Algorithms chosen for this part resulted from the first part, since only those that gave 100% accuracy for all three datasets were again used in attribute selection part. A more detailed 10-fold cross-validation results and algorithm performance are presented in Table 3, and the results of percentage-split and algorithm performance is shown in Table 4. Table 3. 10-fold cross-validation accuracy results Method Cross-validation 10 Algorithm Dataset Bayes Child Adolescent Adult BayesNet 100% 100% 100% NaiveBayes 98.9726% 98.0769% 97.017% MultinomialText 51.7123% 60.5769% 73.1534% BayesUpdateable 98.9726% 98.0769% 97.017% Logistic 95.2055% 95.1923% 97.017% MultilayerPerceptron 99,6575% 89.4231% 100% SimpleLogistic 100% 100% 100% SMO 100% 89.4231% 100% 88.3562% 90.3846% 94.8864% DecisionStump 100% 100% 100% HoeffdingTree 100% 99.0385% 99.858% J48 100% 100% 100% LMT 100% 100% 100% RandomForest 100% 100% 100% RandomTree 93.1507% 80.7692% 96.1648% REPTree 100% 100% 100% Functions Lazy IBk Trees �Table 4. Percentage split accuracy Method Percentage Split (50%-50%, 70%-30%, 90%-10%) Algorithm Dataset Bayes Child Adolescent BayesNet 100% 100% 100% NaiveBayes 98.6% 96.5% 96.5% MultinomialText 51.36 % 55.68 % 41.37 % BayesUpdateable 98.6% 96.5% 96.5% Logistic 93.1% 89.7% 93.1% MultilayerPerceptr on 97.2% 97.7% 100% SimpleLogistic 100% 100% SMO 96.5% 100% 98.07 % 61.53 % 98.07 % 100% 100% Adult 100 % 100 % 54.83 % 50% 100% 100 % 100% 98.01 % 74.14 % 98.01 % 100% 100% 98.5% 97% 74.88 % 98.57 % 97.14 % 80% Functions 84.61 % 94.23 % 87.09 % 93.54 % 90% 96.59 % 94.78 % 95.71 % 80% 100% 100% 100% 100% 100% 100% 100 % 100% 100% 100% 95.4% 100% 92.3% 93.54 % 80% 100% 100% 100% 89.04 % 89.7% 86.2% 88.46 % 90.32 % 100 % 95.73 % 94.31 % 94.28 % DecisionStump 100% 100% 100% 100% 100% 100% 100% 100% HoeffdingTree 98.6% 100% 100% 98.07 % 100% 100% 100% 100% J48 100% 100% 100% 100% 100% 100% 100% 100% LMT 100% 100% 100% 100% 100% 100% 100% 100% RandomForest 100% 100% 100% 100% 100% 100% 100% 100% RandomTree 93.8% 94.3% 82.7% 67.3% 74.19 % 100% 90.99 % 100% REPTree 100% 100% 100% 100% 100% 100% 100% 100% Lazy IBk Trees 100 % 100 % 100 % 100 % 100 % 100 % 100 % Algorithms used for the second part of classifying process of this research paper were chosen according to the percentage of accuracy of Table 3. Out of four Bayes algorithms, only BayesNet gave 100%, SimpleLogistic is the only one out of four Function algorithms that proved the best, and lastly, Tree algorithms shown good results with DecisionStump, J48, LMT, RandomForest and REPTree performing in 100% accuracy for all three datasets. These seven algorithms were used in attribute selection part of classification. All three datasets originally had 21 attributes, and the previous two methods mentioned above included all attributes in the process. Attribute selection method [20] is a process of selecting the most relevant attributes and by doing so, reducing the processing time. �In total, five attribute evaluators have been used in attribute selection process. Those were: ClassifierAttributeEval, CorrelationAttributeEval, ReliefAttributeEval, CfsSubsetEval and WrapperSubsetEval. In a combination of these evaluators, three search methods were used: BestFirst, GreedyStepwise and Ranker [15]. ClassifierAttributeEval evaluates the worth of an attribute with use of a user-specified classifier [21]. CorrelationAttributeEval evaluates the worth of an attribute by measuring the correlation between the attribute and the class [21]. ReliefFAttributeEval sampling of instances happens randomly, and the neighboring instances of the same or different class is checked on [15]. CfsSubsetEval evaluates the worth of a subset of attributes by considering the individual predictive ability of each attribute along with the degree of redundancy between them. Missing values can be seen as a separate value or, with proportion to their frequency, its counts can be distributed among other values [15]. WrapperSubsetEval evaluates attribute sets by using a learning scheme. Cross-validation estimates the accuracy of the learning scheme for a set of attributes [15] . ClassifierAttributeEval, CorrelationAttEval and ReliefAttributeEval required Ranker as a search method. In all three datasets, number of attributes chosen for the Ranker was five. CfsSubsetEval and WrapperSubsetEval work using either BestFirst or GreedySetpwise search method. Combining the evaluators with search methods, we obtained 56 results for each dataset. After the attribute selection was performed on the complete set of 21 attributes, all evaluators resulted with 100% accuracy, regardless of the algorithm used. The attributes of all three datasets are presented in Table 5. Table 5. Attributes by number with description Attribute Description 1 - 10 Score of 10 questions 11 Age (number) 12 Gender (male or female) 13 Ethnicity (list provided) 14 Born with jaundice 15 Autism in family 16 Country of residence 17 Used app before 18 Result of app (automated calculation) 19 Age description (toddler, child, adolescent, adult) 20 Relation (who is completing the test) 21 Class ASD/NoASD Attribute that was present in all three datasets and that showed extremely high correlation was the 18th attribute. This attribute represents the score of ten questions of the application [13]. Therefore, a new approach was used. The 18th attribute was removed completely, and the process of selection was repeated for all three datasets. Results of selection are shown in Table 6, 7 and 8, in Appendix 2. Results of accuracy are shown in Table 9, 10 and 11, in Appendix 3. �The lowest performance for child, adolescent and adult dataset was achieved by DecisionStump, resulting in 78.082%, 70.192% and 82.822% respectively, as can be observed from the results. The lowest number of attributes selected is 1, and the highest is 14. However, the best results required less than that. The algorithms that showed best performance for child dataset were SimpleLogistic and LMT. These algorithms, with applied CfsSubsetEvaluator, resulted in accuracy of 98.973%, and used 10 attributes. BayesNet showed best results, with applied ClassifierAttributeEvaluator, it performed in 90.385% accuracy for adolescent dataset and used only 5 attributes. Simple Logistic successfully classified the adult dataset, with impressive accuracy of 99.432% and used 11 attributes in the process. 6. Conclusion The conclusion is split into two parts, one regarding actions taken to review already written papers and discuss their results, and second which deals with actions taken to derive our own conclusion through processing datasets. This research paper involved three datasets: child, adolescent and adult, with each having 21 attributes. Original datasets were processed using two methods for splitting the dataset into train and test and used sixteen algorithms for both. The obtained results from the first test helped choose algorithms for the second part of testing which involved attribute selection. According to the results, seven algorithms stood out. Attribute selection was performed on all three datasets using seven evaluators. All results had 100% accuracy, despite using different number of attributes. This leaded to another approach which included removing the 18th attribute and reapplying the selection process. Number of attributes for best performances were dependent on the dataset and therefore are different. One should keep in mind that classification process using five attributes can only be used as an indicator of whether further medical testing should be conducted. The main lesson learned, reading papers written so far on this topic, is that integrating ML in ASD diagnosis and its screening tools is a much harder process than it seems. Finding the appropriate number of features and managing to reduce the time of diagnosis depends on many parameters. Many experiments, in an attempt to reduce the time required for the diagnosis process, have discarded some important issues for the sake of simplicity. Their initially admiring results could not be taken for granted, due to misbalanced data and questionable reliability. The algorithm should not be dependent on data. The issue of distinguishing between ASD and PDD related disorders (ADHD, Asperger Syndrome) represents a big obstacle for proper diagnosis of ASD. The algorithm should be provided with a similar number of all possible outcomes in order to learn to better distinguish between categories. The need to reevaluate the current diagnosis tools and adjust them to fit the new criteria from DSM-5 arises. �APPENDIX 1 Table 1. Questions from the ASDQuiz application [13] 13-36 months TODDLER 4-11 years – CHILD 12-16 years – ADOLESCENT 17 & older – ADULT 1. Does your child look at you when you call his/her name? He/she often notices small sounds when other do not? He/she notices patterns in things all the time? I often notice small sounds when others do not? 2. How easy is it for you to get eye contact with your child? 3. 4. 5. 6. 7. Does your child point to indicate that he/she wants something (e.g. toy out of reach)? Does your child point to share interest with you? (e.g. pointing at an interesting sight) Does your child pretend? (e.g. care for dolls, talk on a toy phone) Does your child follow where you are looking? If you or someone else in the family is visibly upset, does your child show signs of wanting to comfort you/them? (e.g. gives a hug) He/she usually concentrates more on the whole picture rather than the small details? In a social group, he/she can easily keep track of several different people’s conversation? He/she finds it easy to go back and forth between different activities? He/she usually concentrates more on the whole picture rather than the small details? In a social group, he/she can easily keep track of several different people’s conversation? If there is an interruption, he/she can switch back to what he/she was doing very quickly? I usually concentrate more on the whole picture, rather than the small details? I find it easy to do more than one thing at once? If there is an interruption, I can switch back to what I was doing easily? He/she doesn’t know how to keep a conversation going with his/her peers? He/she frequently finds that he/she doesn’t know how to keep a conversation going? I find it easy to read between the lines when someone is talking to me? He/she is good at social chit-chat? He/she is good at social chit-chat? I know how to tell if someone listening to me is getting bored? When he/she reads a story, he/she finds it hard to work out the character’s intentions or feelings? When he/she was younger, he/she used to enjoy playing games involving pretending with other children? When I’m reading the story, I find it difficult to work out the character’s intentions? Would you describe your child’s first words as: typical, unusual, the child doesn’t speak? When he/she was on preschool, he/she used to enjoy playing games involving pretending with other children? She/he finds it difficult to imagine what it would be like to be someone else? I like to collect information about categories of things (e.g. types of car, types of bird, types of train, types of plants, etc.) 9. Does your child use simple gestures (e.g. waves goodbye)? He/she finds it difficult to work out what someone is thinking or feeling just by looking at their face? He/she finds social situations easy? I find it easy to work out what someone is thinking just by looking at their face 10. Does your child stare at nothing with no apparent purpose? He/she finds it hard to make new friends? He/she finds it hard to make new friends? I find it difficult to work out people’s intentions? 8. �APPENDIX 2 Table 6. Attribute selection results - child dataset Algorithm s vs. selected attributes BayesNet SimpleLo gistic DecisionS tump J48 ClassifierAttrib uteEval CorrelationAttrib uteEval 4,9,8,10,1 4,9,10,8,6 ReliefAttribu teEval 4,1,10,8,9 CfsSubset Eval (BF & Greedy) 1-10 LMT RandomF orest REPTree WrapperSubs etEval (BF Wrappe r, Greedy 1-10,17 3,4,6,7,10,12, 16 4,10 4,6,10,1 2,16 4 4 1,3,4,5,7,8,10 4,10 ,14 4,6,10,12,16 15,7,8,9,10,15, 4,10 17 1,4,8,10 4,10 Table 7. Attribute selection results - adolescent dataset Algorithm s vs. selected attributes ClassifierAttrib uteEval CorrelationAttrib uteEval ReliefAttribu teEval CfsSubset Eval (BF & Greedy) BayesNet SimpleLo gistic DecisionS tump J48 LMT RandomF orest REPTree 5,4,3,10,6 WrapperSubs etEval (BF Greedy 1,2,3,4,5,7,10 ,12 1,3,4,5,1 0,12 3,4,5,10,14 5,4,10,3,6 5,4,10,3,6 5,3,10,4,8 3,4,5,6,7,8, 10,17 5 2,5,9,14 3,4,5,10,14 5,4,3,10,6 15,7,8,10,17 5,4,10,3,6 2,3,5,8 4,5,7,10 Table 8 Attribute selection results - adult dataset Algorithm s vs. selected attributes BayesNet SimpleLog istic DecisionSt ump J48 LMT RandomFo rest REPTree ClassifierAttribu teEval CorrelationAttrib uteEval ReliefAttribut eEval CfsSubset Eval (BF & Greedy) 9,6,16,19,7 WrapperSubs etEval (BF Greed y 1-10,15,16 1,3,5,6,9,12,1 1,3,5, 5 6,9 9 9,6,8,7,19 9,6,5,4,3 5,9,6,4,7 1-10,16 1-5,710,16,15 1,3,5,6,9,12,1 5 9 1,5,9 1,3,5, 6,9 1-10,12,15,18,19 1,2,3,5,6,7,9,15 �APPENDIX 3 Table 9. Attribute selection accuracy - child dataset Attribute evaluator ClassifierAttribu teEval CorrelationAttE val ReliefAttributeE val CfsSubsetEval WrapperSubsetE val (BF) WrapperSubsetE val (Greedy) Bayes Net 86.644 % 84.932 % 85.616 % 95.206 % 91.438 % 82.192 % SimpleLog istic DecisionSt ump J48 LMT 78.082% 85.95 9% 84.93 2% 83.90 4% 91.43 8% 85.27 4% 82.19 2% 85.95 9% 84.58 9% 87.32 9% 98.97 3% 95.89 0% 83.90 4% 86.301% 84.589% 88.014% 98.973% 95.890% 82.192% RandomF orest 85.274% 81.849% 85.274% 93.151% 89.384% 84.247% REPT ree 85.616 % 85.959 % 83.219 % 83.562 % 84.589 % 83.562 % Table 10. Attribute selection accuracy - adolescent dataset Attribute evaluator ClassifierAttribu teEval CorrelationAttE val ReliefAttributeE val Bayes Net CfsSubsetEval 87.5% WrapperSubsetE val (BF) WrapperSubsetE val (Greedy) 88.462 % 77.885 % 90.385 % 89.423 % 82.692 % SimpleLog istic DecisionSt ump 89.423% 70.192% J48 80.76 9% 81.731% 89.423% 86.539% 68.269% 78.846% 84.61 5% 72.11 5% 71.15 4% LMT 89.42 3% 81.73 1% 88.46 2% 85.57 7% 78.84 6% RandomF orest REPT ree 86.539% 75% 85.577% 83.654% 86.539% 78.846% 76.923 % 68.269 % 72.115 % 71.154 % Table 11. Attribute selection accuracy - adult dataset Attribute evaluator ClassifierAttribu teEval CorrelationAttE val ReliefAttributeE val CfsSubsetEval WrapperSubsetE val (BF) WrapperSubsetE val (Greedy) Bayes Net 90.341 % 91.051 % 90.767 % 96.307 % 95.313 % 92.046 % SimpleLog istic DecisionSt ump 89.347% 90.909% 84.517% 90.625% 99.432% 95.881% 82.822% 93.04% J48 LMT 88.21 % 89.35 7% 90.90 9% 90.62 5% 99.00 6% 95.02 8% 93.89 2% 89.06 3% 92.04 6% 89.34 7% 89.06 3% RandomF orest REPT ree 89.347% 87.5% 91.761% 90.057% 91.193% 94.46% 91.761% 90.199 % 89.205 % 86.364 % 89.063 % 89.921 % �7. References [1] National Institute of Mental Health, Available at: https://www.nimh.nih.gov/health/topics/autism- spectrum-disorders-asd/index.shtml [2] Lord, C., Rutter, M., & Le Couteur, A. 1994. Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659–685 [3] Lord, C, Risi, S, Lambrecht, L et al, 2000. The Autism Diagnostic Observation Schedule-Generic: a standard measure of social and communication deficits associated with the spectrum of autism J Autism Dev Disord. 2000; 30:205–223.7. [4] F. Thabtah, 2017. Autism Spectrum Disorder Screening: Machine Learning Approach and DSM-5 Fulfillment, ICMHI '17, May 20-22, 2017, Taichung City, Taiwan © 2017 Association for Computing Machinery. ACM ISBN 978-1-4503-5224-6/17/05 [5] American Psychiatric Association 2000. Diagnostic and statistical manual for mental disorder (4th edn), Text revision. Washington, DC: American Psychiatric Association [6] American Psychiatric Association. 2013. Diagnostic and statistical manual of mental disorders: DSM-5. Washington, D.C: American Psychiatric Association [7] C. Lord et al., 1994. Autism Diagnostic Interview-Revised: A Revised Version of a Diagnostic Interview for Caregivers of Individuals with Possible Pervasive Developmental Disorders, Journal of Autism and Developmental Disorders, Vol. 24, No. 5, 1994 [8] L. D. Wiggins, J. Baio, C. Rice, 2006, Examination of the Time Between First Evaluation and First Autism Spectrum Diagnosis in a Population-based Sample, Developmental and Behavioral Pediatrics, Vol. 27, No.2, April 2006. [9] Wall DP, Dally R, Luyster R, Jung J-Y, DeLuca TF (2012) Use of Artificial Intelligence to Shorten the Behavioral Diagnosis of Autism. PLoS ONE 7(8): e43855. doi: 10.1371/journal.pone.0043855 [10] D. Bone, M. S. Goodwin, M. P. Black, et al, 2014. Applying Machine Learning to Facilitate Autism Diagnostics: Pifalls and Promises, Springer Science + Business Media New York 2014 [11] F. Thabtah (2018): Machine learning in autistic spectrum disorder behavioral research: A review and ways forward, Informatics for Health and Social Care, DOI: 10.1080/17538157.2017.1399132 [12] UCI Machine Learning Repository, Available at: https://archive.ics.uci.edu/ml/index.php [13] Thabtah, F. (2017). ASDTests. A mobile app for ASD screening. www.asdtests.com [14] C.Allison, B. Auyeung, S. Baron-Cohen, 2012, Toward Brief “Red Flags” for Autism Screening: The Short Autism Spectrum Quotient and the Short Quantitative Checklist in 1000 Cases and 3000 Controls, Journal of the American Academy of Child & Adolescent Psychiatry, DOI: 10.1016/j.jaac.2011.11.003 [15] I.H. Witten, E. Frank (2005), Data Mining: Practical Machine Learning Tools and Techniques, Elsevier [16] J. Ross Quinlan, C4.5: Programs for Machine Learning, Avilable at: https://link.springer.com/article/10.1007/BF00993309 [17] University of Waikato, Logistic at:https://www.cs.waikato.ac.nz/ml/publications/2005/LMT.pdf Model Trees, Available �[18] L. Breiman (2001), Random Forests, Available at: https://www.stat.berkeley.edu/~breiman/randomforest2001.pdf [19] Towards Data Science, Cross-Validation in Machine Learning, K-Fold Cross Validation, Available at: https://towardsdatascience.com/cross-validation-in-machine-learning-72924a69872f [20] Machine Learning Mastery, An Introduction to Feature Selection, Available https://machinelearningmastery.com/an-introduction-to-feature-selection/ [21] Weka – Version 3.8.3, Waikato Environment for Knowledge Analysis, ClassifierAttributeEval at: � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Machine Learning in Autism Spectrum Disorder Diagnosis Author Author Naida Nalo, Jasmin Kevrić Abstract A summary of the resource. This paper represents an overview of Machine Learning techniques used in Autism Spectrum Disorder - ASD diagnosis. ASD is detected based on behavioral screening which is time consuming and can only be taken by a medical professional. The idea is to find a smaller number of features that are still able to equally well provide satisfying results and not lose the accuracy, sensitivity nor specificity. Some of the algorithms mostly used in recent studies were Artificial Neural Network - ANN and Alternating Decision Trees - ADTrees. The researches usually use WEKA software package for applying the algorithm and obtaining results. Keywords Keywords. Machine Learning, Autism Spectrum Disorder, diagnosis, features, ANN, ADTree, WEKA. Identifier An unambiguous reference to the resource within a given context 2637-2835 Publisher An entity responsible for making the resource available International Burch University, Sarajevo, Bosnia and Herzegovina Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering Date A point or period of time associated with an event in the lifecycle of the resource January, 2020 https://omeka.ibu.edu.ba/files/original/6f132e73da7a55449a2406e39a5fcb3b.pdf d10a56d18bf5288213375abc8cf94ffe PDF Text Text Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020216 Distribution of inherited thrombophilia markers in Bosnian-Herzegovinian population: a review of previous studies Nermin Đuzić1, Adna Ašić1 1 International Burch University, Sarajevo, Bosnia and Herzegovina nermin.djuzic@stu.ibu.edu.ba adna.asic@ibu.edu.ba Abstract – Thrombophilia is a condition that is associated with an individual’s risk for venous or arterial thrombosis, as well as a risk of adverse pregnancy outcomes. Gene variants that are the most commonly associated with inherited thrombophilia are F5 mutation 1691G>A (Factor V Leiden), F2 20210G>A (prothrombin mutation), MTHFR 677C>T, and PAI-1 variant 4G/5G. This paper aims to review currently available literature on the prevalence of heritable thrombophilia genetic markers and their association with thromboembolic events in Bosnia and Herzegovina. PubMed and PubMed Central databases of the National Center for Biotechnology Information (NCBI) and ResearchGate were searched to identify the most relevant studies. The results of the previously published studies show discrepancies when it comes to reported findings, thus implying that further research on this topic is necessary. It is suggested that new studies include greater sample size in order to confirm the correlation between the studied variants and conditions associated with heritable thrombophilia in the Bosnian-Herzegovinian population and to advance the understanding of these variants. Keywords - Bosnia and Herzegovina, Factor V Leiden, Inherited thrombophilia, MTHFR, PAI-1, Prothrombin mutation 1. Introduction Thrombophilia is a condition putting an individual at risk of venous or arterial thrombosis and is mainly divided into hereditary and acquired. Hereditary thrombophilia is associated with genetic mutations influencing the level or activity of proteins involved in coagulation cascade and includes both loss-offunction and gain-of-function mutations [1,2]. Three genetic markers are the most commonly studied as indicators of inherited thrombophilia. F5 gene variant 1691G>A, usually termed Factor V Leiden, gives rise to a peptide that is uncleavable by the activated protein C (APC) [3]. According to Inbal and Carp (2007), this mutation is responsible for 3-42% of pregnancy losses [4]. If present in homozygous state, this mutation increases a risk for venous thrombosis up to 50-100-fold. The second most studied variant is F2 20210G>A, also known as prothrombin mutation (PTM), that causes elevated levels of prothrombin and 25-fold increased risk of venous thrombosis as well as pregnancy loss [5]. MTHFR gene variant 677C>T codes for thermolabile variant of protein methylene tetrahydrofolate reductase which is a loss-of-function mutation and causes elevated levels of homocysteine in blood, the condition known as hyperhomocysteinemia, which is in turn considered a risk factor for venous thromboembolism [6-8]. The fourth variant indicative of inherited thrombophilia is 4G/5G in type 1 plasminogen activator inhibitor �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020216 (PAI-1) gene, which is a 4328G>T missense variant located 675 bp from the promoter that results in four or five guanine nucleotides in a row [9,10]. The protein product of this gene has a role in fibrinolysis and is associated with adverse pregnancy outcomes, such as intrauterine fetal death, intrauterine growth restriction, preeclampsia, recurrent miscarriage and placental abruption [11]. The aim of this paper is to provide a comprehensive review of the current knowledge regarding the prevalence of heritable thrombophilia markers and their correlation with thromboembolic events in Bosnia and Herzegovina (B&H) based on previously published population studies. 2. Methods In order to investigate associations between the abovementioned genetic variants and inherited thrombophilia that may lead to adverse primary outcomes, National Center for Biotechnology Information (NCBI) databases PubMed and PubMed Central (PMC), and ResearchGate were searched to discover relevant studies published previously. Included were original research papers published in peer-reviewed journals that matched the search of the following keywords: “Factor V Leiden”, “F5 1691G>A”, “prothrombin”, “F2 20210G>A”, “MTHFR 677C>T”, “PAI-1 4G/5G”, “polymorphism”, “thrombophilia”, “Bosnia and Herzegovina”. In order to enhance the search, Boolean “AND” and “OR” operators were used to investigate the association between two searched terms. 3. Prevalence of genetic markers of inherited thrombophilia in Bosnian-Herzegovinian population The search results offered a total of seven studies related to the topic of the prevalence of genetic markers of inherited thrombophilia in B&H, all of them being conducted as of 2013. The study of Karić and colleagues in 2013 was the first study which deals with prevalence of MTHFR 677C>T polymorphism in Bosnian-Herzegovinian population. They studied 102 men and 105 women, who were unrelated and healthy and originating from south-east B&H. At the time of blood sampling, the study participants ranged between 18 and 84 years with a mean age of 45.62 years. The results have shown that 44.44% were heterozygous and 11.11% were homozygous for the study allele. No significant difference was found in allele and genotype frequencies between male and female participants [12]. The first study aiming at analyzing Factor V Leiden prevalence in B&H was performed in 2013 by Valjevac and colleagues. A group of 67 women with mean age of 58.6 years (range 41 to 75 years) with no previous history of cardiovascular diseases and pregnancy loss was recruited and tested. The study failed to find any mutant allele, thus suggesting that, considering functional importance of this allele, there is a need to conduct more research on that topic, as the results of this study were heavily influenced with the small sample size [13]. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020216 The prevalence of polymorphisms Factor V Leiden, prothrombin mutation and MTHFR 677C>T was studied by Adler and colleagues (2014). The study involved a cohort of 100 healthy unrelated individuals from B&H (82 females and 18 males) with the year range of 24-82 years and the mean of 58.8 years. The analyzed loci were in Hardy-Weinberg equilibrium with the following minor allele frequencies (MAF): 6% for Factor V Leiden, 6% for F2 20210A allele, and 37.5% for MTHFR 677T allele. The authors noted the drawback of a small sample size and imbalanced sex ratio. The study, however, demonstrated the coinheritance of thrombophilia markers, since nine participants had Factor V Leiden and MTHFR 677C>T mutant. Compared to 17 European countries, the prevalence of Factor V Leiden and F2 20210G>A variants was significantly higher in B&H [14]. Another study examined the prevalence of the same three variants and their association with deep venous thrombosis (DVT) in B&H [15]. The study group included 111 thromboembolic patients (59 females and 52 males ranging from 21 to 84 years) and 207 healthy controls (105 females and 102 males ranging from 18 to 84 years) with no history of venous thromboembolism (VTE). When it comes to Factor V Leiden prevalence, 18% of the study group patients were heterozygous and 2.7% were homozygous, while 3.86% of the control group participants were heterozygous for this variant, which a statistically significant difference between groups. Statistically significant difference was also found between men with DVT and the control group, as well as between women with DVT and the control women group. F2 20210G>A variant was detected in 2.7% of the study group patients and was absent in control group, which was not statistically significant. Frequencies of MTHFR C677T alleles and genotypes did not differ significantly between the two groups. Allele frequency and functional significance of Factor V Leiden variant detected in this study was in agreement with earlier studies in Caucasians [16-20]. Also, the results of this study were found consistent with the data from other neighboring countries [21-23]. The absence of functional significance of the studied MTHFR polymorphism was also in line with previously published literature [4,16,24,25]. Finally, the authors of this study found that 14.9% of the patients from the DVT group were compound heterozygotes for Factor V Leiden and MTHFR 677C>T variants, therefore proposing further studies that would aim to analyze whether such genotype combination might be a risk factor for DVT development [15]. A study of Mahmutbegović and colleagues (2017) enrolled 308 women, including 154 women who experienced pregnancy loss as the study group (mean age 33 ± 5.4 years) and 154 women with at least one live-born child and without pregnancy loss as the control group (mean age 31.4 ± 6.7 years) to investigate the correlation between three genetic markers and pregnancy loss. Detected allele frequencies were 3.9% in both study and control groups for Factor V Leiden, 1.9% and 1.6% in the study and control groups, respectively, for prothrombin mutation, and 35.7% and 29.9% in the study and control groups, respectively, for MTHFR 677C>T. Although allele frequencies obtained in this study were in accordance with allele frequencies obtained for other European countries, the authors, however, were not able to find the significant correlation between these three variants and pregnancy loss in Bosnian-Herzegovinian women, which may be due to small sample size of women with three or four pregnancy losses recorded [26]. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020216 The prevalence of Factor V Leiden, prothrombin mutation, MTHFR 677C>T and PAI-1 4G/5G in BosnianHerzegovinian women and their correlation with recurrent pregnancy loss was studied by Jusić and colleagues (2018). The study group included 60 women with two or more consecutive pregnancy losses that occurred before 20th gestation week with the same partner and without history of known causes of pregnancy losses due to chromosomal abnormalities, chronic diseases, or infections. The control group was consisting of 80 women with one or more successful pregnancy outcomes and without any pregnancy complication which could lead to the pregnancy loss. The results have shown that Factor V Leiden and MTHFR 677C>T were proved to correlate with recurrent pregnancy loss, while prothrombin mutation and PAI-1 4G/5G were not found to be significantly associated with the pregnancy loss. Reported allele frequencies were as follows: 7.5% for study and 1.88% for control group for Factor V Leiden, 2.5% for study and 0.63% for control group for prothrombin mutation, 39.17% for cases and 25% for control group for MTHFR 677C>T, and 30% for study and 20% control group for PAI-1 4G/5G. The authors are reporting allele frequencies that were in agreement with previous findings for all study polymorphisms. However, the role of genetic factors for inherited thrombophilia in recurrent pregnancy loss is still a matter of debate, especially when it comes to MTHFR and PAI-1 variants studied. Therefore, the authors are suggesting further studies with larger study and control groups, as well as the need to prevent recurrent pregnancy loss by assessing the status of these variants and calculating individual risk and optimum therapy for each patient [27]. In the most recent study by Ašić and colleagues in 2019, the prevalence of common thrombophilia markers was studied in a population of 130 unrelated healthy Bosnian- Herzegovinians of both sexes, from different age groups, with no recorded history of thrombotic events and originating from different parts of the country. Seven markers most commonly associated with the risk of heritable thrombophilia were investigated, namely Factor V Leiden, F2 20210G>A, MTHFR 677C>T, MTHFR 1286A>C, PAI-1 4G/5G, PAI-1 -844G>A and F13 V35L. Whereas some of these markers were examined in previous studies as described above, this is the first study to include MTHFR 1286A>C, PAI-1 -844G>A and F13 V35L polymorphisms in the population of B&H. The results have shown that the two main thrombophilia markers Factor V Leiden and prothrombin mutation appeared with MAF values of 0.023 and 0.008 respectively. For the remaining four loci, reported MAF values were 0.331 for MTHFR 677C>T, 0.323 for MTHFR 1286A>C, 0.446 for PAI-1 4G/5G, 0.588 for PAI-1 -844G>A, and 0.315 for F13 V35L. This study provides the most extensive population data on the prevalence of main heritable thrombophilia risk factors in B&H and reported allele frequencies were consistent with those reported for other European populations [28]. 4. Conclusion Previously conducted studies in B&H represent a small and rather heterogenous group of studies, including either population studies or case-control studies with the aims to report heritable thrombophilia marker prevalence in the population or their potential association with DVT, pregnancy loss or recurrent pregnancy loss. While initial preliminary studies offered surprisingly low or high MAF values for the most well-known genetic variants Factor V Leiden and F2 20210G>A, later studies reported allele and genotype prevalence �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020216 that is in line with reported data for most European populations. While DVT was found to be positively associated with Factor V Leiden variants [15], the data for obstetric complications are more controversial since two studies reported conflicting results. 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Bertina, “Venous thrombosis due to poor anticoagulant response to activated protein C: Leiden Thrombophilia Study”, The Lancet, vol. 342, no. 8886-8887, pp. 1503-1506, 1993. [19] L. Meglic, M. Stegnar, T. Milanez, M. Bozic, B. Peterlin, P. Peternel, and Z. Novak-Antolic, Factor V Leiden, prothrombin 20210G→A, methylenetetrahydrofolate reductase 677C→T and plasminogen activator inhibitor 4G/5G polymorphism in women with pregnancy-related venous thromboembolism”, European Journal of Obstetrics & Gynecology and Reproductive Biology, vol. 111, no. 2, pp. 157-163, 2003. [20] H. U. Pauer, T. Voigt‐Tschirschwitz, B. Hinney, P. Burfeind, C. Wolf, G. Emons, and J. Neesen, “Analyzes of three common thrombophilic gene mutations in German women with recurrent abortions”, Acta Obstetricia et Gynecologica Scandinavica, vol. 82, no. 10, pp. 942-947, 2003. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020216 [21] T. Arsov, D. Miladinova, and M. Spiroski, “Factor V Leiden is associated with higher risk of deep venous thrombosis of large blood vessels”, Croatian Medical Journal, vol. 47, no. 3, pp. 433-439, 2006. [22] D. Coen, R. Zadro, L. Honovic, L. Banfic, A. S. Rukavina, “Prevalence and association of the factor V Leiden and prothrombin G20210A in healthy subjects and patients with venous thromboembolism”, Croatian Medical Journal, vol. 42, no. 4, pp. 488-492, 2001. [23] V. Djordjevic, L. J. Rakicevic, D. Mikovic, M. Kovac, P. Miljic, D. Radojkovic, and A. Savic, “Prevalence of factor V Leiden, factor V Cambridge, factor II G20210A and methylenetetrahydrofolate reductase C677T mutations in healthy and thrombophilic Serbian populations”, Acta Haematologica, vol. 112, no. 4, pp. 227-229, 2004. [24] C. Beyan, and E. Beyan, “MTHFR 677 CT gene polymorphism is not a risk factor for venous thromboembolism”, Çukurova Medical Journal, vol. 39, no. 1, pp. 189-190, 2014. [25] A. W. Tsai, M. Cushman, M. Y. Tsai, S. R. Heckbert, W. D. Rosamond, N. Aleksic, N.D. Yanez, B. M. Psaty, and A. R. Folsom, “Serum homocysteine, thermolabile variant of methylene tetrahydrofolate reductase (MTHFR), and venous thromboembolism: Longitudinal Investigation of Thromboembolism Etiology (LITE)”, American Journal of Hematology, vol. 72, no. 3, pp. 192-200, 2003. [26] E. Mahmutbegović, D. Marjanović, E. Medjedović, N. Mahmutbegović, S. Dogan, A. Valjevac, E. Czerska, A. Pawinska-Matecka, A. Madlani, and G. Adler, “Prevalence of F5 1691G> A, F2 20210G> A, and MTHFR 677C> T polymorphisms in Bosnian women with pregnancy loss”, Bosnian Journal of Basic Medical Sciences, vol. 17, no. 4, pp. 309-314, 2017. [27] A. Jusić, D. Balić, A. Avdić, M. Pođanin, and A. Balić, “The association of factor V G1961A (factor V Leiden), prothrombin G20210A, MTHFR C677T and PAI-1 4G/5G polymorphisms with recurrent pregnancy loss in Bosnian women”, Medicinski Glasnik (Zenica), vol. 15, no. 2, pp. 158-163, 2018. [28] A. Ašić, R. Salazar, N. Storm, S. Doğan, W. Höppner, D. Marjanović, and D. Primorac, ”Population study of thrombophilic markers and pharmacogenetic markers of warfarin prevalence in Bosnia and Herzegovina”, Croatian Medical Journal, vol. 60, no. 3, pp. 212-220, 2019. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Distribution of inherited thrombophilia markers in Bosnian-Herzegovinian population: a review of previous studies Author Author Nermin Đuzić, Adna Ašić Abstract A summary of the resource. Thrombophilia is a condition that is associated with an individual’s risk for venous or arterial thrombosis, as well as a risk of adverse pregnancy outcomes. Gene variants that are the most commonly associated with inherited thrombophilia are F5 mutation 1691G>A (Factor V Leiden), F2 20210G>A (prothrombin mutation), MTHFR 677C>T, and PAI-1 variant 4G/5G. This paper aims to review currently available literature on the prevalence of heritable thrombophilia genetic markers and their association with thromboembolic events in Bosnia and Herzegovina. PubMed and PubMed Central databases of the National Center for Biotechnology Information (NCBI) and ResearchGate were searched to identify the most relevant studies. The results of the previously published studies show discrepancies when it comes to reported findings, thus implying that further research on this topic is necessary. It is suggested that new studies include greater sample size in order to confirm the correlation between the studied variants and conditions associated with heritable thrombophilia in the Bosnian-Herzegovinian population and to advance the understanding of these variants. Keywords Keywords. Bosnia and Herzegovina, Factor V Leiden, Inherited thrombophilia, MTHFR, PAI-1, Prothrombin mutation Identifier An unambiguous reference to the resource within a given context 2637-2835 Publisher An entity responsible for making the resource available International Burch University, Sarajevo, Bosnia and Herzegovina Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering Date A point or period of time associated with an event in the lifecycle of the resource January, 2020 https://omeka.ibu.edu.ba/files/original/097f70db222c171be9a1b8c5a393af84.pdf b3ead4db3fc460f477e7d5dce620b6e5 PDF Text Text Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 Analysis of Transient and Voltage Stability of an 11-Busbar Testing System Alma Halilović1, Mirza Šarić1 1 International Burch University, Sarajevo, Bosnia and Herzegovina alma.halilovic@stu.ibu.edu.ba mirza.saric@ibu.edu.ba Abstract – A comprehensive treatment from the physical and mathematical perspective supply modelling, analysis, control and covers a range of topics including modelling, computation of load flow in the transmission grid, stability analysis of the transient state. It is widely accepted that transient stability is an important aspect in designing and upgrading electric power system. In utility planning, transient stability is studied by numerical simulation. It involves the study of the power system following a major disturbance. In order to study Electric Power System transient stability, the models to describe their components should be defined. The components are defined using the classical model, which is valid to time periods up to 2 seconds. This project contains 11 busbars, 1 synchronous generator, 3 loads and 8 transformers. This research is done in DIgSILENT PowerFactory software for network modeling and simulation by using Stability Analysis Functions (RMS) advanced feature. In this paper we are analyses the maximum rated power of distributed generation (DG) considering only the terms of voltage limit constraints, the N-1 operational criterion analysis and three-phase symmetrical fault analysis for N-1 criterion is examined. Keywords - high load, n-1 criterion, synchronous generator, transient stability analysis 1. Introduction Stability in Power Systems is one of the importances of a system that had increased. It is the most widely used from power blackouts. Today, usage of power systems interconnection had increased using of new technologies and controls, and the increased its usage in highly demanding situations. In order to maximize the system stability research on power system stability should be carried out. In order to design the perfect system to solve this problem a detailed study of the design should be performed. In the last years [1], due to the spread of electric generation facilities and economic factors, Electric Power Systems operate more closely to their limits. Thus, more than before, it is of crucial importance the existence of methods to assess the system stability. In [2] there are two kinds of stability problems: voltage stability and transient stability. This paper addresses the transient stability. Transient stability analysis of a power system is concerned with the system’s ability to remain in synchronism following a disturbance. Following a large disturbance, the synchronous alternator the machine power (load) angle changes due to sudden acceleration of the rotor shaft. The objective of the transient stability study is to ascertain whether the load angle returns to a steady value following the clearance of the �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 disturbance. The loss of synchronism develops in a very few seconds after the disturbance inception, among the phenomena transient stability is the fastest to develop. These challenging aspects motivate our choice to mainly concentrate on transient stability. The conventional transient stability measure of the system robustness to withstand a large disturbance is its corresponding critical clearing time (CCT). This is the maximum time duration that the disturbance may act without the system losing its capability to recover a steady-state operation. Another transient stability measure of great practical importance is the power (generation or transfer) limit. It is defined as the largest power sustainable without loss of synchronism, given the occurrence of a large disturbance and it’s clearing scenario. In [4], note that the measures imply consideration of three distinct phases: the pre-fault, the during-fault, and the post-fault one. In [5] faults need to be cleared within critical clearing time and after that system need to be able to regain stability. Some of the most important parameters influencing stability are fault clearance time, fault location, and type of the fault. 2. Literature Review Mania Pavella [3] identified three classes of approaches – Decision Tree, KNN and neural network - to transient stability and analyzed which can meet most stringent requirements of transient stability. It is found that stability could be achieved with the appropriate combinations of numerical, direct, and automatic learning techniques. Mirza Saric and Irfan Penava [5] in their research discussed theoretical background of induction generator, its simulation model, as well as dynamic response analysis procedure for a wind farm connected to real network. Thought their research they showed the importance of transient stability in case of integration of large renewable sources to the network. In terms of rotor angle, frequency and voltage stability issues the observed case of wind farm integration was not appropriate to connect to the network with induction generator as the rotor speed was too large, with sharp reduction of reactive power as voltage and active power equal to zero for period that are too long for system to operate in stable state. Innocent Davidson and Immanuel Mbangula [6] examined and analyzed the fault that appeared on the 330kV transmission line between Omburu sub-station and Ruacana power station where the blackout happened for 6 hours. The goal of this research was to investigate what fault occurred, what is the cause and solutions to prevent such fault occur again. The results from DIgSILENT PowerFactory are compared with data obtained from NamPower records and it is found that it was the single phase to ground fault. Ioanna Xyngi, Anton Ishchenko, Marjan Popov, and Lou van der Sluis [7] in their research described the transient stability analysis of a 10-kV distribution network with wind generators, microturbines, and CHP plants modeled in Matlab/Simulink and investigated faults that are simulated on various locations. They showed that in the network with distributed generators (DGs) the protection settings must be adjusted accordingly in order to have stable system as the undervoltage protection should be different for different DGs. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 Diaz-Alzate, Candelo-Becerra and Villa Sierra [8] investigated and found a new way of managing and controlling transient stability based on relative angles. They showed how predefined thresholds of relative angles which they attained by offline simulations and the relative angles attained during the online operation with PMUs are useful in the process of monitoring as well as predicting transient stability under real-time operation. They performed analysis on New England with 39 busbars and IEEE with 118 busbars networks with different contingencies and control actions that are applied at predicted time. The relative angle and the predefined thresholds of the relative angle helped in monitoring and predicting of the systems instability with enough time to respond to oscillations that appeared in the system. 3. Methodology In this part we will show 3 different steps of methodology. In first step we will search and show what is the maximum power that satisfies standards of synchronous generator while checking the voltage profile. In the second step we will do N-1 operational criterion analysis for 6 different cases in this grid and found the new maximum power that satisfies the network. In the last step we will do three phase symmetrical fault analysis for N-1 criterion, with 4 different cases in it. (a) In the first part of the project the maximum rated power of a generator at BB13 (DG), considering only the voltage limit constraints is found, and then the three-phase symmetrical fault analysis is performed for the value of maximum power. We investigate fault duration period of 0.02 seconds. After the RMS simulation is done, voltage development, rotor angle, active and reactive powers are plotted for the further analysis. b) In the second step the n-1 criterion in terms of voltage profile development, as well as line and transformer loading, for 6 different cases for high load scenario, with maximum DG power was investigated. An operational criterion N-1 can be applied to the existing network, if there may be planned or unplanned congestion that may exist at a certain moment. If the criterion is satisfied, that means the system will be able to support a predefined contingency, operating after that, with a minimum performance. The N-1 criterion requires that the system can be able to tolerate the outage of any one component without disruption and does not concern itself with the probability of an outage. If an outage is highly unlikely, the criterion is still generally applied because system failure due to a lost component is unacceptable. The criterion is generally considered as the need to balance generation and load. For modeling network for 6 different scenarios, 6 lines from which the network is consisted are modeled with the following event that placed lines one by one out of service. The voltage on the critical busbar – point of coupling - was monitored along the way, as well as the voltage in the entire system, with the line and transformer loading, making sure that the voltage or line and transformer loading does not exceed the permitted limit specified by the standard EN 50160 for delivered power quality. Minimum upper limit for the voltage, as denoted in the EN 50160 standard, is 0.9 p.u., while maximum upper limit for the voltage is 1.1 p.u. Regarding the line and transformer loading the constraint limits determined by the standard EN 50160 is that it does not exceeds loading of 100 %. In such way the n-1 criterion is investigated and the maximum power for which the system is in the stable mode operation is found for each of the different scenarios when one by one line were out of service. For different events that �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 placed different line out of service, the system will be stable for different maximum power produced from generator. c) In the next part of the research the three-phase symmetrical fault is simulated and the rotor angle, active power, reactive power and voltage development for the following cases, for high load conditions and maximum DG power is to be reported in the results and discussion part of this research project. Three-phase symmetrical fault is simulated in the DIgSILENT PowerFactory software for network modeling and simulation, one second before, during and 5 seconds following the fault on 6 different lines for each of the case scenario. This research is done in DIgSILENT PowerFactory software for network modeling and simulation by using Stability Analysis Functions (RMS) advanced feature. First, the maximum power generation from synchronous generator is found by using the power flow option in the program where all voltage on all busbars, as well as line and transformer loading in the network, is checked so to satisfy EN 50160 standard limits. Next, in order to satisfy limits, set by EN 50160 standards in terms of voltage profile, line and transformer loading when 6 lines of which the system is consisted are modeled with an event that placed line one by one out of service. In such way, by using the power flow analysis function when lines are out of service the n-1 criterion is investigated. For the third part of the research, where three-phase symmetrical faults are simulated on each of the 6 lines that were investigated. The duration of the fault is for the analysis of the 4 case scenarios set on lines to be 0.02, 0.05, 0.5 and 5 seconds and then rotor angle, active power, reactive power and voltage development for the following cases, for high load conditions and maximum DG power are plotted in the graphs, and in such way the behavior of the system could be tracked. d) In the last part of this project the power factor is changed when line 2 is followed with an event that placed it out of service, thus when investigating the N-1 criterion. Values of power factor that are taken into consideration are 0.8, 0.9 and 1, both capacitive and inductive while the voltage development is analyzed and new maximum power of generator is determined in order to satisfy EN 50160 standard for voltage variation in the network for new values of power factor. 4. Results and Discussion A. Maximum Power from Generator in Terms of Voltage Profile In the first part the maximum voltage in the network is found by changing the power generated by the synchronous generator while checking the voltage profile of the network in order that voltage does not increase beyond allowed limits. In the Table III. main results of power flow in terms of voltage magnitude and angle at the busbar BB11 which is the point of coupling, are shown when network operates with no any faults occurring in the system. Maximum power generated from synchronous generator that satisfy the voltage limits set by EN 50160 standard is found to be 286 MW, while the maximum power that satisfy all criterions from the standard – voltage, line and transformer loading – is found to be 104 MW. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 Fig. 1. Network Model from DIgSILENT PowerFactory software The power stability analysis of the given network is done in terms of three-phase symmetrical fault analysis for the maximum power which satisfies the allowed voltage limits and equals to 286 MW. The three cases are investigated where the duration of the fault is set to be 0.02 seconds in fist case, 0.05 seconds in second case and 0.2 seconds in third case. The results obtained when duration of fault is taken to be 0.02, which is expected to show the best results due to lowest fault duration, are shown in Fig.1. In the Fig 1. where the graphs of voltage of the busbar which is the point of coupling, angle of rotor of the synchronous generator, as well as active and reactive power of the synchronous generator are plotted. It can be seen from the graphs that for the maximum power that satisfy the EN 50160 standard only in terms of voltage profile, the system is unstable even for the very small periods of fault duration and it shows that for this high power of generator the network quite inadequate to operate. B. N-1 Operational Criterion Analysis Summary of results obtained when different lines in the network placed out of service are presented in the Table I. and dynamic response of voltage profile in Fig.2., as well as rotor angle in Fig.3. It can be observed which line is the most critical and which is maximum power for such line. The maximum power that satisfies the n-1 criterion for the entire network is found to be 93 MW, since it satisfys the n-1 criterion for the most critical line, which is little bit lower than the maximum power that satisfys the EN 50160 standard for delivered power quality when all lines are in service that is found to be 104 MW. The maximum power for line 1 and line 2 is 93 MW, thus, this value of generated power is compared with maximum power of all other lines in the system, while the voltage magnitude, as well as angle, does not change significantly. In the Table II. the line and transformer loading is compared for same lines for their maximum power and value of 93 MW, and as it can be seen, there is approximately more that 10% of difference in line loading and around 4% in transformer loading. From the results obtained it can be concluded that the most realiable solution is to consider value 93 MW as maximum power that satisfy N-1 criterion for entire network. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 Table 1. Voltage developments for maximum power for each line in the network determined by N-1 criterion Out of service (BB11) Line 1 93 MW Line 2 93 MW Line 3 93 MW Line 3 105 MW Line 4 93 MW Line 4 105 MW Line 5 93 MW Line 5 100 MW Line 6 93 MW Line 6 105 MW UI, Magnitude MV 67,81801 67,1283 67,4659 68,03866 67,39707 67,94841 65,03935 65,13477 67,48871 68,16291 u, Magnitude p.u. 1,027546 1,017095 1,022211 1,030889 1,021168 1,029521 0,985445 0,98689 1,022556 1,032771 U, Angle deg 6,905885 6,473696 6,748108 8,197442 6,682203 8,111645 8,237019 9,947232 5,909104 7,01058 Table 2. Line and transformer loading for N-1 criterion in % N-1 criteria (BB11) Line 1 Line 2 Line 3 Line 4 Line 5 Line 6 Power Loading [%] line 2/1 93 MW 93 MW 93 MW 105 MW 93 MW 105 MW 93 MW 100 MW 93 MW 105 MW 97,9854 99,39992 87,84784 99,58101 87,93902 99,71524 91,17996 98,65325 87,81764 99,39667 Loading [%] Two-winding transformer (5) 93,85382 96,90187 81,66314 84,96854 81,74933 85,08491 84,81535 87,13317 81,63461 84,80878 Fig. 2. Dynamic response for 0.02 s fault duration on lines – Voltage Fig. 3. Dynamic response for 0.02 s fault duration on lines – Rotor Angle �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 C. Three Phase Symmetrical Fault Analysis for N-1 Criterion Since it has been shown that the system is unstable for the maximum power that satisfy EN 50160 standard in term of voltage variation, the three-phase symmetrical fault analysis is done after the N-1 criterion is satisfied for the observed network. The maximum power on the most critical line is previously found to be 93 MW by using the N-1 criterion, and in this part, this is the power for which the system is analyzed. The four cases are examined where the duration of the fault is set to be 0.02 seconds in the first, 0.05 seconds in the second, 0.5 seconds in the third and 5 seconds in the fourth case. Since the line 2 is shown to be most critical in the network after the N-1 criterion analysis done for this case, the result for this line are shown in the graph plotted after the RMS simulation done. In the Fig. 4. the dynamic response for 0.02 seconds fault duration on line 2 in terms of voltage profile is shown. As it can be seen from the graph, when the fault occurs in the system on the line 2, there is voltage drop at the time of fault occurrence and as the duration of the fault is 0.02 seconds, the system returns to be in the balance eventually. In the Fig. 5. there is rotor angle of synchronous generator, active and reactive power presented. As it can be observed from the figures, the system is for the 0.02 seconds fault duration stable and the network for power of 93 MW generated from synchronous generator is adequate and secure for operation as the system after some period reaches equilibrium state. The dynamic response in terms of voltage profile is same as for 0.02 s which is shown is Fig.3., while in Fig. 6. dynamic response of rotor angle of synchronous generator, active as well as reactive power is shown when duration of fault is taken to be 0.05 s for the three-phase symmetrical fault simulation. As it can be seen from Fig. 5. when the fault occurs in the system on the any line, there is voltage drop as the fault occurs on the line, after which, for all lines except line 1, system is stable and able to reach new equilibrium. Voltage dynamic response is same as in Fig.3 when the fault occurs in the system on line 1. There is the voltage drop where voltage drops to approximately zero for longer period than it was case on all other lines, and it will oscillate in the range from value slightly higher than 0 p.u. to approximately 0.35 p.u., with no signs that it will eventually come to the state of balance. However, observing the dynamic response of rotor angle, active and reactive power for the line 1 from Fig.7. for 0.05 s fault duration, the system is unstable to adequately operate since it is unable to attain equilibrium state again. In the Fig. 8. and Fig. 9. after the RMS simulation is done, the results obtained show that in terms of voltage development seen from the Fig. 8., at the time of fault occurrence there appears the voltage drop where the system goes back to the balanced state eventually. In the Fig. 9. the system response of rotor angle of synchronous generator, active and reactive power show that the system for the 0.5 seconds fault duration is stable and the network for power of 93 MW generated from synchronous generator is adequate and secure for operation in case for all analyzed lines except for line 2. Considering case when fault simulated on line 2 for 0.5 s, the dynamic response of voltage development, rotor angle, active and reactive power is similar as response in Fig. 8. while voltage dynamic response is shown in Fig. 10. There is a major voltage drop in the system which is the consequence of the fault that occurred on the line 2. The voltage, after it drops to value slightly higher than zero, is oscillating from that value to approximately 0.35 p.u. Since, also, all other �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 parameters continued to oscillate equally for all 10 seconds and t will not came back to the balanced state, thus, the system is denoted as unstable in terms of all parameters examined. Fig. 4. Dynamic response for 0.02 s fault duration on line 2 – Voltage Fig. 5. Dynamic response for 0.02 s fault duration on line 2 – Rotor Angle (blue), Active (purple) and Reactive Power (green) Fig. 6. Dynamic response for 0.05 s fault duration on lines – Rotor Angle (blue), Active (purple) and Reactive Power (green) In the Fig. 11. the results obtained from the three-phase symmetrical fault analysis when duration of fault is taken to be 5 seconds occurring on the line 2 is shown in terms of voltage profile and in Fig. 12. rotor angle response is shown. Since the duration of the fault on lines is taken to be 5 seconds, which represents too long period for a fault, it can be observed that there is the breakdown of the system in terms of rotor angle where the dynamic response is infinitely oscillating where the speed of the rotation is increasing causing system to �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 be out of balance. There is with the voltage drop at the time the fault occurs there is rise in the angle of rotor which starts to excessively rotate, and drop in active power to the respect of reactive power rise. At the time there is fault on the line 2 it can be observed that all analyzed parameters are oscillating in the smaller range, while at approximately 6th second, when the duration of the fault is over, there are greater oscillations where the system is unable to reach the equilibrium state and, instead, and reaches the state of complete breakdown. Fig. 7. Dynamic response for 0.05 s fault duration on line 1 – Rotor Angle (blue), Active (purple) and Reactive Power (green) Fig. 8. Dynamic response for 0.5 s fault duration on lines – Voltage Fig. 9. Dynamic response for 0.5 s fault duration on lines – Rotor Angle (blue), Active (purple) and Reactive Power (green) �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 Fig. 10. Dynamic response for 0.5 s fault duration on line 2 –Voltage Fig. 11. Dynamic response for 5 s fault duration on lines – Voltage Fig. 12. Dynamic response for 5 s fault duration on lines – Rotor Angle D. Voltage Control by Power Factor Correction for N-1 Criterion In the Table III. The results of voltage development on the BB11 busbar are presented when the power factor of the synchronous generator is varied. As the generator is operated under different power factor, there is a change in the active and reactive power production in order to maintain voltage within limits set by EN �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 50160 standards. The results obtained show how the voltage is regulated by power factor correction as the in the case of 0.8 capacitive power factor voltage magnitude for 93 MW falls below allowed limits, and new maximum power is determined to be 45 MW. As in the case of 0.8 inductive power factor the voltage goes beyond upper allowed limit in case when power production of 93 MW, and the new maximum power for stable operation is found to be 74 MW. In cases when power factor is 0.9 in both capacitive and inductive mode, the voltage on the critical busbar, as well in the entire network, stays within allowed limits and does not change significantly for both power of 93 MW and new found power. It can be then concluded that if the generator operates under power factor of 0.8 in both modes, there is less active power produced, while if it operates under power factor of 0.9 in both modes, as well as under power factor of 1, the maximum power of 93 MW previously determined satisfy N-1 criterion and offers stable and secure network operation. Considering results obtained and presented in Table IV., in terms of line and transformer loading, for power of 93 MW any power factor in either capacitive or inductive mode less than unity, the power of 93 MW will distort the network operation and stability. Thus, it can be concluded that considering only voltage constraints the system will be stable for power factor of 0.9 capacitive and inductive, while when line and transformer loading taken into consideration, there is all cases when power factor less than 1 new maximum power for unstable and unsecure network operation. Table 3. Voltage developments for different power factor Power factor BB11 Line 2 0.8 (45 MW) Line 2 0.8 (83 MW) Line 2 0.8 (74 MW) Line 2 0.8 (93MW) Line 2 0.9 (73MW) Line 2 0.9 (93MW) Line 2 0.9 (89MW) Line 2 0.9 (93MW) Line 2 1 (93MW) CAP CAP IND IND CAP CAP IND IND IND UI, Magnitude MV 59,59856 55,44239 72,79612 75,16263 60,93922 60,2638 72,12859 72,52091 67,06188 u, Magnitude p.u. U, Angle deg 0,903006 0,840036 1,102971 1,138828 0,923322 0,913088 1,092857 1,098802 1,016089 3,5407772 13,12576 1,038122 2,164138 7,032856 10,3019 3,275636 3,567566 6,509941 Table 4. Line and transformer loading for different power factor Power Factor CAP CAP IND IND CAP CAP IND IND IND 4. Line 2 0.8 Line 2 0.8 Line 2 0.8 Line 2 0.8 Line 2 0.9 Line 2 0.9 Line 2 0.9 Line 2 0.9 Line 2 1 Power 45MW 93MW 74MW 93MW 73MW 93MW 89MW 93MW 93MW Loading [%] line 2/1 40,80236 167,4764 92,47962 116,5894 98,69827 131,5861 99,38897 104,098 99,53208 Loading [%] Twowinding transformer 74,93822 123,1931 87,84803 98,82892 93,07358 109,3657 93,99311 96,17869 96,96105 Conclusion Voltage stability is the main problem concerning utilities due to the continuous growth and deregulation. In this paper, the network with 11 busbars is examined for a transient stability. Transient stability studies deal �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020217 with the effects of large and sudden disturbances that occurs within the network such as it is a fault, the sudden outage of a line or the sudden removal or application of load. It is very important to do the transient stability analysis of a system in order to ensure that the system can handle the transient condition which is followed by a major disturbance. Transient stability and voltage instability analysis done in this research for the network with high load conditions shows that for a smaller period of fault duration, the system can be denoted as stable, while in case when the fault duration is somewhat higher than 0.02 seconds, the system is unstable and not secure in operation being unable to attain the equilibrium state and synchronism considering all parameters analyzed – voltage development, rotor angle speed, active and reactive power. In cases when fault duration greater than 0.02 seconds, there is breakdown state appearing in the network after the fault where the rotor speed is increasing, thus, causing system to go unstable and out of synchronism. Also, during the fault, there is voltage drop, active power drop and reactive power rise, after which there is an oscillation which cannot reach equilibrium. When fault duration increased to 0.05 or 0.5 seconds, the system is unstable only when fault simulated on one line, while when fault duration is increased to 5 seconds, then for every line examined and analyzed for three-phase symmetrical fault, the system is unstable. REFERENCES [1] Kundur, P. (1994) Power System Stability and Control. USA: McGraw-Hill, Inc. [2] Sucena P., J. P. (2007) Redes de Energia Eléctrica: uma análise sistémica. 2ª edição. Lisboa, IST Press. [3] Mania P. (1997) Power System Stability and Control Comparative Analysis. IFAC Control of Industrial Systems, Belfort, France. [4] Lau, Mark A. and Kuruganty, Sastry P. (2010) "A Spreadsheet Illustration of the Transient Stability Analysis of Power Systems," Spreadsheets in Education (eJSiE): Vol. 3: Iss. 3, Article 6. Available at: http://epublications.bond.edu.au/ejsie/vol3/iss3/6 [5] Saric, M., & Penava, I. (2014, May). Transient stability of induction generators in wind farm applications. In 2014 14th International Conference on Environment and Electrical Engineering (pp. 230-235). IEEE. [6] Davidson I. and Mbangula I. (2014) Power System Modelling and Fault Analysis of NamPower’s 330 kV HVAC Transmission Line. Journal of Energy and Power Engineering 8 (pp. 1432-1442). [7] Xyngi I., Ishchenko A, Popov M., and van der Sluis L. (2009) Transient Stability Analysis of a Distribution Network With Distributed Generators. IEEE Transactions on Power Systems, vol. 24, no. 2. [8] Diaz-Alzate, A. F., Candelo-Becerra, J. E., & Villa Sierra, J. F. (2019). Transient Stability Prediction for Real-Time Operation by Thresholds. Energies, 12(5), 838. Monitoring the Relative Angle with Predefined � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Analysis of Transient and Voltage Stability of an 11-Busbar Testing System Author Author Alma Halilović, Mirza Šarić Abstract A summary of the resource. A comprehensive treatment from the physical and mathematical perspective supply modelling, analysis, control and covers a range of topics including modelling, computation of load flow in the transmission grid, stability analysis of the transient state. It is widely accepted that transient stability is an important aspect in designing and upgrading electric power system. In utility planning, transient stability is studied by numerical simulation. It involves the study of the power system following a major disturbance. In order to study Electric Power System transient stability, the models to describe their components should be defined. The components are defined using the classical model, which is valid to time periods up to 2 seconds. This project contains 11 busbars, 1 synchronous generator, 3 loads and 8 transformers. This research is done in DIgSILENT PowerFactory software for network modeling and simulation by using Stability Analysis Functions (RMS) advanced feature. In this paper we are analyses the maximum rated power of distributed generation (DG) considering only the terms of voltage limit constraints, the N-1 operational criterion analysis and three-phase symmetrical fault analysis for N-1 criterion is examined. Keywords Keywords. high load, n-1 criterion, synchronous generator, transient stability analysis Identifier An unambiguous reference to the resource within a given context 2637-2835 Publisher An entity responsible for making the resource available International Burch University, Sarajevo, Bosnia and Herzegovina Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering Date A point or period of time associated with an event in the lifecycle of the resource January, 2020 https://omeka.ibu.edu.ba/files/original/cfd4bd924f50f430b9b77d3de65bb630.pdf 5df4ce187d54a38721f94c977d44e30a PDF Text Text Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 Information Systems Project Success Factors: Literature Review Nermina Durmic International Burch University, Sarajevo, Bosnia and Herzegovina nermina.durmic@ibu.edu.ba Abstract – The purpose of this paper is to identify and collect most commonly discussed project success factors in the context of information systems (IS) projects. Through the process of review of 88 books, relevant studies and scientific works 72 success factors were detected, with a total of 689 appearances, which are then classified into six factor groups: Planning, Project team, Project management, Development, Customer, Project facilitation. The paper reveals that factors that were recognized as the most critical ones for the success of information systems projects by majority of authors belong first to Planning, and then to Project team and Project management groups of factors. Findings in this paper are expected to serve as a valuable theoretical basis for future empirical research of success and failure of projects in modern information technologies (IT) organizations, and development of related IS project success models. Keywords – Project success, project success factors, information systems, literature review. 1. Introduction Despite efforts IT organizations are making today to survive and take a lead in the high competitive market, reports show that project success rates haven’t changed significantly over the past 15 years. Back in 2003, King [1] reported that in one IT organization three out of ten projects fail on average. In the same year, Lewis [2] reported that around 70% of all IS projects fail to fulfill the objectives set, where all failed and defectively completed projects were included. According to Arcidiacono [3], International Data Corporation published in 2009 that 25% of observed projects failed completely, and 50% of projects required rework. Eight years later, in 2017, PMI [4] performs a study observing “underperforming” organizations with less than 60% of project completed successfully, meeting their fundamental goals and business purpose. It is reported that 24% of projects in these organizations were completed within set timeframes, 25% within budget, 33% met original goals/business intent, 68% experienced scope creep, 24% were a complete failure and 46% of the budget was lost in case of project failures [4]. Considering the project definition adopted from Pinto and Slevin [5], explaining a project as an organization of people committed to common goals, involving valuable, high risk tasks of different sizes that have to be completed by previously set deadlines for a certain budget with high quality, and must have a very well defined objectives and sufficient resources necessary for task execution undertakings, it becomes clear that project success depends on many different factors. It’s very important to recognize and understand these factors because they serve as a guidance for definition of project management processes [6]. While investigation of �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 project success factors has been a topic of interest for many researchers and authors, there is still a lack of literature that summarizes findings in this context. This paper is intended to fill in this gap by collecting success factors in a broad range of relevant material in order to determine which aspects of project development process should be given the biggest attention to ensure the project success. After this introduction, a short background of the topic is presented, followed by explanation of the literature review methodology. Then, outcomes of the literature review process are presented in several segments, with short conclusion that gives suggestions for future research directions. 2. Background A. IS projects Most of the authors who contributed to the theory of project management by formulating a concrete definition of a „project“ agree that the definition is always based around five aspects, regardless of the field the project belongs to. Those are: people, project goals and requirements, project tasks, resources and various conditions. More specifically, a „project“ is generally defined as a complex organizational system of coordinated activities being performed in predefined order to achieve desired outcomes, in accordance with time and resource constraints ([7], [8], [9], [10], [11]). Information System (IS) projects on the other hand, which are objects of examination in this review, have more concrete characteristics. IS projects can be described as IT projects designed to answer the information processing needs of a certain organization. Attributes that make them different from any other non-IS project are three-fold: (1) they depend heavily on human resources and significant capital that is usually a constraint; (2) they are people oriented projects and their stakeholder teams are composed of three groups: development team members, managers, end users; (3) they are conceptual, meaning that IS projects can often be subjects to risks that come from stakeholder teams, their lack of knowledge or project type [12]. B. Project success criteria When it comes to defining the project success, the majority of researchers agree about the general success criteria: a successful project is a project completed on time, within scope and budget constraints ([13], [14], [15]). However, the application of this definition in real project environments is usually not that simple. The empirical research, conducted by Hussein [16], reveals that inadequate definition of the project success criteria is commonly a result of incomplete understanding of the project itself and setting unrealistic expectations about the benefits provided by project outcomes. Better understanding of project stakeholders' inputs, who have the impact on project context and who define the final outcome expectations, is recognized as the right approach to solving this challenge [16]. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 According to Frerer et al. [17] review of project success criteria literature, authors like Pinto and Slevin [18], Freeman and Beale [19], Khosravi and Afshari [20], Bryde and Robinson [21] define even five to nine criteria for measuring the project success. Collins and Baccarini [22] and Munns and Bjeirmi [7] find that there is a direct effect of project success towards project management success. Baccarini [13] concludes that there is no unique definition of project success that could be applied on any project, and that criteria specific for a given project needs to be defined at its inception point to ensure that all team members and stakeholders work in the same direction. 3. Methodology In order to respond to the research goal, it was necessary to review larger amount of literature, thus semisystematic review approach was selected as the most suitable. It helps discover theoretical aspects and teams, or common issues within a certain research discipline [23]. Books and journals suitable for review were collected from journal databases and online libraries. To shorten the material collection process search keywords like “information systems project success”, “project success factors”, “project success criteria” were used. 88 books, scientific works and articles were collected. Materials with repeating content adopted from previous literature were not taken in consideration. The review process was executed through three steps: (1) in the first literature walkthrough list of unique project success factors was created, 72 of them in total; (2) frequency of appearance of every factor was registered; (3) factors were grouped into 6 groups for easier interpretation: Planning, Project team, Project management, Development, Customer, Project facilitation. 4. Literature Review A. Project success seminal works According to Pinto and Prescott [24] critical success factors represent factors that lead to significant improvement of project implementation chances, if appropriately addressed. Therefore, many researchers have tried to recognize critical success factors that can be significant for all IS project in general. Leidecker and Bruno [25] explain these factors as variables or conditions that, if properly maintained, managed or sustained, can have a crucial impact on the organization success or failure. Definition of critical success factors may also depend on development of country, type of organization and business [26]. An overview of project success factors that have been discussed by the authors in previous studies on this topic is presented in the next sections. First studies in this field have started in early seventies, and in the next 20 years seven seminal works related to this topic have been created, written by seven different groups of authors. All other works that followed have considered these seven works as a starting point of their research. Seven seminal works and project success factors they define as critical ones for project success are listed below: �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 - Sayles and Chandler [27]: Capability and knowledge of a project manager, continuing involvement in execution of project activities, control subsystems, scheduling and time frames, monitoring activities and feedback provision. - Martin [28]: Project and organizational philosophy, project planning, definition of project goals, control and monitoring mechanisms, top management support, authority delegation and organization, project team, resource allocation. - Cleland and King [29]: Project schedule, project scope, process of task execution, financial support, logistic requirements, facility support, market intelligence (who is the client), executive development and training, manpower and organization, acquisition, information and communication channels, project review. - Baker et al. [30]: Project manager, skills and knowledge of the project team, team commitment, project goals, project planning, budget and cost estimates, monitoring and control techniques, project inception difficulties, inadequate hierarchy. - Lock [31]: Team commitment to project activities, top management support, communication procedures, progress review meetings, control mechanisms, project manager - Morris and Hough [32]: Technical complexity, project goals, project scheduling, budgeting, legal issues, implementation issues, project idea and innovation. - Pinto and Slevin [33]: Client involvement, human resources, monitoring and control, project team lead, communication, issue handling, technical difficulties, urgency, project politics, environmental impact. B. Project success factors In this section 72 project success factors collected through literature review process and their groupings are presented. Graph on Figure 1 shows the comparison of number of different success factors contained in every one of the six factor groups, while graph on Figure 2 shows the frequency of appearance of success factors in each group in the reviewed literature. Figure 1. Number of success factors in each group of factors �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 Figure 2. Frequency of appearance of success factors in literature Charette [34] claims that IS projects almost never fail for only one or two reasons. According to him the reason of projects failing is a combination of few factors from the following list: bad estimation of necessary resources, poorly defined project requirements, unrealistic expectations and project goals, absence of communication between customers, poor management of users and developers, inadequate technology, lack of a good reporting of the project status, poor risk management, low quality of project management and development practices, project complexity. Ewusi-Mensah [12] agrees with him, indicating that the cancelation of IS development projects is usually caused by few combined factors, such as: project objectives, knowledge and skills of a project team, monitoring and control, lack of involvement of the top management, project costs and deadlines. Both authors consider definition of project goals and management as the most significant factors. Moohebat et al. [26] did an investigation about the country difference impact on project success factors, considering developed and developing countries. According to their research, the only project success factor, which is of equal importance for both groups of countries, is the top management support. Procaccino et al. [35] focus on the project success factors strictly from developers' point of view. They find that successful project for a developer means a project that is managed the way that ensures that development team has enough of necessary resources and the least possible amount of distractions when executing their daily jobs. For them, involvement of the customer in the project execution who is available to give feedback for the work done, and well defined project scope lead to successful project outcomes [35]. Egorova et al. [36] focus on stakeholders' point of view, dividing them into three groups: strategic-view stakeholders, operational-view stakeholders and tactic stakeholders. In their work, Egorova et al. [36] state that both operational and strategic stakeholders place „understanding the customer's problems“ to the first place. Operational respondents give a special attention to good programming, and strategic respondents see „customer involvement“ and „completed and accurate requirements“ as more important factors. Tactic stakeholders choose „very good project management“ as the most important factor for the project success. For both operational and tactic respondents, „team experience“ plays the essential role. Frese and Sauter [37] divided reviewed projects into failed, challenged and successful projects groups, aiming to see if there are common factors affecting project outcomes in all three groups. The conclusion they draw is that the quality of customer involvement and requirements definition affect the project's final status in all three groups. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 Planning factors In 95% of reviewed literature the Planning group of factors is discussed as the essential one for the project success. Project planning, scheduling and control, project requirements and scope, project goal, mission and vision are recognized as leading success factors in this group by majority of authors. All Planning success factors are listed in Table 1. Table 1. Planning group of project success factors Planning success factors Project planning, scheduling and control Requirement specification and scope Definition and understanding of project goals, mission and vision Budgeting – cost estimates Project/technical complexity Process and working procedures Time estimations Project organizational philosophy/ organization structure Realistic expectations Project itself/ project idea Project strategic fit Project size Project pace TOTAL (max = 88) Source [5], [18], [27], [28], [29], [30], [31], [32], [33], [35], [36], [37], [38], [39], [40], [41], [42], [43], [44], [45], [46], [47], [48], [49], [50], [51], [52], [53], [54], [55], [56], [57], [58], [59], [60], [61], [62], [63], [64], [65], [66], [67], [68], [69], [70], [71], [72], [73], [74] [11], [12], [18], [20], [26], [34], [35], [36], [37], [38], [39], [40], [43], [45], [47], [49], [50], [52], [53], [55], [56], [58], [60], [62], [67], [68], [69], [70], [71], [74], [75], [76], [77], [78], [79], [80], [81], [82], [83], [84] [5], [11], [12], [18], [26], [28], [30], [32], [33], [34], [37], [43], [45], [47], [48], [50], [52], [58], [60], [61], [63], [66], [67], [68], [69], [72], [74], [75], [76], [77], [81], [83], [85], [86], [87], [88], [89], [90], [91] [12], [29], [30], [36], [39], [45], [50], [51], [53], [59], [60], [62], [64], [67], [68], [69], [71], [73], [74], [78], [81], [89] [12], [34], [47], [48], [63], [69], [70], [74], [78], [79], [81], [82], [87], [90], [92] [6], [34], [35], [49], [64], [66], [67], [68], [69], [70], [74], [75], [81], [87], [93] [12], [22], [35], [36], [50], [53], [71], [83], [94] [6], [12], [28], [29], [38], [57], [59], [73], [95] [36], [37], [58], [71], [75], [81], [96], [97] [6], [29], [49], [70], [76], [95] [6], [26], [38], [60], [75] [78], [87] [59], [92] Freq. 49 % 56% 41 47% 39 44% 22 25% 15 17% 15 17% 10 9 11% 10% 8 6 5 2 1 84 9% 7% 6% 2% 1% 95% Morisio et al. [45] write that definition of requirements before projects starts or, if not possible, their completion in the initial phases is a factor of success, which supports the “Glass law” which says that insufficiently defined requirements are the major reason for project failures. Zouaghi and Laghouag [11] find that clear definition of needs through requirements is one of three factors that present a high risk for the final result of a project. According to Kappelman et al. [52], not documenting the functional performance and reliability of requirements and scope is an early warning sign of IS project failure, which shouldn't be ignored. Definition of requirements is also stated by Frese and Sauter [37] as a common factor for successful, challenged and failed projects. Nasir and Sahibuddin [74] rated the clear requirements and specifications factors as the most important ones among all project success factors. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 Reel [75] sees project complexity as the basic problem of computing in the context of project development. Handerson [78] agrees with him, saying that complexity, together with the project size, is the main reason why large IT projects fail. On the other hand, Nguyen [87] does agree that complexity, from technical perspective, makes a strong negative effect on project success, but unlike Handerson [78], he rates project size as a factor that almost doesn't affect the project success. Ogden [76] finds that the project idea is a success factor, but not a very important one for the project success. Hirshfield and Lee [96] say that successful projects are ones with realistic expectations and timeframes, and suggests „planning in advance“ as an activity that should ensure meeting schedule related conditions [96]. Project team factors As presented in Table 2, 89% of reviewed literature detected Project Team related factors as the most common success factors in an IS project creation. Role of a project manager, team commitment and communication are recognized as leading success factors in this group. Morisio et al. [45] asserts that human factors play a key role in software development. Zouaghi and Laghouag [11] and Ogden [76] also put the accent on productivity and motivation of the project team and their crossfunctionality. According to the research study of Wong et al. [54], poor project manager's effectiveness serves as a critical project failure factor. Manager's capability and skills are recognized by Nguyen [87] and Nasir and Sahibuddin [74] as a strong positive effect on a project's success. Perkins [98] states that the major cause of project failure is project manager not having the required knowledge, or not being able to apply it appropriately. While many researchers share opinion that project manager's field experience is also very important, Kaya et al. [70] disagree with that. Surprisingly, researchers in only 2% of reviewed literature found that working environment is a factor that affects the success of an IS project. Unlike Nguyen [87] and Pinto and Slevin [33], Nasir and Sabihuddin [74] even find environmental influences as completely unsubstantial factor. Hong et al. [73] suggest that it's important to have a good communication among all related parties including planners, consumers and developers for establishment of a good project model. Table 2. Project team group of project success factors Project team success factors Project manager Team commitment Source [12], [26], [29], [30], [31], [35], [36], [37], [38], [39], [42], [43], [47], [49], [50], [52], [54], [55], [57], [70], [71], [74], [76], [77], [78], [80], [83], [85], [87], [88], [90], [91], [92], [94], [98], [99] [6], [11], [26], [27], [28], [30], [32], [31], [33], [35], [37], [38], [39], [40], [41], [44], [48], [52], [55], [58], [59], [61], [66], [70], [71], [72], [74], [75], [76], [93], [100] Freq. 36 % 41% 31 35% �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 Communication Knowledge and skills of development team Capability, skills and experience of a project manager Team composition and assembly Personal Recruitment/ Ambition Education and training availability Team motivation and productivity Losing skilled team members Experience of development team External consultant Knowledge sharing Teamwork and collaboration Team building Personal interests Knowledge application Working environment Adding new team members Access to talented people Best practices and lessons learned TOTAL (max = 88) 31 35% 21 24% 21 24% 11 13% 5 6% 5 6% 4 5% [45], [52], [54], [75] 4 5% [12], [36], [47] 3 3% [49], [69], [76] [38], [54], [101] [41], [78] [12], [47] [44], [98] [98], [56] [33], [87] [45] [47] [75] 3 3 2 2 2 2 2 1 1 1 3% 3% 2% 2% 2% 2% 2% 1% 1% 1% 78 89% [5], [12], [26], [29], [31], [33], [34], [36], [37], [38], [39], [43], [47], [48], [52], [53], [56], [60], [61], [63], [66], [67], [69], [70], [72], [73], [74], [76], [79], [90], [93] [12], [30], [37], [41], [42], [49], [52], [53], [62], [66], [67], [68], [69], [70], [72], [74], [78], [81], [82], [87], [98] [27], [33], [36], [37], [45], [49], [50], [55], [61], [63], [66], [67], [68], [69], [70], [72], [74], [81], [82], [95], [98] [5], [12], [36], [38], [66], [69], [74], [82], [86], [90], [91] [12], [30], [41], [60], [77] [29], [47], [70], [88], [98] [11], [59], [74], [81] Project management factors Project management activities are defined as success factors in 85% of the reviewed literature (Table 3). In this group, top management support and effective monitoring and reporting are recognized as leading success factors. Whittaker [50] avers that inadequate risk management is among biggest IS project failure reasons. As the organization gets bigger, risk management becomes more significant factor of success. Taylor [51] states that inability to manage the risk and project related uncertainties has been frequently recognized as a critical segment of IS project management. Kappelman et al. [52] find the lack of support of top managers as an extremely important early warning sign of IS project failure, even the most important among other factors. Nguyen [87] emphasizes that good management in general is essential for a project to succeed, especially human resources management, quality management and time management. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 Table 3. Project management group of project success factors Project management success factors Top management support Monitoring and reporting Change management Project risk management Effective leadership Executive management support Quality management Time pressure Measurement systems Authority delegation Time management Late failure warning signals Success criteria Definition Overtime handling TOTAL (max = 88) Source Freq. % [5], [11], [12], [26], [28], [33], [34], [35], [36], [47], [48], [50], [52], [54], [55], [57], [60], [61], [66], [67], [68], [69], [70], [72], [73], [74], [78], [81], [91], [92], [94] [12], [26], [27], [28], [29], [33], [34], [47], [48], [50], [55], [56], [59], [60], [63], [64], [65], [67], [68], [69], [70], [71], [72], [74], [79], [81], [93], [98] [26], [37], [41], [42], [44], [46], [47], [50], [52], [55], [56], [61], [64], [67], [69], [71], [74], [75], [79], [89], [90], [91] [6], [11], [14], [34], [38], [41], [45], [47], [50], [51], [55], [59], [67], [74], [78], [80], [92], [101], [102] [12], [38], [41], [47], [63], [67], [69], [71], [74], [90], [99], [100], [103] [12], [37], [44], [58], [71], [83], [97], [100] 31 35% 28 32% [41], [62], [64], [65], [70], [74] [33], [34], [75], [76] [12], [31], [76] [28], [31] [39], [78] [53] [52] [45] 22 19 21% 13 15% 8 9% 6 4 3 2 2 1 1 1 75 7% 5% 3% 2% 2% 1% 1% 1% 85% Development factors Development related factors are recognized as ones critical for project success in 46% of the reviewed literature. Technology and tools, together with the availability of adequate resources are recognized as leading success factors in this group. Yet, many authors agree that success of technical development depends on the proper project planning phase. May [53] concludes that projects with inflexible technical architecture and undefined guidelines for managing the project technical requirements have high risk of failures. According to him the key of success lays in correct handling of technical aspects of the project. White and Fortune [47] underline that quality of planning must be taken into account peculiarly to have a successful development phase, and that it's extremely important that schedule of development activities is realistic. All detected Development group success factors are listed in Table 4. Table 4. Development group of project success factors Development success factors Source Technology, tools [12], [32], [34], [49], [50], [57], [59], [61], [67], [68], [69], [71], [74], [75], [81], [82], [88], [91], [92] [28], [34], [37], [47], [49], [53], [65], [66], [67], [71], [72], [74], [76], [81], [82], [94] Adequate resources availability Freq. % 19 22% 16 18% �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 Development approach IT infrastructure Testing, verification and validation Programming Data quality and integrity Architecture and design Technical tasks Interface with other projects Facility support TOTAL (max = 88) [18], [74], [83], [91] [54], [64], [74], [83] [26], [54], [79], [80] 4 4 4 5% 5% 5% [26], [36], [80] [26], [91] [53], [80] [30], [33], [60] [57] [29] 3 2 2 2 1 1 40 3% 2% 2% 2% 1% 1% 46% Customer factors Customer related group of factors is recognized as an important one for IS project success in 42% of reviewed literature, having the overall customer involvement as the most critical factor. Frese and Sauter [37] find that certain level of user involvement is a prevalent factor of project success and failure. According to Hirshfield and Lee [96] project team with their project manager can be sure their project meets its goals only if end users are involved in the process. On the contrary, Nasir and Sahibuddin [74] claim that project champion is not important in project development process at all. All detected success factors in the Customer group are presented in Table 5. Table 5. Customer group of project success factors Customer success factors Customer involvement Customer approval Involvement of project champion Inflexible customer TOTAL (max = 88) Source [5], [11], [33], [35], [36], [37], [42], [45], [47], [48], [49], [52], [54], [59], [60], [61], [66], [67], [68], [69], [71], [72], [73], [74], [82], [83], [84], [85], [88], [94], [96], [97], [100] [5], [33], [36], [72] [26], [49], [58] [54] Freq. 33 % 38% 4 3 4% 3% 1 37 1% 42% Project facilitation factors Project facilitation factors are recognized as project success factors in 17% of reviewed literature. Although the most significant literature about project management and project success doesn’t write about troubleshooting, conflict handling or external influences as project success factors a lot, the 10-factor model of the project development process defined by Pinto and Slevin [33] lists troubleshooting as its tenth component. Human error factor is recognized as the success factor by White and Fortune [47] and Levenson [79], but Attarzadeh and Ow [13] who also discuss human error factors as significant ones for the project success, claim that the reason for the human error is the cause of bad project management and inability of responsible roles to convert the theory of project management into practice. �Journal of Natural Sciences and Engineering, Vol. 2, (2020) DOI number: 10.14706/JONSAE2020218 All detected success factors in the Project facilitation group are listed in Table 6. Table 6. Project facilitation group of projects success factors Project facilitation success factors Troubleshooting Conflict handling External influences Human error factor Tolerance of bad news Technical difficulties Start-up difficulties TOTAL (max = 88) Source [5], [26], [33], [48], [70], [72] [39], [47], [53] [47], [95], [98] [47], [79] [90] [89] [30] Freq. % 6 3 3 2 1 1 1 15 7% 3% 3% 2% 1% 1% 1% 17% 5. Conclusion The paper summarizes findings of the review of 88 works that discuss factors that affect the success of IS projects. While each of 72 detected success factors can play a major role for the outcome of an IS project, the majority of authors agree that project planning, scheduling and control; requirements and defined project scope; definition and understanding of project goals, mission and vision; role of a project manager; team commitment; communication and involvement of customers belong to the most significant ones. On the other hand, technical difficulties; overtime work; project size and strategy; development team dynamics; overtime handling; project architecture and design are the least frequent success factors in reviewed literature. Detected factors are classified into 6 groups, according to the segment of IS project development process these factors may have an impact on. 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Frolick, “IT Project Risk Factors: The Project Management Professionals Perspective,” Journal of Computer Information Systems, vol. 47, no. 4, June, 2007, pp. 61-69. [102] S. C. Misra, V. Kumar, U. Kumar, “Different Techniques for Risk Management in Software Engineering: A Review,” in ASAC Conference in Banff, Alberta, Canada, 2006, pp. 196 – 205. [103] T. Julli, Leadership Princpiles for Project Success, 1st ed. Boca Raton, Florida: CRC Press, 2010 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Information Systems Project Success Factors: Literature Review Author Author Nermina Durmic Abstract A summary of the resource. The purpose of this paper is to identify and collect most commonly discussed project success factors in the context of information systems (IS) projects. Through the process of review of 88 books, relevant studies and scientific works 72 success factors were detected, with a total of 689 appearances, which are then classified into six factor groups: Planning, Project team, Project management, Development, Customer, Project facilitation. The paper reveals that factors that were recognized as the most critical ones for the success of information systems projects by majority of authors belong first to Planning, and then to Project team and Project management groups of factors. Findings in this paper are expected to serve as a valuable theoretical basis for future empirical research of success and failure of projects in modern information technologies (IT) organizations, and development of related IS project success models. Keywords Keywords. Project success, project success factors, information systems, literature review. Identifier An unambiguous reference to the resource within a given context 2637-2835 Publisher An entity responsible for making the resource available International Burch University, Sarajevo, Bosnia and Herzegovina Source A related resource from which the described resource is derived Journal of Natural Sciences and Engineering Date A point or period of time associated with an event in the lifecycle of the resource January, 2020 https://omeka.ibu.edu.ba/files/original/a9d7b5bafadf581bc65a27d385a9507d.pdf ffca1e5369851d455465038f382c5bb3 PDF Text Text Journal of Education and Humanities Volume 3 (1), pp. 3-17, Summer 2020 Original research paper ISSN 2566-4638 © International Burch University https://dx.doi.org/10.14706/JEH2020311 Relationship between thinking styles and cognitive load: A contextual study of Arab special learners Mogbel Aid K Alenizi Northern Border University alenizimogbel@gmail.com Abstract: The current study aims to assess the relationship between thinking styles and cognitive load of regular students and of the students with learning difficulties. It also evaluates to what extent cognitive load is related with patterns of thinking according to Harrison and Bramson’s theory. Random samples of 105 male and female regular students’ along with 79 male female students with learning disabilities were chosen for the study. An interview form was used to identify the family situation of the samples and the Raven matrix sequence test was used to determine the intelligence level of those with learning difficulties. To diagnose the nature of samples’ learning difficulties, Michael Best’s scale was used and to measure five thinking patterns (synthetic, ideal, pragmatic, analytical, and realistic) researchers’ self designed tool was used. To measure cognitive load, a scale prepared by ASRC was used. The results of the study indicated that those with learning difficulties think random, i.e. they do not use the five methods of thinking in an organized way for their academic achievements and in problem solving which burdens their cognitive faculty. As for regular students, their thinking was organized, and they used the five methods of thinking in a regular manner to enhance their academic achievement, which eventually reduces their cognitive load. Keywords: Cognitive load; thinking patterns; Harrison and Bramson theory; special learners; learning disability Article History Submitted: 13 May 2020 Accepted: 18 June 2020 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 1. INTRODUCTION It is important for students to acquire scientific knowledge and operations, thinking skills and problem solving skills, but the common teaching practices in the educational field pay more attention to memorization, but rarely pay attention to the mental processes of the learners which eventually is reflected in learners’ differential levels of educational achievement. Cognition helps us understand human behavior through the mental processes; it is significant in learning processes as well because knowledge acquisition goes through several stages until it stabilizes in the mind (e.g. emotions, awareness, attention and memory). Due to the limited capacity of the brain, the information stored determines the nature of its processing. Every individual has his/her own cognitive capacity to process a mental function, and any disturbance in such processes cause cognitive load. The educators and teachers should not give excess information as the increased load of information may hinder the learning process of the ordinary students, and students with special needs in particular (Zoghbi, 2012). Al-Maati (2005) indicated that thinking is a refined cognitive process that involves re-organization of the elements of a given situation in a noble way that requires problem solving skill. In other words, it involves many other cognitive processes such as attention, awareness, remembrance etc., and some cognitive skills such as classification, conclusion, analysis, installation, comparison, generalization and so on. There are a number of theoretical perceptions of thinking styles that differ from one another in terms of individuals’ preference in their thinking. One such model is the Paivio model (1971), which envisions the existence of two types of preferences of individuals and their ways of thinking: verbal thinking and conceptual thinking. Harrison & Bramson’s (1982) model proposes that the idea of thinking styles are closely related to the study of educational psychology and cognitive psychology, as the roots of research in the methods of thinking emerged in the early seventies of the last century as naming of personal concepts, but the concept of style is more related to personality (Harrison & Bramson, 2008). For those with learning difficulties, it is clear that they have difficulties in memorization, understanding, attention and awareness. They mainly suffer a lack of understanding and awareness, so those involved in developing curricula should take into account learners’ low ability of retaining and understanding information. Saudi Arabia is witnessing an alarming increase in the number of cases with learning difficulties. As their percentage ranged from 5% to 10% of the total population, the cognitive load of learners with learning difficulties needs to be taken care of well, so that the decision-makers could take into account their low abilities of memorization and understanding (Aburiah 2007). The presentday students need reduced load of knowledge/information during their learning process in order to use their higher thinking skills which require a lot of information and extensive mental processes for a successful learning (Mai, 2012) 4 �Relationship between thinking styles and cognitive load: A contextual study of Arab special learners Mogbel Aid K Alenizi Statement of the problem The cognitive load theory is related to facilitating the processing of information in working memory with a lot of efforts (Sweller et al, 1998). Memory, with its coding, storing, and retrieval of information, is the basis for most of thinking and learning. Discrimination and recognition processes also depend on memory, so that the individual can perform several mental processes through the information stored in the memory (Abboud & Jassem, 2011). The cognitive load is concerned with the way in which knowledge resources are used during the process of learning and problem solving (Shehab, 2011). Thus, thinking styles are influenced by the nature of the subject (the internal cognitive load) or the way in which students demonstrate the required information and activities (the external cognitive load) (Sweller, et al., 1998). Therefore, educational materials should be designed to keep learners' cognitive load at its lowest level during the learning process (Stachel, 2011). Each learner has a preferred style of processing information, which is also known as learning method. Therefore, the level of cognitive load during the learning process may be affected by the learner's preferred learning method or his/her method of processing the information presented to him. The cognitive load theory is based on cognitive structure consisting of partially independent processing operations for visual / spatial verbal and auditory information that interact with long-term memory (Pass, et al., 2003). From the above it is clear that the excessive cognitive load negatively affects the styles of thinking. The level of cognitive load can be reduced by finding effective ways to present information to the learners. Learning methods can explain the differences among learners and in terms of the ways they process information. Given the paucity of studies in Arabic context, the present study explores thinking styles in the light of Harrison and Bramson's theory and its relationship to the cognitive load of ordinary students and those with learning difficulties, by answering the following two questions: Is there a relationship among the styles of thinking (synthetic, idealistic, pragmatic, analytical and realistic)? Is there any relationship between thinking style and cognitive load of the learners? Objectives of the study The study has following objectives: a. What are the patterns and levels of cognitive load between the students with learning difficulties and regular students? b. How Harrison and Bramson's theory accounts for this difference? Theoretical Background The cognitive load theory has recently become one of the crucial theories to describe cognitive processes involved in learning using multimedia or internetbased learning (Brunken, et al, 2003, p. 53). Pass et al (2003, p.1) refers to cognitive load theory as a framework for research on cognitive processes and educational design. Allen (2011, p. 11) suggests that cognitive load theory assumes that an 5 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 individual allocate part of his mental processes in order to process or learn a bundle of information. To perform a task, the amount of knowledge resources needed requires processing of memory, which eventually loads the cognitive efficiency (Huang et al, 2006, p. 141; Yao, 2006; Curie, 2008). The idea of cognitive load theory is based on the premises that working memory has a very limited capacity and learning process needs active working memory. If the working memory capacity exceeds the maximum limit, then the learning becomes ineffective. It assumes that long-term memory has unlimited capacity. Increased levels of cognitive load may result from the content of educational materials, problem solving skill in learning using traditional methods (Abu Riyash, 2007, p. 196). Therefore, there should be variation in the content to suit various learning methods (Sweller, 2008). Adnan Yousef Al-Atoum (2004) sees that each individual has his/her own way of thinking, and the way of thinking measures individuals' linguistic and cognitive preferences and their levels of flexibility in their work and in their dealing with others; though there are different approaches to the understanding of thinking style in terms of types and nature of the methods followed by individuals in their thinking processes. For instance, the Paivio model (1971) envisions two types of individuals' preferences; verbal reasoning and conceptual way of thinking. Harrison and Bramson referred to the individual’s preferred methods of dealing with different life situations, and these methods include the scale of thinking as prepared by Harrison and Bramson (Magdy Abdel Karim Habib 2008, p. 5-11). It includes the following methods: A. Synthetic thinking means the individual’s ability to communicate new and original ideas is completely different from what others do in synthesizing various ideas. In this process, an individual looks for views that may provide better equipped solutions, and link seemingly opposing views. It requires clarity and creativity. B. Idealistic thinking is the individual's ability to form different points of view towards goals and to pay attention to the needs of what is beneficial for him and the society. It focuses on social values. C. Pragmatic thinking is the individual's ability to verify what is right and wrong in terms of personal experience and freedom to experiment and excel in finding new ways of doing things using the available resources. D. Analytic thinking is the individual's ability to confront problems carefully and in a systematic way, pay attention to detail and plan carefully before making a decision, and collects as much information as possible while not forming a holistic view (Anwar Omar Ibrahim, 2007, p. 18). E. Realistic thinking includes reliance on observation and experimentation of the real life things or events. 2. REVIEW OF RELATED LITERATURE Cognitive Load: Working memory (WM, hereafter) regulates the efficient use of cognitive resources (Mayer & Moreno, 2003), and there are other factors too such as 6 �Relationship between thinking styles and cognitive load: A contextual study of Arab special learners Mogbel Aid K Alenizi individual traits and knowledge repository, as well as fresh information related to a specific task (Wouters, Paas, & van Merriënboer, 2009). Individuals with greater WM capacity have more attentional capacity to devote to complex tasks; thus, an individual with high WM may experience less cognitive load (i.e., find the task less difficult) than an individual with low WM. The established relationships between WM and performance on complex tasks (Geary, Frensch, & Wiley, 1993; Linderholm & van den Broek, 2002; Schelble et al., 2012), and between cognitive load and complex task performance (Beilock & DeCaro, 2007; Paas et al., 2003) support this idea. Thus, individuals with fewer attentional resources (i.e., lower WM) are likely to perceive a complex task as requiring more mental effort than those who possess more attentional resources. Given the impacts of cognitive load and WM on complex tasks and the similarity of the demands of creative thinking tasks to other complex tasks (Beaty & Silvia, 2012; Benedek et al., 2012; Benedek et al., 2014; Nusbaum & Silvia, 2011; Lee & Therriault, 2013; Silvia, 2015), links among WM, cognitive load, and creative thinking are likely. Flad (2002) conducted a study aimed at identifying the effect of increasing cognitive load in the standards of self-report and bilateral tasks of mental effort in the problem solving process. The results of the study indicated that there was a positive and statistically significant relationship between the cognitive load and the difficulty of the task. Likewise, Farnsworth (2009) conducted a study aimed at identifying differences in the Cognitive load as perceived by teachers in training manual or electronic assistive technology to teach reading and writing to the blind. The results of the study showed that there were no statistically significant differences between the groups of technological devices in quantitative measures of cognitive load or the efficiency of the Braille method in learning to read and write. While the results of the interviews indicated that there were qualitative differences in the required mental effort (cognitive load) between the groups of technological devices. Abdul Amir Aboud and Mahdi Jassem (2011) conducted a study aimed at identifying the level of cognitive load among middle school students, and identified the differences between males and females from arts and science specializations. The results indicated a decrease in the level of cognitive load among the sample members in general, but there were no statistically significant differences in terms of gender and specializations. The results also indicated that there were no statistically significant differences in the level of cognitive load in terms of areas of study. Abu Joudeh (2004) aimed to know the effect of an educational program based on the theory of cognitive load in developing critical thinking skills. Statistical indication of the California test of critical thinking skills as a whole and of each skill reflected the effectiveness of the educational learning program based on cognitive load theory in developing critical thinking. AlShamsi and Hassan Study (2009) aimed at knowing the cognitive load of middle school students in Baghdad, and concluded that there were statistically significant differences in their possession of a low ability to high ability tasks. 7 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 The study also concluded that there were no statistically significant differences in terms of their gender and specializations. Thinking Styles: Fouqia Abdel-Fattah (2007) explored the relationship between thinking styles and moral judgments, and revealed that there were differences between the prevailing thinking methods among the academic staff, as per their styles and specializations. The results indicated that there were statistically significant differences between the averages of male and female. Ideal thinking style was in favor of females, and analytical thinking style was relatively in favor of scientific specializations. Al-Sukari and Abdul-Fattah (2006) studied emotional intelligence and its relationship to thinking styles among a sample of university students. The study revealed that there was statistically significant positive relationship between emotional intelligence and ideal and analytical thinking styles, but statistically significant negative relationship between Pragmatic thinking styles. There was a statistically significant relationship with the rest of the thinking styles. Zhang, Li-Fang (2001) showed the relationship between thinking styles and personality patterns. 3. RESEARCH METHODOLOGY The research sample included a group of regular students and students with learning difficulties who were randomly selected from some primary schools in the northern border region of Rafha, Saudi Arabia. A total of 105 regular students included 60 males and 45 females. A total of 79 learners with learning difficulties included 56 males and 23 females. The study was conducted in the second semester of academic year 2019-2020. The method used in the current study was descriptive in nature. Pearson correlation coefficient was used to measure thinking styles and cognitive load of the students with learning difficulties. The same was used for the regular students as well. Hypotheses: The hypotheses formulated are as follow: H01 = There is no statistically significant correlation between the scale of thinking styles and the measure of cognitive load among students with learning difficulties. H2 = There is a statistically significant correlation between the scale of thinking styles and the measure of cognitive load among ordinary students. Study tools: Family Diagnostic Interview Form: The aim of the questionnaire was to identify the economic, social and cultural levels due to the important role of these levels in influencing research variables. 8 �Relationship between thinking styles and cognitive load: A contextual study of Arab special learners Mogbel Aid K Alenizi Raven Colored Sequential Matrices (Takaneen, Emad Ahmad Hassan, 2014): Its goal was to measure intelligence, and it was largely free of cultural influence. It mainly depended on the collective application. It could be applied individually in certain circumstances. Successive matrices consisted of 36 items distributed in three sections: (a), (a) b, and (b), and colored matrices were suitable for ages from 5.6 to 10.5 years, and were suitable for those who had disabilities. Colors were used as the background to the problems, to make the test more interesting and clear. Psychometric properties of the test: Stability of the test: The coefficient of persistence in the study sample ranged from male and female students to repeat the test after two weeks to the stability factor of (0.85), and p-value at the level of (0.01). Validity of the test: Formative validity was used, where the correlation coefficient was estimated by months between the total grades (0.77) in the first application of the test, while the correlation coefficient was (0.81) in the second application. A student’s behavior scale (Best and Sharif, 2007) was used to assess the nature of learning difficulties of the samples. This scale is one of the survey tools for the detection and initial recognition of learning difficulties through the teacher’s assessment of the verbal and non-verbal behavioral features. Verbal measure includes assimilation and language whereas non-verbal measures include general knowledge, motor coordination, personal and social behavior. This scale was valid for individual application in the age group of 5.5 - 14 years, and it consisted of 24 questions sets distributed on two scales; 13 questions sets for the verbal scale and 11 for the non-verbal measure. Under each paragraph five graded questions (1, 2, 3, 4, 5………………) were given wherein each grade represented the level of teacher’s assessment of the student's ability. The score ranged from 24 to 120. The score was interpreted on the basis that each regular student got a score of minimum 48 and students with learning difficulty got lesser than that. The psychometric properties of the scale Honesty: Michael Best (1981) codified the scale to assess the significance of honesty of the sample, whereby the validity of the scale for gender variable was * 17.32 and the status of learner variable (normal students, and students with learning difficulties) was 98. 28*. The confidence interval was found to be 0.38 – 2.25. To measure thinking styles within the framework of Harrison and Bramson's theory, the researcher adopted the following five thinking styles: synthetic, ideal, pragmatic, analytical, realistic. These five styles represented a reference framework and thus the researcher validated that in that case the content of the scale was able to achieve the set out goals. The researcher had the following procedures in building the scale: 9 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 The content of the questions sets was well defined. The questions sets were developed in the light of Harrison and Bramson's theory. The total number of question sets (25) was divided into five dimensions; each dimension was having five questions sets as distributed in table 1 below: Table 1. Distribution of questions and questions sets thinking style-wise Dimensions Order of questions No. of question sets Realist 1-2-3-4-5 5 Synthesist Pragmatist Analyst 6-7-8-9-10 11-12-13-14-15 16-17-18-19-20 5 5 5 Idealist 21-22-23-24-25 5 Psychometric properties of the scale: To ensure statistical validity, it was applied to a sample of 25 students, and the following equation was applied to the results. (Z = 2) = Seronov - Colmogrov = to know the nature of the distribution of data (normal or not). The significance level of 0.01 meant that the distribution was not normal. Since the distribution was not normal, laboratory tests were not applied to the data, rather non-parametric tests were applied to data (Mann-Whitney's test for calculating terminal honesty). The results are as shown in the following table 2: Table 2. Results of psychometric properties of the scale test Gr. N Total Avg. Z value Sig. St. sig. score score level Max 8 100 12.5 3.393 0.001 Sig. Min 8 36 4.5 The table above shows that the value of the significance level is 0.001, which is statistically significant, because it is less than 0.05. This indicates that there are differences between the maximum and minimum. This means that the tool has terminal honesty. Internal consistency validity: To extract this type of validity, correlation coefficients were found between the five styles and the results as shown in Table 3 below: Table 3. Correlation coefficients between the five thinking styles Correlation Syn. Ideal. Prag. Analy. Real. Factors Synthesist 1 **-.202 *-0.10 **-0.347 **-0.297 Idealist 1 **-0.307 **-0.191 **-0.272 Pragmatist 1 **-0.272 **-0.161 Analyst 1 *-0.11 10 �Relationship between thinking styles and cognitive load: A contextual study of Arab special learners Mogbel Aid K Alenizi Realist 1 It is clear from table 3 that there is a negative correlation with a function at the level of 0.01, but it is very weak among the five thinking styles. The negative correlation between one group (structural and pragmatic) and the other one (analytical and realistic) is at the level of 0.05. It is indicated that negative correlations are quite higher at the top level factors, but it decreases over the downward factors. The results confirm the validity of the scale because the styles are distinct and are independent of one another. Stability of scale: The stability was determined by the following two styles: Mid fragmentation, Alpha-Cronbach equation The value of each of them is as shown in the table 4 below: Stability type NA Table 4. Stability of scale test results SpearmanSig. AlphaSignificance Brown level Cronbach level coefficient 0.78 0.001 0.73 0.003 It is clear from the table that the stability coefficients have relatively high values that allow the tool to be applied safely, and with this form of honesty and reliability the tool has become valid. The cognitive load scale as prepared by the American Space Agency Research Center (ASARC), was further translated and codified by Al-Banna (2008). The researcher assessed the cognitive load and its relationship to the styles of thinking of ordinary students and of those with learning difficulties, on the task load index of the National Aeronautics Space Administration (NASA), which allows measuring the total workload by itself during the completion of the task or immediately after it. It consists of six dimensions; each of them constitutes a source of the total workload represented in defined requirements such as physical requirements, time requirements, performance, effort, and frustration. It also consists of a scale sheet assessing the degree to which the scale dimensions contribute to the overall load. The scale included a description of the five dimensions and instructing the student to place a mark (x) on the intersection of eleven gradients with the horizontal line under each question and make sure to place a mark (x) on one of the gradient lines and not between the gradient marks. The total load is calculated by dividing the total cognitive load of the six measures divided by 15 which is the number of possible statistics between each pair of measures. The study found that there is a high degree of honesty, as the correlation coefficient is 0.52 between the scale of thinking styles and the cognitive load (Al-Banna, 2007). Al-Banna (2007) verified the stability of the scale by the Alpha Cronbach method with a value of (0.77). It 11 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 is clear from the above that the scale enjoyed a good degree of honesty in many studies and therefore it was used in the current study as well. Research procedures: The researcher followed the following steps in carrying out the research as follows: A questionnaire was applied to identify the economic and social status of the sample so as to ensure that these conditions did not affect the study variables. The scale of thinking styles and cognitive load was applied to 105 ordinary students in some government primary schools in the northern border region of Rafha, to determine the mental requirements of their preferred methods of thinking. The questionnaire of methods of thinking and the cognitive load was applied to 79 students with learning difficulties from some government primary schools in the northern border region in Rafha. The procedures for diagnosing learning difficulties carried out in two stages: first, application of Raven's successive matrix test to determine the level of intelligence of the sample, which measures non-verbal intelligence, and was largely free from any cultural influence, second, using the Michael Best scale to diagnose and identify people with learning disabilities. The researcher used statistical methods to know the effect of the five thinking methods (syntactic, idealistic, pragmatic, analytical and realist) on the cognitive load of students with learning difficulties and of regular students as well. 4. RESULTS & DISCUSSION The First hypothesis: 1. There is no statistically significant correlation between the scale of different styles of thinking (synthesist, idealist, pragmatist, analyst, and realist) and cognitive load among students with learning difficulties. Pearson correlation coefficient was used to measure the relationship between thinking styles and cognitive load of the students with learning difficulties. The results of the Pearson correlation coefficient are given in table 5 below: Table 5. Pearson correlation coefficient result of students with learning difficulties Thinking Total degree of cognitive Styles load Synthesist 0.004 Idealist 0.005 Pragmatist 0.006 Analyst 0.003 Realist 0.008 ) -(there is no correlation 12 Indication *---*----*--------* ----* �Relationship between thinking styles and cognitive load: A contextual study of Arab special learners Mogbel Aid K Alenizi It is clear from table 5 that there is no correlation between the thinking styles and the cognitive load of people with learning difficulties. This means that they have random thinking, that is, they use the five thinking styles in a random, disorganized manner, and this also indicates that the sample suffers from this weakness due to, to the fact that students do not use sound mental awareness in their academic achievement, which increases their cognitive load. The second hypothesis: There is a statistically significant correlation between thinking styles and cognitive load among ordinary students. The results of the Pearson correlation coefficient are given in table 6 below. Table 6. Pearson correlation coefficient result of regular students Thinking Total degree of Cognitive load methods Synthesist 0.238 Idealist 0.235 Pragmatist 0.240 Analyst 0.236 Realist 0.237 (**)(t) is at 0.01 Indication ** ** ** ** ** It is clear from table 6 that there is a correlation between thinking styles and cognitive load of regular students. This strong relationship means that thinking is organized for them, that is, they use the five methods of thinking in an organized way. This indicates that the sample has the ability to use the five thinking methods in their academic achievement and in solving their problems. This may be due to the fact that students use mental perceptions in a proper way in their academic achievement in their efforts to use their ability to organize the curriculum content and reduce their cognitive load. Psychologists and educational researchers believe that explicit instructions are necessary for the learners to do the best what is expected of them (Klahr & Nigam, 2004; Mayer, 2004), and they have provided empirical support to their claims. Research has clearly shown that for novices (almost all), explicit instruction is more effective than partial guidance (Clark, Kirschner, & Sweller, 2012). Zhang (2002) found that students with higher cognitive development level tended to use a wide range of thinking styles than the students with lower cognitive development. The results of the present study suggest similar patterns wherein normal students follow a regular pattern in terms of thinking styles during a cognitive function, whereas the students with learning disabilities exhibit a random pattern. Thinking styles vary among the regular students exhibit a particular style of thinking (study based on Sternberg’s theory of selfgovernment) under the dimensions of functions, forms, levels, scope and learning (Thomas & John, 2019). They observed differences in preferences of 13 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 thinking styles in terms of gender, but the present study exhibited contrary results. Thomas and John’s (2019) study helped the learners’ self-efficiency to gain a sense of self-efficiency, and also helped the teachers to better realize students’ strengths and weaknesses to take necessary steps to compensate for their limitations. Cheng (2019) also proposed similar results that qualitative conception of learning was significantly related with a wide range of thinking styles among the students with hearing impairments. Likewise, this present study found a direct relation between thinking styles and learners’ cognitive load. Overloaded working memory during various learning processes cause learning impairments in normal cases as well (Kalyuga, 2015, 2016; Sweller, 2011). Therefore, it is imperative to note that the students with learning difficulties do suffer cognitive burden in their learning processes if the content and the teaching strategies are not considered well (Likourezos et al, 2019). 5. CONCLUSION & RECOMMENDATIONS In conclusion, the researcher presents a set of recommendations which is expected to lead the development of educational work by reducing the cognitive load by using thinking styles that encourage creativity. The recommendations are: 1. Teachers should be encouraged to diversify their teaching methods to suit learners’ thinking patterns. 2. Agencies and institutions concerned with students with learning difficulties should provide them with educational programs appropriate for the learners, such as the Learning Resource Room (LRC), because this would reduce the severity of the difficulty of the student, and trained and qualified staff should follow-up well to deal with the cases of learning difficulties. 3. Attention should be paid to students' preferred methods of thinking, especially those with learning difficulties, and taking this into consideration while framing educational curricula and designing educational activities that may stimulate creativity and innovation. 4. Appropriate attention should be given to school activities that encourage creativity, and improvise methods of thinking that encourage creativity. 5. Establishing educational programs and holding workshops and seminars dealing with explaining the types of thinking and their roles in educational process; these will eventually help in reducing the cognitive load of the students with learning difficulties and of regular students as well. 6. Further studies should be carried out to assess the dominant thinking styles among the special learners in the variety of learning tasks so that better arrangement of subject content and their delivery can be sequenced well. 14 �Relationship between thinking styles and cognitive load: A contextual study of Arab special learners Mogbel Aid K Alenizi REFERENCES Abu Joudeh, S. S. (2004). The effect of an educational program based on the theory of cognitive load in developing critical thinking skills, Unpublished doctoral thesis, Jordan: College of Graduate Studies, University of Jordan. Abu Rayash, H. M. (2007). Cognitive learning. (1st edition), Amman, Jordan: AlMaysara House for Publishing and Distribution. Al-Amin, I. M. (2001). Methods of teaching mathematics theories and applications. Cairo: Arab House of Thought. Al-Atoom, A. Y. (2004). Cognitive psychology (theory and practice). Amman, Jordan: Dar Al-Masirah. Al-Banna, A. S. (2008). 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Instructional guidance: a cognitive load perspective. Charlotte, NC: Information Age Processing. Kalyuga, S., & Singh, A. M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28(4), 831– 852. https://doi.org/10.1007/s10648-015-9352-0. Katame, N. (2011). Effectiveness of a training program in developing memory for students with learning difficulties. 4(30), Published research, Amman: University of Jordan Journal. Likourezos, V., Kalyuga, S., & Sweller, J. (2019). The variability effect: when instructional variability is advantageous. Educational Psychology Review, 31. https://doi.org/10.1007/s10648-019-09462-8. López-Vargas, O., Ibáñez-Ibáñez, J., & Racines-Prada, O. (2017). Students’ metacognition and cognitive style and their effect on cognitive load and learning achievement. Educational Technology & Society, 20 (3), 145–157. López-Vargas, O., Hederich-Martínez, C., & Camargo-Uribe, A. (2012). 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Children's thinking, development and methods of education. Amman, Jordan: Eligibility publication and distribution. Seethaler, P. & Funchs, L. (2005). A drop in the controlled trials testing reading and bucket: randomized research and math intervention. Learning Disabilities Practice, 20(2), 98-102. Shehab, H. (2011). Cognitive load of critical thinking. Doctoral dissertation, College of Education, Las Vegas: University of Nevada. Stachel, J., (2011). A cognitive aware scaffolding tool, managing cognitive load in introductory programming courses, Doctoral dissertation, Capella university. Suleiman, A. W. Y. I. (2010). The reference on learning difficulties - developmental, academic, social and emotional. Cairo: The Egyptian Anglo library. Sweller, J., Memienboer, J., & Paas , F. (1998). Cognitive structure and instructional design, Educational Psycology Review, 10(3), 12-22. Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31. https://doi.org/10.1007/s10648-019-09465-5. Sweller. (2008). Cognitive load theory. University of Newsouth Wales, www.scitopics.htm. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer. Vlad, J. (2002). The effects of increasing cognitive load on self-report and dualtask measures of mental effort during problem solving. Doctoral dissertation, University of Southern California. Yao,Y.(2006).The effect of different representation formats of hypertext annotations on cognitive load , learning and learner control . Doctoral dissertation, University of Central Florida. Zhang, Li-Fang, (2001): Thinking styles and personality (types), Revisited personality and individual differences, 31(6), 883-894. 17 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Relationship between thinking styles and cognitive load: A contextual study of Arab special learners https://omeka.ibu.edu.ba/files/original/3f7fbbbb9b5c15bedf4fc744b7740f8f.pdf 669c74f3a445b12b39a934c9fb61a08b PDF Text Text Journal of Education and Humanities Volume 3 (1), pp. 18-29, Summer 2020 Original research paper ISSN 2566-4638 © International Burch University https://dx.doi.org/10.14706/JEH2020312 An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk University of Applied Sciences Eisenstadt robert@schrenk.cc Abstract: Positive effects of cooperative and collaborative learning have been investigated by a large number of studies. When using cooperative learning in blended or online learning the use of online forums is a popular means to organize the cooperation between learners in order to assist the learning process besides the lessons in presence. In the last years the introduction of instant messengers like WhatsApp, Facebook Messenger and such were becoming more popular and enjoy the reputation to be easier to use as they run on mobile phones and are always at hand. It can be expected that students behave differently depending on the device and communication tool that they use. Consequently, this would have an impact on the learning outcomes. Recent researchers claim a negative impact of the use of mobile phones on the students’ grade point average (GPA). Within this article cooperative online assignments were used as instruments to compare the use of an instant messenger compared to communication using traditional online forums. The results show a significant impact on the length of contributions within the cooperative tasks and a significant impact on the working times of the learners. The GPA of learners was not significantly influenced. Keywords: Cooperative/collaborative learning; distance education and telelearning; postsecondary education; teaching/learning strategies Article History Submitted: 1 January 2020 Accepted: 22 June 2020 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk 1. INTRODUCTION The positive effects of cooperative and collaborative learning on several aspects of learning have been investigated by a large number of studies (Rahman et al., 2020; Casey & Fernandez-Rio, 2019; Delić & Bećirović, 2016; Bećirović & Akbarov, 2015; Sharan, 2014). Higher learning outcomes can be achieved in settings of small groups rather than a single person working. The terms cooperative and collaborative learning are often used synonymously although there is a different meaning (van Leeuwen & Janssen, 2019). Within this article the abbreviation CL stands for collaborative learning. This means that the learners need a “mutual engagement of participants in a coordinated effort to solve the problem together” (Roschelle & Teasley, 1995, p. 70). In order to facilitate collaborative assignments, the use of discussion forums is very popular. These are seen as the traditional form of communication in online courses at universities (Bećirović & Brdarević-Čeljo, 2018) or in Massive Open Online Courses (Srba, Savic, Bielikova, Ivanovic, & Pautasso, 2019). Some researchers experiment with other tools as an alternative to discussion forums like chatrooms, social networking sites or community question answering systems (Jeff, Stephen, Huang, & Indy, 2010; Moorthy et al., 2019; Srba et al., 2019) and as a very new kind of implementation the use of instant messengers, like WhatsApp, for the purpose of teachers’ guidance (Raiman, Antbring, & Mahmood, 2017). Especially the possibility to introduce seamless learning scenarios seems promising and allows the creation of collaborative learning outcomes without dependence on location or time (Schmid & Schrenk, 2017). Although the introduction of such tools seems very appealing, current research has showed a negative impact of social networking sites on the academic achievement. A significant negative correlation seems to be present between the frequency of the students’ use of Facebook or the Internet per day for entertainment and their GPA (grade point average) (Feng, Wong, Wong, & Hossain, 2019). Whereas discussion forums, social networking sites and such are mainly used on personal computers, instant messengers are dedicated to be used on mobile devices like smartphones and tablets. Mobile devices are always at hand and are used very frequently by their users. Therefore, it seems very promising that learners may contribute more frequently and accurately within a collaborative learning process (Bećirović, Brdarević-Čeljo & Zavrl, 2018). Research revealed that within a group of 118 college students more than 57% of messages were answered within less than one minute and 79% of messages were answered within an hour (Rosenfeld, Sina, Sarne, Avidov, & Kraus, 2018). On the other hand, the use of mobile devices may affect the contribution in a negative way. Research analyzing the impact of the use of mobile devices compared to desktop/laptop computers on the contribution of people in surveys revealed that mobile device users needed more time for their contributions and were more likely to interrupt tasks (Liebe, Glenk, Oehlmann, & Meyerhoff, 2015). 19 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 Furthermore, there is a negative correlation between the frequency students used Facebook or the Internet per day for entertainment and their GPA (Feng et al., 2019). Interestingly, according to the statistics of Rosenfeld et al. (2018) more than 90% of instant messages were sent between 8am and 12pm. Thus, the research question of this work is: which impact has the use of an instant messenger on the length of messages, grades and times of contribution compared to discussion forums? The study is guided by the following hypotheses: H1: there will be a statistically significant difference between the use of an instant messenger in comparison to a discussion forum regarding the length of messages. H2: there will be a statistically significant correlation between the use of an instant messenger in comparison to a discussion forum regarding the students’ GPA. H3: there will be a statistically significant difference between the use of an instant messenger in comparison to a discussion forum regarding the times of contribution. 2. METHODOLOGY For this study students’ communication behavior was observed during a blended learning course that implemented cooperative learning scenarios. “Observation allows the description of behavior as it occurs naturally” (McMillan, 2012, p. 164) and “puts you where the action is and lets you collect data” (Bernard, 2006, p. 344). According to Bernard (2006, p. 356) “participant observation makes it possible to collect quantitative survey data”. The quasi experiment as other possible method was considered but discarded. Within an experiment the researcher treats a specific group in a planned way and compares the results to another, untreated group (McMillan, 2012). For this study this approach was not applicable. All participants had to pass all activities using all types of media to pass the course. Therefore, splitting into two groups was no option and the “single-group posttest-only design” seemed to weak as an option (McMillan, 2012). In quantitative research an observation focuses on particular aspects of behavior and quantifies it in some way. The “researcher strives to be as objective as possible” (Leedy & Ormrod, 2005, p. 180). According to McMillan (2012) this is a “low-inference observation”. In this observation only quantitative data is collected automatically and does not need to be interpreted during the collection. The only possible influence of the observer in this study is, that the contributions were graded during the observation. But as grading and giving feedback is a normal part of the learning process the effects to the data are considered to be minimal. 20 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk 2.1. PARTICIPANTS This research took place as part of a lecture about “basics of e-Learning” in the master degree program “Applied Knowledge Management” at the University of Applied Sciences in Burgenland (Austria) in the summer semester 2019. In that lecture, the students learned about e-Learning principles and trends that include the topic mobile learning and collaborative learning. All participants were obligated to execute all tasks to pass the course. As the overall learning outcome of this lecture, the students had to collaboratively design a collaborative online course for a given topic. Before that, they had to undergo two collaborative online tasks themselves to gain experience and practice on collaborative online learning. Based on these two collaborative tasks their communication behavior was analyzed. 2.2. DATA COLLECTION TOOLS AND PROCESS During the first lecture, students were informed that the two collaborative tasks will be observed for a reflection and analysis. In order to minimize possible influence on the communication behavior, they were not informed in detail about hypotheses or research questions. For the purpose of this research a special kind of instant messenger, called “eduMessenger”, was used. This messenger connects to the learning management system Moodle, that was used for the discussion forums, and stores all messages using the very same discussion forums in Moodle. That way all meta-information related to messages was at hand for the analysis. The main differences between the two types of media was, that the students using the messenger were informed about new messages via push notifications on mobile devices, while the other group was informed via email notifications on the computer. Contributions to the discussion should have been made on the particular device. As a consequence, the learners using the messenger had to answer on their mobile phones, while the others answered using their computers and a regular keyboard. During the learning process all contributions of the students were constantly graded and feedback was given to propagate their contribution. At the end of the course all students were asked to take part in a short survey, to reflect upon their attitudes towards the used media and lessons learned. At that stage, they were informed about the purpose of the study and were given a possibility to opt-out from the study. After the survey was finished, all contents of the Moodle-forums were exported, the contributions were anonymized and analyzed. The contributions of those students who did not give their consent to be part of the study were removed. Out of the 33 students, who participated the course, 32 finished the questionnaire and 29 agreed to include their data into the analysis, only 3 disagreed. One participant dropped out during the course and was not able to take part in the questionnaire at all. These data were removed too. 21 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 2.3. DESIGN OF THE COLLABORATIVE TASKS The students were split into 8 groups. Each group consisted of 4-5 students. In the first task [T1] the students had to discuss the pros and cons of collaborative online tasks based on literature that was given to them. Each group was asked to agree upon the most important three pros and cons as the outcome of the task, but for the grading only the quality of each single message was considered according to the criteria (1) number of contributed pros/cons and (2) if arguments were based on literature. For each message the students could be awarded 5 points, and 10 points as maximum for the whole task. The students had a time range of 14 days for discussion and providing an outcome. In the second task the students had to develop an own collaborative task [T2a], and provided feedback to at least two colleagues [T2b]. The feedbacks ought to contain (1) if the designed tasks engage collaboration among learners, (2) all aspects of Salmon’s eTivity-concept (Salmon, 2002) were fulfilled and (3) additional hints were given. T2a was awarded 10 points at maximum, in T2b each feedback could be graded with 5 points. T2 in total had a maximum of 20 points. The feedback had to be done within a time range of 21 days. In both tasks the students had the choice to contribute with few high quality posts or with a higher amount of posts with minor quality. By design the students were asked to use a certain type of media for a certain task. Groups 1-4 5-8 Table 1 Disposition of groups, tasks and type of media T1 T2a eduMessenger Free choice Forum Free choice T2b Forum eduMessenger The purpose of this was to give all the students the opportunity to use a messenger and a discussion forum at least once during the course. For each task a dedicated discussion forum was provided and the groups were separated using the ”separated groups”-feature in Moodle. This means that the groups could not see the other groups nor their process. Consequently, an influence between the groups was prohibited. Unfortunately, many students did not follow the guidelines and used both media types within all tasks. Whatever seemed more appropriate for them in a particular situation was used. 22 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk 3. FINDINGS 3.1. H1: LENGTH OF MESSAGES H1: there will be a statistically significant difference between the use of an instant messenger in comparison to a discussion forum regarding the length of messages. Figure 1 shows the average length of messages of forum posts compared to messenger posts. Posts contributed using the messenger seem to be shorter than those contributed using the forum. Figure 1: MediaType and lengths of contributions An independent samples t-test was conducted to compare the length for messages created by the messenger or the forum. Table 2 T-test of MediaType on length of contribution Independent Samples Test Levene's Test for Equality of Variances length Equal variances assumed t-test for Equality of Means F Sig. t df Sig. (2tailed) Mean Difference Std. Error Difference 22,439 ,000 4,799 346 ,000 555,011 115,643 23 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 Equal variances not assumed 5,132 336,311 ,000 555,011 108,152 The t-test shows a significant difference in the lengths of contribution for forum (M = 1143.66, SD = 1241.68) and eduMessenger (M = 588.65, SD 768.268); t(346) = 4,799, p = 0.000. 3.2. H2: IMPACT ON GPA H2: there will be a statistically significant correlation between the use of an instant messenger in comparison to a discussion forum regarding the students’ GPA. As mentioned in section 3.3, students mixed both types of communication for a natural use of their communication channels and did not follow the guideline to use the predetermined type of media for one assignment, and the other type of media for the other assignment. Consequently, it was not possible to analyze the effect on the GPA by a comparison of the two assignments. Therefore, a new variable “MediaTypeRatio” [MTR] was introduced to determine a correlation between the MTR and GPA. MTR indicates the amount of posts written using the messenger as a percentage of the amount of posts written using the forum. If, as proposed by H2, the use of an instant messenger has a negative impact on the GPA there must be a correlation of this ratio compared to the graded results. Both assignments had a cap of 30 points as maximum. Because of that cap, the correlation was tested with and without a cap of 30 points. MTR Table 3 Correlation between MTR and GPA MTR GPA without cap Pearson Correlation 1 -,007 Sig. (2-tailed) ,969 N 29 29 **. Correlation is significant at the 0.01 level (2-tailed). GPA max. 30 ,056 ,771 29 There was no correlation between MTR and GPA without cap r = -0.01, n = 29, p = 0.969. There was no correlation between MTR and GPA with cap r = 0.06, n = 29, p = 0.771. 3.3. H3: TIMES OF CONTRIBUTION H3: there will be a statistically significant difference between the use of an instant messenger in comparison to a discussion forum regarding the times of contribution. 24 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk All produced posts were categorized according to the hour they were written as (1) before 8 am, (2) between 8am and 4pm, and (3) after 4pm. Figure 2 shows the allocation of messages over day times. Figure 2: MediaType and times of contribution An independent samples t-test was conducted to compare the times of contribution for messages created using the messenger or the forum. The t-test showed a significant difference in the times of contribution for the forum (M = 2.52, SD = 0.56) and the messenger (M = 2.35, SD 0.56); t(346) = 2.79, p = 0.006. Table 4 T-test of MediaType on times of contribution Levene's Test for Equality of Variances Workshift Equal variances assumed Equal variances not assumed t-test for Equality of Means t-test for Equality of Means F Sig. t df Sig. (2tailed) Mean Difference Std. Error Difference ,829 ,363 2,789 346 ,006 ,16865 ,06048 2,789 316,897 ,006 ,16865 ,06048 25 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 4. DISCUSSION AND CONCLUSIONS The results of this study reveal that the use of an instant messenger on mobile devices significantly reduces the length of written messages in comparison to messages that are written on a computer. This may be misinterpreted as a decreased quality of the learning outcomes. This is not necessarily true, if the assignment is designed accordingly. Therefore, it must be assured that either the length of contributions does not predetermine the points awarded, or learners can compensate shorter contributions with higher frequency and quantity. For the purpose of collaborative assignments, this can even be advantageous as it raises the flow of the communication in the learning process. Qamar, Riyadi and Wulandari (2019) reported similar experience when they introduced the popular messenger WhatsApp to a Blended Learning. Learners who contribute in a discussion will think about the subject and reflect on the outcomes more frequently. Consequently, it can be expected that they identify themselves more with the outcome of the collaborative work and are overall more actively concerned with the learning. Furthermore, the combination of traditional digital communication channels like forums and new channels like messengers allows to expand the times of contributions of the learners. They stick to the learning on a more frequent basis instead of providing punctual contributions. So, the learning happens perpetually on a seamless basis. This means that learners can learn whenever (Sinanović & Bećirović, 2016) and wherever they want, also during breaks or holes in their working schedule. Interestingly the use of an instant messenger has another significant effect, that was not analyzed by the initial hypotheses. The analysis focused on the contributions that were required by the assignments. It was very salient that many contributions did not get a grading. Most of these messages were intended to support the social binding of the group. An investigation into this showed that out of 200 forum posts, only 33 (16.5%) were not intended for grading, but out of 128 messenger posts these were 63 (42.6%). A chi-square test approved a significant association between the MediaType and the purpose of grading, χ2 (1) = 28.93, p = 0.000 (0 cells have expected count less than 5, minimum expected count is 40.83). This proves, that the introduction of instant messengers in online learning significantly supports the social cohesion of a learning group in comparison to traditional forms of digital communication. Instant messengers can help to bring close all collaborators of a group in a virtual team, so that collaborators assist each other on a mutual basis. Berewot and Fibra (2020) found a similar impact on students motivation in project learning. Compared to the findings of Liebe, Glenk, Oehlmann and Meyerhoff (2015, p. 24) and Feng et al. (2019) who suggest a negative impact of the use of instant messengers on the grade point average, no such significant impact could be confirmed in this study. Furthermore, research findings show that willingness 26 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk to communicate (Rizvić & Bećirović, 2017) and learning styles (Mašić, Polz & Bećirović, 2020) are significantly affected by GPA. This makes the introduction of instant messengers to the learning very attractive, although there must still be some awareness about possible negative impacts, that were not discussed in this study (e.g. privacy), and there are certain limitations to the tasks because of the form factor of the devices. 27 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 REFERENCES Bernard, H. R. (2006). Research methods in anthropology: Qualitative and quantitative approaches (4th ed). OCLC: ocm60824194. Lanham, MD: AltaMira Press. Bećirović, S., & Akbarov A. (2015). Impact of social changes on teacher’s role and responsibilities in the educational system. 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Title A name given to the resource An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education https://omeka.ibu.edu.ba/files/original/6d8025ce6bd321ed4ea80448682990db.pdf 805fcb823fc7c3c9cf7df0e97732c1af PDF Text Text Journal of Education and Humanities Volume 3 (1), pp. 30-42, Summer 2020 Professional paper ISSN 2566-4638 © International Burch University https://dx.doi.org/10.14706/JEH2020313 Multimodal Analysis of two Anti-Semitic Posters in the Independent State of Croatia Damir Bešlija International Burch University d.beslija@gmail.com Abstract: Drawing on the researches of Rotim (2012) and Macut (2012), two posters of the same kind published by the State Reporting and Promotion Office under the Prime Minister's Office (Državni izvještajni i promičbeni ured pri Predsjedničtvu vlade; Further in the text: DIPU) are analysed from the perspective of critical discourse analysis as well as multimodal analysis. Thus, the analysis of the text as well as images of the two posters was conducted and different linguistic and non-linguistic devices employed in this type of an advertising poster were identified and explained. The poster is observed as a social practice and different Discourses used in the text are identified. Thus, the use of a masculine man who represents the Croatian people and ideas in this image and the non-human, animalistic representation of the Jews are clarified in terms of dominant ideology of the period in question and vividly portrayed through the poster. The paper also points to the unavoidable impact such posters and the promoted ideologies have on the society’s perception of the Jews. Keywords: Critical Discourse Analysis, Discourse Analysis, AntiSemitism, Anti-Semitic propaganda, Ideology. Article History Submitted: 1 June 2020 Accepted: 30 June 2020 �Multimodal Analysis of two Anti-Semitic Posters in the Independent State of Croatia Damir Bešlija 1. INTRODUCTION With the establishment of the Independent State of Croatia on April 10, 1941, and the adoption of racial and anti-Semitic laws, the persecution of Jews, Serbs, Roma people, communists, as well as all those who opposed the Croatian policy, began. The totalitarian regime had the task of creating a homogeneous state and the Croatian authorities took Nazi Germany as their role model. In order to convince people of validity and desire to enforce anti-Semitic laws, the government launched a vigorous propaganda that was very similar to the one in nationalsocialist Germany and fascist Italy. When the supporters of the Independent State of Croatia came to power, they put under control all media that could be exploited for informing the public about their current affairs. This media control allowed them to reach out to every citizen and expose their policies, as well as glorify the Fascist movement and leader. In the early days of the Independent State of Croatia, the central institution for the control of the media-promotion system, known as the State Secretariat for National Education was founded, and finally, in January 1942, the State Reporting and Promotional Office under the Prime Minister's Office was established. The establishment of these offices only proves the fact that propaganda played a large role in NDH (Goldstein, 2001). Its anti-Semitic rhetoric having its role model in Nazi Germany and Fascist Italy, the Independent State of Croatia invested large amounts of money into promotion and advertisement of newly created theories that supported the Holocaust and the most significant person who endeavoured to proliferate different kinds of art exhibiting anti-Semitic ideas, was Joseph Goebbels, the president of the Reich Ministry of Public Enlightenment and Propaganda (German: Propagandaministerium). Advertisements of different events, including the “Exhibition on the development of Judaism and their destructive work in Croatia before 10/6/41. The solution to the Jewish question” (Croatian: Izložba o razvoju židovstva i njihovog rušilačkog rada u Hrvatskoh prije 10. IV.1941. Rješenje Židovskog pitanja; translated by the author) were meant to appeal to emotions of common people and to assert the State’s ideology (Jareb, 2009). As different ideologies have intertwined in these areas for centuries, some of which have had a significant impact on human lives, this paper draws attention to devastating anti-Semitic propaganda, in particular to the posters for the exhibition held in 1942 in Zagreb and Sarajevo, and seeks to establish a link between the way posters convey information and the socio-political context in which they are created. Furthermore, the paper analyses the posters in terms of formal, functional, and social approaches to advertisement discourse and points to the ways in which the use of multimodal discourse practice can project a particular ideology. Finally, it seeks to point out how the impact of a not-soclearly visible ideology can be devastating. 31 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 2. LITERATURE REVIEW Advertisement genre is usually used to promote and eventually sell certain products or ideas (Jones, 2012) and advertisements are believed to be one of the most useful persuasive devices prominently displayed in newspapers, leaflets, posters and nowadays mainly on-line. Thus, they are used as an effective tool aptly exploited for promoting dominant ideology and accomplishing one’s aims through different linguistic and non-linguistic devices. They might or might not attract the people’s closer attention, but they surely indicate how people think and what they believe in (Cook, 1996). Karlsson (2015) analyses advertising as a process of persuasion and identifies several steps in the process, including comprehension, acceptance, attitude change and retention of the message that is being conveyed. Namely, the product or idea that is being advertised needs to be comprehensible enough for a viewer to accept it and, consequently, change his attitude. Finally, research has shown that our perception of the message being advertised is rather subconscious, which is contrary to the belief that our acceptance (or refusal) of the product is a matter of choice (Karlsson, 2015). Since advertisements are very influential and might possibly sway one’s opinion, they are usually considered a very controversial genre. Two most prominent characteristics of advertising material is that it uses language in a way that is appealing to the target audience, and that the language used is usually followed by some visual aids in order to make it more memorable or to dramatize the content. Thus, it is of considerable importance that both linguistic and nonlinguistic properties of advertisements be systematically analysed (Cook, 1996). An additional dimension that advertising carries is ideology. Ideologies are proliferated by constructing specific versions of reality adopted by followers of certain beliefs, who are interconnected and share common customs and ideas (Jones, 2012). Hence, these subliminal ideological messages in advertisements are frequently the focus of the modern linguistics analysis conducted by a close observation of the text’s linguistic features and their relationship with the context that surrounds them. Judith Williamson (1978), for instance, claims that advertisements have two main functions: the economic one which makes us potential buyers of certain products and the ideological function which gathers people around certain idea and produces the feeling of unity (Chong, 2017). The theoretical background of the current paper needs to be based on critical discourse analysis and multimodal discourse analysis due to the fact that language is combined with other modes of communication, i.e. images and visuals, and they are exploited as the main tools politics exploits for promoting its own ideologies and accomplishing its goal. Critical Discourse Analysis Critical discourse analysis refers to the field that unites linguistic disciplines and social science and aims at studying and analysing written and spoken texts in order to find and understand the discursive sources of power, 32 �Multimodal Analysis of two Anti-Semitic Posters in the Independent State of Croatia Damir Bešlija dominance, inequality and bias (Dijk, 1998). Furthermore, as Rogers claims, critical discourse is always “socially, politically, racially and economically loaded” (Rogers, p. 6). Its main focus is examining the relationship between the usage of language and the contexts (either social or political) in which it occurs. Moreover, critical discourse analysis explores issues such as gender, ethnicity, cultural differences, ideology and identity and how these are constructed and reflected in texts. Fairclough and Wodak (1997) define principles of critical discourse and state the major four as following: A Social and political issues are constructed and reflected in discourse. Critical discourse analysis addresses political and social issues and examines ways in which these are constructed and reflected in the use of discourse. B Power relations are negotiated and performed through discourse. Critical discourse analysis conversational interaction, and aims at defining who controls, i.e. who allows the person to express themselves and how they allow that. C Discourse both reflects and reproduces social relations. Social relations are both established and maintained through the use of a discourse. D Ideologies are produced and reflected in the use of discourse. Critical discourse analysists claim, that ideologies are what represent and construct society. They are usually focused on forming relations of power which are based on gender, class and ethnicity. Critical discourse studies aim to make connection between social and cultural practices and the values and assumptions that underlie the discourse. They try to reveal what people say and do in their use of discourse in relation to their views of world, themselves and relation of each other. Any analysis of any text that contains linguistic elements is based on four main assumptions, which revolve around the facts that (1) it is never absolutely clear what is expressed by a certain expression; that (2) what language means is the matter of place and time in which it is used; that (3) we use language to display different social identities we possess; and that (4) linguistic features of languages are always combined with some non-linguistic elements (Jones, 2012). Multimodal discourse analysis Modal discourse analysis refers to analysing how certain types of advertisement use different modes of communication in order to convey their message (Martinez Lirola, 2016). The posters which this paper analyses combine both visual and textual modes. We could say that the textual basis of the posters is rather strengthened by the images which are supposed to attract readers’ attention. However, the posters need to be observed as a whole together with all the modes used in order to fully comprehend the message they send. Much research has focused on political and ideological advertising primarily through electronic media (Shäffner & Bassnett, 2010) or interviews conducted for purposes of political advertising (Chen, 2007). However, to our knowledge, there are not many papers which have focused on the posters as overly influential means of proliferating political and even ideological beliefs. In 33 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 such papers, analysis similar to this one was done and posters were analysed from the perspective of modal discourse analysis with their potential ideological influence further clarified Aulich & Sylvestrová, 1999; Johnston, 2006; Popova, 2012). The current study Through the analysis of the two aforementioned posters, observed as a social practice, the present paper aims to communicate the socio-cultural situation of the period and how social and power relations were established through the use of both linguistic and non-linguistic devices, visual elements in particular. Thus, relying on two theoretical constructs, namely critical discourse analysis and multimodal analysis, the current paper seeks to show how ideology promoted by the image on the poster is identified and explain its influence on the society’s perception of Jews. Due to the fact that posters, advertising posters in particular, send different subliminal messages and sometimes skilfully conceal some strong political ideologies, this paper is an attempt to help readers recognize and understand how such messages are conveyed, which might lessen the devastating effect different ideologies might have on them. 3. METHODS AND DATA Two advertising posters of the same kind published by the State Reporting and Promotional Office under the Prime Minister's Office (Croatian: Državni izvještajni i promičbeni ured pri Predsjedničtvu vlade; translated by the author) were selected from the book Media and Promotion in the Independent state of Croatia (Croatian: Mediji i promidžba u Nezavisne Države Hrvatske; translated by the author) written by Jareb (2009). They can be found in a private collection which belongs to professor Eli Tauber who lives in Sarajevo. The posters are presented and analysed by the use of textual analysis methodology, which involves the analysis of linguistic (i.e. grammatical and lexical) and non-linguistic (i.e. images, symbols) features in the posters. Finally, ideological functions of the posters are presented and explained together with a possible effect they might have had on the discourse community to which they had been presented. The posters may be found in Appendix section and due to the fact that the posters are originally in Croatian, the original texts as well as their translations are presented below. 1. Original text: ŽIDOVI IZLOŽBA O RAZVOJU ŽIDOVSTVA I NJIHOVOG RUŠILAČKOG RADA U HRVATSKOJ PRIJE 10IV1941 RJEŠENJE ŽIDOVSKOG PITANJA U N.D.H. 34 �Multimodal Analysis of two Anti-Semitic Posters in the Independent State of Croatia Damir Bešlija 1.V.1942 1.VI.1942 Translation: JEWS EXHIBITION ON THE DEVELOPMENT OF JUDAISM AND THEIR DESTRUCTIVE WORK IN CROATIA BEFORE 10IV1941 THE SOLUTION TO THE JEWISH QUESTION IN N.D.H. 1.V.1942 1.VI.1942 2. Original text: ŽIDOVI IZLOŽBA O RAZVOJU ŽIDOVSTVA I NJIHOVOG RUŠILAČKOG RADA U HRVATSKOJ PRIJE 10IV1941 RJEŠENJE ŽIDOVSKOG PITANJA U NDH 6.-20. RUJNA 1942 FERHADIJA ULICA BR. 11 (BIVŠA BOGOSLOVIJA) ULAZNICA KN. 10.-ZA SKUPINE KN. 5 PO OSOBI Translation: JEWS EXHIBITION ON THE DEVELOPMENT OF JUDAISM AND ITS DESTRUCTIVE WORK IN CROATIA BEFORE 10IV1941 THE SOLUTION TO THE JEWISH QUESTION IN NDH 6.-20. SEPTEMBER 1942 FERHADIJA STREET NO. 11 (FORMER FACULTY OF THEOLOGY) TICKET KN. 10.-FOR GROUPS KN. 5 PER PERSON 4. RESULTS AND DISCUSSION The posters from Zagreb and Sarajevo contain several linguistic and nonlinguistic elements that are analysed in the following sections. The first notable non-linguistic feature that grabs readers’ attention is the image of a snake wrapped around a muscular man who is trying to kill it. In the poster from Sarajevo (Figure 2) this image is even more influential due to the fact that it is colourised and it vividly portrays certain ideologies that are represented through colours. The most significant linguistic elements that are analysed are the text, its form and content. As it could be seen in the previous section, the texts from Sarajevo and Zagreb slightly differ in word choice, however that does not majorly influence the conveyed message. 35 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 Figure 1: Poster from Zagreb Figure 2: Poster from Sarajevo The first part of the analysis will focus on the language of the two posters. The very first property of language to be discussed is its ambiguity, i.e. the same message that is being conveyed by certain linguistic or non-linguistic devices might be understood differently. In these posters, ambiguity can be observed in the phrase “exhibition on the development of Judaism”, which, on its own, indicates that there is an exhibition in which some posters showing how Judaism has developed are displayed and thus anyone seeing the poster and reading only the first line without knowing the context and focusing on the image presented on the posters would possibly conclude that this exhibition was about Jewish tradition and culture. Even though this situation is highly improbable, taken all the historical context and developing anti-Semitic beliefs of that time, it shows how a single sentence can be seen and understood differently. The second property of language is that it is placed in the world. This means that language is always used in the material world, it is situated in time and reflects its circumstances, it exhibits some kind of a relationship between people who use it, and it can always be compared within a relation towards other languages. The language of two posters, therefore, is placed in the material world of Zagreb and Sarajevo streets during The Second World War and it exhibits the relationship of three participants: The State, ordinary people and the Jews. It is also rather interesting to observe how phrases and sentences are put together to form a coherent and cohesive text, while possibly referring to some 36 �Multimodal Analysis of two Anti-Semitic Posters in the Independent State of Croatia Damir Bešlija other source of information. When it comes to the analysis of the posters, one might conclude that the text present on them is coherent because it follows a generic framework which sets certain expectations about how advertising should be organised and what kind of social actions will follow. A reader will understand that there is an exhibition on the development of Judaism at certain place and time, and that everybody is invited. In addition, Sarajevo’s poster suggests that the exhibition is not free, but that group visits can get a discount. Furthermore, the posters’ text exhibits both lexical and grammatical cohesion. There is an obvious lexical chain between Jews, development of Judaism and the solution to the Jewish question. Grammatical cohesion, on the other hand, is seen in the use of a conjunction and (figure 1): EXHIBITION ON THE DEVELOPMENT OF JUDAISM AND THEIR DESTRUCTIVE WORK After reader’s attention was caught by an ‘ordinary’ event that might present Jewish culture, and adds a new piece of information that tells more about the exhibition which will actually present the Jews as a destruction force. Another element that adds to grammatical cohesion is the use of referencing. In the poster from Zagreb (figure 1), the pronoun their refers to the Jews from the title. By this the creators of the poster mark a whole group of people, as if destruction were something naturally inherent to the Jewish population. EXHIBITION ON THE DEVELOPMENT OF JUDAISM AND THEIR DESTRUCTIVE WORK In the poster from Sarajevo (figure 2), the reference is different and, instead of referring to the title, it refers to Judaism. By this, the creators of the poster rather blame ideology and religion for destruction than their followers. EXHIBITION ON THE DEVELOPMENT OF JUDAISM AND ITS DESTRUCTIVE WORK Moreover, the third property of language refers to its function of showing who are the people (or participants) who use it. The posters show that The State was publicly expressing its fascist ideology, but that, at the same time, the audience consisting of ordinary people shared government’s political views and was interested in such an event. This element is closely related to ideological behaviour that has been previously defined and exemplified and clearly portrays how the Fascist Nazi ideology was being used to represent one group of people (Jews) in contrast to the other (the Aryans). The last assumption is that language is never used in isolation, i.e. it is always followed by certain non-linguistic elements. These elements might be facial expressions, gestures, tone of voice, different fonts or graphics. In the case 37 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 of the posters, image plays rather central role because it most vividly depicts the power relation between Jews and Croats. It sends a very strong message: the monstrous snake which has stars of David all along its body represents Jewish people attacking a very masculine man who, on the other hand, represents all that is Croatian. Furthermore, the title “Jews” is written in much larger letters than the rest of the text in order to attract readers’ attention. However, it does not necessarily mean that it is the most important part of the poster. Actually, the whole text is written with capital letters which might mean that all the information present on the poster is, if not of the same, then of almost equal importance. The poster from Zagreb is much simpler in terms of colour than the poster from Sarajevo. While the first one is just black and white, the second one depicts the colours of the Croatian Chessboard and that of a stereotypical Aryan Caucasian man with ginger hear. More interestingly, the snake on the second poster doesn’t only have the stars of David on it to suggest its Jewish identity, but is also coloured in blue which is one of the biblical colours of Israel (both nation and country). Finally, another interesting observation is that the snake wrapped itself around the man's waist and covered his genitals. Taken the context in which Jews were condemned on the basis of their genetics and their physical appearance was scientifically analysed as rather unhealthy, this probably implies that the Jews not only ruled over economy and politics, but that they began to infiltrate traditional families, thereby "polluting" them (Jareb, 2009). The posters that are analysed in this paper clearly have the aim to inform people about the events that will take place in Zagreb and Sarajevo, as well as give further information about the time and entrance fee. However, informing or advertising is done in a way that undermines the Jews, who are presented as evil. The Jews are believed to have been a main destruction force and the exhibitions will, therefore be about “the Jewry’s destructive work” in Zagreb and “Judaism’s destructive work” in Sarajevo (as analysed before). Moreover, at the end of the posters’ text, the authors suggest that at the exhibition there will be given a “solution to the Jewish question”. Back then “The Jewish Question” was a common way of addressing the Jewry and everything connected to it. However, a choice of words is interesting because the event will give a solution to, or will solve the Jewish Question as if it were a good deal of misfortune or a problem that is to be solved. Finally, the poster from Sarajevo informs people about entrance fee and a discount that is to be given for group visits. By this, it clearly communicates two things; it shows that the event is prestigious and only for the people who can actually pay for it but it also encourages institutions and individuals to organise groups and come in large numbers. All these linguistic and non-linguistics elements are combined to portray different ideologies through the posters and point to specific social and political issues, as well as (in)directly assert the authors’ opinion (Aulich & Sylvestrová, 38 �Multimodal Analysis of two Anti-Semitic Posters in the Independent State of Croatia Damir Bešlija 1999). There are two ideologies which are present in these two posters and which will be discussed further. Firstly, the ideology of anti-Semitism which was a core of the NDH, found its place in all the media, and the highlight of it is certainly the aforementioned exhibition organized by the DIPU at the Art Pavilion at Strossmayer's Square in Zagreb from May 1, 1942 to June 1, 1942. Apart from Zagreb, the exhibitions that aimed at promoting aforementioned ideologies were staged in Osijek and Sarajevo, and very similar posters were exploited in advertising these events. The content of the posters accused Jews of exhausting the Croatian nation, the economical and ideological occupation of Croatia, and all of this was usually justified by the belief that the existence of the Jewish people threatened the survival of any state wherever they lived. It is through this exhibition, which was created in 1942 after severe and cruel persecution of the Jews, that the Facist regime ultimately convinced the Croatian people of the correctness of their decisions (Gitman, 2012). Yet another ideology that is found in these two posters, and that was very often used to empower the message being conveyed is the ideology of masculinity. Nowadays, sexuality is often used in advertising for the purpose of making the process more appealing to the opposite gender. Nudity is usually manifested in the form of visuals, although it can be expressed through verbal, musical, or scent elements (Gould, 1994). However, the elements of masculinity presented through nudity in these two posters for their primary aim have to show how strong and handsome is a man who is to protect the Croatian nation. The ideology present in the posters helps people create a shared worldview but also limits their ways of looking at reality. That is way many people were not aware of the atrocities that were done to the Jewish population (Zuckerman, 2010). In regards to ideology, it is clear how both posters openly support two of them which were present in the NDH politics, fascism and anti-Semitism, and exemplify their functions. The first function is ideational, meaning that the Jews were chosen as a specific subject around which revolves a new worldview that represents them as evil characters. The second function of the ideologies of the posters is interpersonal, and its main task is to create a relationship with readers who, if not yet, might become followers of that idea. This function is especially significant for forming a certain discourse community which might later on participate in creation of new advertising materials. The last function is purely textual, and takes care of how the text itself is structured. Finally, several different discourses might be found in the posters. Discourse of advertising is a primary discourse because both posters are advertisements of a kind and intend to inform readers about the exhibitions. In addition, discourse of politics is also very obvious since the posters speak about “the solution to the Jewish question”, which is, as already stated, a political phrase used by the NDH government. Ultimately, unlike two aforementioned discourses which are rather textual, another discourse present in a form of image is discourse of art. Namely, through this artistic depiction of the Jewry and a 39 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 Croatian man, the authors send a strong message which tells that this exhibition is a cultural event. The current study is of great importance because it exemplifies and analyses how the NDH employed a variety of devices, both linguistic and nonlinguistic, in order to proliferate the ideology and institutionally assert antiSemitism as well as make ordinary people blame the Jews for all problems in the society. One can also see how the government makes a difference between a pure Croat who is represented as a masculine man, and a Jew who is depicted as a snake. Both posters rely on the linguistic and non-linguistic structure, but also on emotion and feelings. Moreover, these posters have an enormous influence on the society in a sense that they establish a certain sort of a relationship between the readers who share the government’s opinion and the Jews. The advertisements of the exhibition clearly communicate the fact that the Jews are an evil, destructive force and that the exhibition will provide some kind of a solution to the Jewish Question. Nevertheless, we have to take into consideration that only two posters of the anti-Semitic propaganda were analysed in this paper. In order to get a complete image of the NDH propaganda and its influence on society, an analysis of a larger number of advertisements needs to be done. Ultimately, taken the unprecedented analysis of such posters from the modal discourse analysis perspective that is presented here, this paper might be useful for future studies on the topic of Croatian anti-Semitic politics, in terms of defining and exemplifying the ways in which different advertising and ideological discourses might be used to sway public’s opinion. It also might serve future researches as a reference for evidence of anti-Semitic presence in spheres of culture and public life in the Independent State of Croatia. 5. CONCLUSION Two advertising posters published by the State Reporting and Promotional Office under the Prime Minister's Office display all four properties of language: (1) language is ambiguous, (2) it is always in the world, (3) it displays different identities of its users and (4) it is never used in isolation. They also might be observed from a perspective of three different ways of looking at discourse and analysed as a part of Critical discourse analysis. Furthermore, the authors of the posters used a variety of linguistic and non-linguistic devices in order to make them more cohesive, coherent and to include some outside references, which is an instance of intertextuality. In addition, both of these posters make use of different discourses, such as discourse of advertising, discourse of politics and discourse of art. The primary purpose of the posters is to make readers perform an action of visiting the exhibition. It is important to emphasise how both of them contain the same anti-Semitic ideology with rather no hidden agenda: The Jews are a destructive force and an evil power that needs to be eliminated. 40 �Multimodal Analysis of two Anti-Semitic Posters in the Independent State of Croatia Damir Bešlija The analysis provided in the paper relies on Critical Discourse and Multimodal Analysis and it points to a blend of specific vocabulary and word choices as well as concrete and vivid imagery employed to create textual and visual meaning in order to show how discourses are constructed and what is their purpose, as well as how ideologies are promoted and how they shape readers’ ideology. Thus, the political message clearly sent through the posters at the time was that one nation, e.g. Jews, depicted in a non-human, animalistic shape, fighting a brave Croatian warrior, represented a destructive force that needed to have been dealt with and then, at the time, needed to have been continually warned against. Without any doubt, such a vivid imagery combined with the appropriate text contributed to shaping the ideology of the readers and exhibition visitors at the time. 41 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 REFERENCES Aulich, J. & Sylvestrová, M. (1999). Political posters in central and eastern Europe, 1945-95: Signs of the times. Manchester: Manchester University Press. Cook, G. (1996). Discourse of Advertising. New York: Routledge. Chen, L. (2007). Negatives and positives in the language of politics attitudes towards authority in the British and Chinese press. Journal of Language and Politics, 6(3), 475-502. Fairclough, N., & Wodak, R. 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Available in: http://www.brainpickings.org/index.php/2012/06/04/presidentialcampaign-posters/. Shäffner, C. & Bassnett, S. (2010). Political discourse, media and translation. Newcastle upon Type: Cambridge Scholars Publishers. Zuckerman, B. (2010). Psihologija holokausta: protužidovska propaganda u NDH i Srbiji (1941.-1945.). Zagreb. 42 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Multimodal Analysis of two Anti-Semitic Posters in the Independent State of Croatia