35 10 3494 https://omeka.ibu.edu.ba/files/original/30336fda94929648514a2f36504a02b6.pdf e9785e8e64de3488ccf1f18938a3b57a PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Application of Factor Analysis in the Assessment of Water Quality in Sakarya River (Turkey) Suheyla Yerel Bozuyuk Vocational School Bilecik University, Bilecik, Turkey suheyla.yerel@bilecik.edu.tr Nurgul Ozbay Engineering Faculty Bilecik University, Bilecik, Turkey nurgul.ozbay@bilecik.edu.tr Huseyin Ankara Department of Mining Engineering Eskisehir Osmangazi University Eskisehir, Turkey hankara@ogu.edu.tr Abstract: Factor analysis is applied to the dataset on surface water quality of the Sakarya River (Turkey), generated one year monitoring at five monitoring stations for eight parameters. This study presents of factor analysis technique for evaluation of large complex dataset with a view to get better information about the surface water quality and design the monitoring stations for effective management of water sources. Three factors were determined, which were responsible from the 88.886% of total variance of the surface water quality in the Sakarya River (Turkey). The first factor explained 43.639% of the total variance. The second factor explained 27.914% and the third factor 17.332% explained of the variance, respectively. This study showed that, factor analysis help decision makers to judge effectiveness of surface water quality programs. 1. Introduction One of the major concerns in hydrological studies understands the factor and process that control and affect water quality. Water quality “reflects the composition of water as affected by natural processes and by humans’ cultural activities, expressed in terms of measurable quantities and related to intended water use” (Novanty and Chesters, 1981). Surface waters contain many chemical species in the dissolved state that play an important roleinthe survivalaquatic ecosystems (Santos-Roman et al., 2003). Water quality monitoring has one ofthe highest prioritiesin environmental protection policy (Simeonov et al., 2002). The main objective isto control and minimize the incidence of pollutant-oriented problems, and to appropriate qualityto serve various purposes such as drinking water,irrigation water, etc (Boyacioglu, 2006). The quality of water is identified in terms of its physical, chemical and biological parameters (Sargaonkar and Deshpande, 2003). The particular problem in the case of water quality monitoring is the complexity associated with analyzing the large number of measured variables (Saffran, 2001). The data sets contain rich information about the behavior of the water resources. The classification, modeling and interpretation of monitoring data are the most important steps in the assessment of water quality (Boyacioglu, 2006). Inthis study evaluated the water quality parameters using factor analysis. This analysis was applied to a surface water quality dataset obtain by Sakarya riverin Turkey. 2. Materials and Methods 2.1. Dataset Surface water quality datasets of five surface water quality observation stations comparing eight parameters monitoring monthly a years, were obtained from DSI. Observation stations are seen fig. 1. 262 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo The selected surface water quality parameter for the determination of water quality characteristics are; Total dissolved solids (TDS), Sulphate (SO4), Chloride (Cl), Biochemical oxygen demand (BOD5 ), Nitrate nitrogen (NO3 -N), Chemical oxygen demand (COD), Dissolved oxygen (DO) and Sodium (Na). The results were evaluated by using factor analysis. Figure 1. Sakarya river monitoring stations 2.2. Factor Analysis Factor analysis is a statistical technique that attempts to extract a lower dimensional linear structure from the data. The main purpose of factor analysisisto reduce the contribution of less significant variables and to simplify even more of the data structure. As a result, a small number of factors will usually account for approximately the same amount of information as the much larger set of original observations (Shrestha and Kazama, 2007). The factor analysis can be expressed as: zji = af1f1i + af 2f2i + af 3f3i +... + afmfmi + efi i = 1, 2,..., p (1) where z is the measured variable; a isthe factor loading; f represents the factor score, e is the residual term accounting for errors or other source of variation;iisthe sample number,and m representsthetotal number of factors. 3. Results and Discussion Surface water quality parameters were grouped using factor analysis in this study. The eigenvalues for different factors, eigenvalues and total variance are given in Tab. 1. The table shows that,the three eigenvalues were higher than 1. Majority of the total variance of the dataset has been investigated by the firstthree factors Varimax rotation was then used to obtain readily interpretable factorloadings. 263 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Parameters TDS Factor 1 Factor 2 Factor 3 0.952 - SO4 0.946 - - Cl 0.887 - - BOD5 0.857 - - NO3-N - 0.943 - COD - 0.777 - DO - - 0.843 Na - - 0.708 Eigenvalue 3.491 2.233 1.387 Total variance (%) 43.639 27.914 17.332 Table 1. Rotated factorloadings matrix The factor analysis generated three significant factors, which explained approximately 88.886% of the variance in monitoring stations dataset. Parameters were grouped based on the factorloadings and the following factors were given: Factor 1: TDS, SO4, Cl and BO D5 Factor 2: NO3-N and COD Factor 3: DO and Na The first factor (Factor 1) is explained 43.639% of the total variance. The second factor (Factor 2) is positively loaded with parameters NO3 -N and COD. This factor accounts for 27.914% of the total variance. Factor 3 explained 17.332% ofthe total variance and related tothe parameters DO and Na. The data of the Factor 1 were calculation into mean value to compare the aspects of the variation in surface water quality data obtained from five different monitoring stations as presented by fig. 2. Among the mean value, all parameters were found to be high at Station 1 showing high pollution ofthese sites. Figure 2. TDS, SO4, Cl and BO D5 mean value at monitoring stations 264 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo 4. Conclusion In this study, factor analysis was applied to surface water quality dataset. The analysis was used to classify surface water quality parameters. Based on the above results, monitoring stations were explained by the three factors,itisthe Factor 1 (TDS, SO4, Cl and BOD5 ) that best observed variances in the data. These results represent that pollution caused differences in terms of water quality in the Station 1 of the river. Finally,it was determined thatthe factor analysis usefulness forinterpretation of water quality dataset. 5. References 1. Boyacioglu, H. (2006). Surface water quality assessment using factor analysis. Water SA, 32, 389-394. 2. Novanty, V., & Chesters, G. (1981). Handbook of non-point pollution, Sources and Management. Van Nostrand Reinhold Company, New York. 3. Saffran, K. (2001). Canadian water quality guidelines for the protection of aquatic life, CCME water quality index 1,0 User’s manual, ISBN 1-896997-34-1. 4. Santos-Roman, D.M., Warner, G.S., & Scatena, F. (2003). Multivariate analysis of water quality and physical characteristics of selected watersheds in Puerto Rico. Journal of the American Water Resources Association, 829-839. 5. Sargaonkar, A., & Deshpande, V. (2003). Development of an overall index of pollution surface water based on a general classification scheme in Indian context. Environ. Monit. Assess., 89, 43-67. 6. Shrestha, S., & Kazama, F. (2007). Assessment of surface water quality using multivariate statistical techniques. A case study of Fuji river basin, Japan. Environmental Modelling and Software, 22, 464-475. 7. Simeonov, V., Einax, J.W., Stanimirova, I., & Kraft J. (2002). Environmetric modeling and interpretation of river water monitoring data. Anal. Bional Chem., 374, 898-905. 265 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 477 Title A name given to the resource Application of Factor Analysis in the Assessment of Water Quality in Sakarya River (Turkey) Author Author Yerel, Suheyla Ozbay, Nurgul Ankara, Huseyin Abstract A summary of the resource. Factor analysis is applied to the dataset on surface water quality of the Sakarya River (Turkey), generated one year monitoring at five monitoring stations for eight parameters. This study presents of factor analysis technique for evaluation of large complex dataset with a view to get better information about the surface water quality and design the monitoring stations for effective management of water sources. Three factors were determined, which were responsible from the 88.886% of total variance of the surface water quality in the Sakarya River (Turkey). The first factor explained 43.639% of the total variance. The second factor explained 27.914% and the third factor 17.332% explained of the variance, respectively. This study showed that, factor analysis help decision makers to judge effectiveness of surface water quality programs. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/7655acb777f1cbecc51760988a3ccf72.docx 9d4185da708fe09bc8476deddbab3fd2 https://omeka.ibu.edu.ba/files/original/d21a9d305b868e65a7af7823ebef9ff4.pdf 3607ee2ab591d161022ea620cbb724bf PDF Text Text APPLICATION OF FACTOR ANALYSIS IN THE INVESTIGATION OF COAL MINING PARAMETER Suheyla Yerel Kandemir Bilecik Seyh Edebali University, Bilecik, Turkey yusuf.guner@ege.edu.tr Huseyin Ankara Eskisehir Osmangazi University, Eskisehir, Turkey hankara@ogu.edu.tr Keywords: Coal Mining, Parameter, Eigenvalues, Factor Analysis, Multivariate Statistic Analysis ABSTRACT In this paper, the selected coal mining parameter such as pickling, production, sale and invetments are investigated by using the factor analysis. Factor analysis is one of the multivariate statistic analysis techniques. The main purpose of factor analysis is to reduce the contribution of less significant variables. As a result for this analysis, a small number of factors is usually account for approximately the same amount of information as do the larger set of original variables. According to the selected coal mining parameter, the first two eigenvalues were found to be bigger than 1, Thus, factor analysis revealed two factors including Factor 1 and Factor 2. Factor 1 was associated pickling and invetments. Factor 2 was composed production and sale. The factors are explaining the %76.12 of the total variance in the coal mining parameters. Finally, it was determined that the factor analysis usefulness for analysis and interpretation of coal mining parameters. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2080 Title A name given to the resource APPLICATION OF FACTOR ANALYSIS IN THE INVESTIGATION OF COAL MINING PARAMETER Author Author YEREL KANDEMIR, Suheyla ANKARA, Huseyin Abstract A summary of the resource. Keywords: Coal Mining, Parameter, Eigenvalues, Factor Analysis, Multivariate Statistic Analysis ABSTRACT In this paper, the selected coal mining parameter such as pickling, production, sale and invetments are investigated by using the factor analysis. Factor analysis is one of the multivariate statistic analysis techniques. The main purpose of factor analysis is to reduce the contribution of less significant variables. As a result for this analysis, a small number of factors is usually account for approximately the same amount of information as do the larger set of original variables. According to the selected coal mining parameter, the first two eigenvalues were found to be bigger than 1, Thus, factor analysis revealed two factors including Factor 1 and Factor 2. Factor 1 was associated pickling and invetments. Factor 2 was composed production and sale. The factors are explaining the %76.12 of the total variance in the coal mining parameters. Finally, it was determined that the factor analysis usefulness for analysis and interpretation of coal mining parameters. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233-1565 https://omeka.ibu.edu.ba/files/original/ddabb0f4c51eda8273bbedb533f7d26d.docx b453dc913b701e0b853ea2e09cdc2400 https://omeka.ibu.edu.ba/files/original/89df891c3a7258309ec93a9ee9b7d4cd.pdf bfccd5c4a25b24b30a182415445e7622 PDF Text Text APPLİCATİON OF FACTOR ANALYSİS İN THE INVESTİGATİON OF COAL MİNİNG PARAMETER Süheyla Yerel Kandemir Bilecik Şeyh Edebali University, Bilecik, Turkey syerel@gmail.com Hüseyin Ankara Eskişehir Osmangazi University, Eskişehir, Turkey hankara@ogu.edu.tr Keywords:Coal Mining, Parameter, Eigenvalues, Factor Analysis, Multivariate Statistic Analysis. ABSTRACT In this paper, the selected coal mining parameter such as pickling, production, sale and investments are investigated by using the factor analysis. Factor analysis is one of the multivariate statistical analysis techniques. The main purpose of factor analysis is to reduce the contribution of less significant variables. As a result for this analysis, a small number of factors is usually account for approximately the same amount of information as do the larger set of original variables. According to the selected coal mining parameter, the first two eigenvalues were found to be bigger than 1, Thus, factor analysis revealed two factors including Factor 1 and Factor 2. Factor 1 was associated pickling and investments. Factor 2 was composed production and sale. The factors are explaining the %76.12 of the total variance in the coal mining parameters. Finally, it was determined that the factor analysis usefulness for analysis and interpretation of coal mining parameters. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2143 Title A name given to the resource APPLİCATİON OF FACTOR ANALYSİS İN THE INVESTİGATİON OF COAL MİNİNG PARAMETER Author Author YEREL KANDEMIR, Suheyla ANKARA, Huseyin Abstract A summary of the resource. Keywords:Coal Mining, Parameter, Eigenvalues, Factor Analysis, Multivariate Statistic Analysis. ABSTRACT In this paper, the selected coal mining parameter such as pickling, production, sale and investments are investigated by using the factor analysis. Factor analysis is one of the multivariate statistical analysis techniques. The main purpose of factor analysis is to reduce the contribution of less significant variables. As a result for this analysis, a small number of factors is usually account for approximately the same amount of information as do the larger set of original variables. According to the selected coal mining parameter, the first two eigenvalues were found to be bigger than 1, Thus, factor analysis revealed two factors including Factor 1 and Factor 2. Factor 1 was associated pickling and investments. Factor 2 was composed production and sale. The factors are explaining the %76.12 of the total variance in the coal mining parameters. Finally, it was determined that the factor analysis usefulness for analysis and interpretation of coal mining parameters. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233-1565 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3609 Title A name given to the resource APPLICATION OF FRACTAL GEOMETRY PRINCIPLES IN TRADITIONAL PERSIAN, OTTOMAN AND BOSNIAN SACRAL ARCHITECTURE ORNAMENTS Author Author KARGIC, Lejla Abstract A summary of the resource. The fractal geometry is a relatively new research subject in theory of architecture, but its principles are in use for centuries. Among the witness are numerous architectural masterpieces around the world and various ornaments found in different cultures. This master thesis investigates the presence of fractal geometry principles in traditional sacral architecture ornaments of Persian, Ottoman and Bosnian architecture. Methodology used in the analysis of specific ornaments plates was the box counting technique via ImageJ fractal analysis software and FracLac plugin. Collected data was then analyzed comparatively and the results discussed in terms of existence of fractal geometry principles in the analyzed ornaments and similarity and relation between the ornaments from the above mentioned three cultures. The purpose of this study is to examine the presence and level of similarity between fractal dimensions of analyzed ornaments, which represent a consequence of cultural and civilizational connections. Keywords: ornaments, fractal geometry, Persian ornaments, Ottoman ornaments, Bosnian ornaments, sacral architecture, box counting Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Thesis NonPeerReviewed NA Architecture https://omeka.ibu.edu.ba/files/original/77cb7e13b96d9afa8c0bbf3b0a8ce5b9.pdf 1f49214f1fcfe31a520f996a66583162 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource IT Master's Theses Description An account of the resource IT Master's Thesis collection features master's theses authored by graduate students in the Department of Information Technology. Each thesis reflects a significant research effort, combining theoretical knowledge with practical application to address complex challenges in the IT domain. These works demonstrate students’ advanced understanding of information systems, software engineering, data science, cybersecurity, and emerging technologies. The theses serve as a testament to the students' capability to conduct independent research, propose innovative solutions, and contribute to the advancement of the IT field. Subject The topic of the resource IT Master's Thesis Language A language of the resource English Language Author Author IT Department Master’s Students 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 Application of Machine Learning in Neuromarketing Research for the Analysis of Customer Preferences Author Author Admir Krilašević Abstract A summary of the resource. <p>Neuromarketing combines neuroscience and marketing to analyze consumer behavior through tools like electroencephalography (EEG), which captures subconscious and emotional responses. This thesis applies machine learning (ML) techniques to EEG data for predicting purchase decisions, addressing the limitations of traditional marketing methods. Using the NeuMa dataset, which includes EEG and eye-tracking data, key features such as frontal alpha asymmetry (FAA), power spectral density (PSD), and alpha-beta power ratios were extracted to build predictive models. Four ML algorithms—Support Vector Machines (SVM), Random Forest (RF), Artificial Neural Networks (ANN), and Convolutional Neural Networks (CNN)—were evaluated based on accuracy, ROC AUC, and execution time. SVM emerged as the best-performing model, achieving 94.3% accuracy. 99% ROC AUC, with efficient processing time, making it suitable for neuromarketing research. The results confirm the critical role of EEG features from the frontal region, particularly FAA and alpha-beta power ratios, in predicting consumer preferences. These metrics reflect emotional and subconscious responses, emphasizing their importance in purchase decisions. This study demonstrates the value of integrating EEG with ML for consumer analysis, offering a scalable, unbiased, and data-driven approach to marketing research. By combining neuroscience with modern methods, this research provides a foundation for improving consumer preference analysis. It highlights the potential of EEG-based metrics and ML models to enhance marketing strategies, moving beyond traditional self-report methods toward more objective and accurate insights.</p> Keywords Keywords. Neuromarketing, Machine Learning, EEG, Consumer Behaviour, Neural Networks, SVM, Frontal Alpha Asymmetr consumer behaviour EEG frontal alpha asymmetr machine learning master's thesis neural networks neuromarketing SVM https://omeka.ibu.edu.ba/files/original/8821dae4773abf541afd3d535d8f6ccb.docx e2893aaa809eb6e965f58a8d03107a01 https://omeka.ibu.edu.ba/files/original/c56378b258d99dd73464fae0597c7176.pdf 4e06f7f56b922f7b6a21a9146548d582 PDF Text Text Application of project management tools and techniques in an IT company in Bosnia and Herzegovina Emil Klapija International Burch University Bosnia and Herzegovina emil.klapija@gmail.com Abstract: In a modern business environment, work is often segmented into activities having a well-defined objective and a limited duration period. These activities are referred to as projects. Projects are categorized in several ways and according to various disciplines. This paper will introduce a notion of projects and project management in a developing area of information systems. Even though the basis remains the same, IS projects differ in many ways when compared to the so called “standard” projects due to a swift change in technology and the fact that a vast majority of products are intangible. Therefore, to manage such projects becomes a complex task. There are various tools and techniques that are being applied to IS projects in order to keep track of a changing environment. This paper will cover numerous facets of IS project management and how they are being applied in IS projects. Although project management cannot guarantee success, it most certainly aids managers as well as developers, analysts and technical staff completes their tasks in time. It also facilitates quality checks and employee tracking for further task monitoring and baseline planning. To assure a quality analysis, this paper will cover relevant literature such as the one approved by the Project Management Institute and the Association for Project Management to scrutinize tools and techniques used worldwide in IS project management and review how they apply to a specific IT company in Bosnia and Herzegovina. Finally, based on a thorough, objective evaluation a conclusion will be drawn to reflect the implementation of suggested tools and techniques. Keywords: project management, tools, techniques, manager. 146 �146 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2609 Title A name given to the resource Application of project management tools and techniques in an IT company in Bosnia and Herzegovina Author Author KLAPIJA, Emil Abstract A summary of the resource. In a modern business environment, work is often segmented into activities having a well-defined objective and a limited duration period. These activities are referred to as projects. Projects are categorized in several ways and according to various disciplines. This paper will introduce a notion of projects and project management in a developing area of information systems. Even though the basis remains the same, IS projects differ in many ways when compared to the so called “standard” projects due to a swift change in technology and the fact that a vast majority of products are intangible. Therefore, to manage such projects becomes a complex task. There are various tools and techniques that are being applied to IS projects in order to keep track of a changing environment. This paper will cover numerous facets of IS project management and how they are being applied in IS projects. Although project management cannot guarantee success, it most certainly aids managers as well as developers, analysts and technical staff completes their tasks in time. It also facilitates quality checks and employee tracking for further task monitoring and baseline planning. To assure a quality analysis, this paper will cover relevant literature such as the one approved by the Project Management Institute and the Association for Project Management to scrutinize tools and techniques used worldwide in IS project management and review how they apply to a specific IT company in Bosnia and Herzegovina. Finally, based on a thorough, objective evaluation a conclusion will be drawn to reflect the implementation of suggested tools and techniques. Keywords: project management, tools, techniques, manager.   Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/171a76eda593ef77e22e34c751c8eb52.pdf 46931ecfa0418d3c5d601bcd5d3197ad PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Application of Securitization on the Financial Markets Adnan Rovcanin University of Sarajevo, Sarajevo, Bosnia and Herzegovina adnan.rovcanin@efsa.unsa.ba Adna Mataradzija University of Sarajevo, Sarajevo, Bosnia and Herzegovina adna.mataradzija@gmail.com Amra Mataradzija University of Sarajevo, Sarajevo, Bosnia and Herzegovina amra.mataradzija@gmail.com On some financial markets commercial bank loan capacity is largely dependent upon foreign funding, which is quite expensive, and it diminishes liquidity of the overall economy and hinders the development of the country's flagging economy. Based on the assumption that securitization is one of possible methods for solving this problem, this paper discusses the possibilities of its implementation into the financial markets and advantages of that process. Some financial analysts declared the securitization as one of the main culprits for the development of the global economic crisis. However, the fact that the causes of the crisis are much more complex supports the thesis that securitization still be considered a very valuable tool for the development of financial markets, noting that its misuse can have far reaching negative consequences. Bearing in mind the appropriate features of loan portfolio and Basel II regulations, it points to the conclusion that the possibilities of implementing this process into the some financial market is welcomed and that it may have positive effect on increasing the level of liquidity and the overall economic development. Synergistic effects of Basel II and securitization of receivables, could lead to many positive effects. The process of securitization creates a wide variety of securities covered by assets, which are most characteristic of the securities covered by the mortgage (Mortgage Back Securities) and the securities covered by assets in the narrow sense (Asset Back Securities). Financial institutions that put their assets into process of securitization could obtain alternative sources of funding, increased financial flexibility, lower cost of capital, strong balance sheet, reduce credit exposure, etc. The initiation of securitization would allow cheaper sources of financing to banks, which would lessen dependence on expensive foreign sources of capital. The aim of this paper is to describe the process of securitization of receivables and the effects of introducing a specific financial market, with elements of the classification. Keywords: securitization of receivables, loan portfolio, credit risk, ABS, MBS, banking system, Basel II standards 10 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1456 Title A name given to the resource Application of Securitization on the Financial Markets Author Author ROVCANIN, Adnan MATARADZIJA, Adna MATARADZIJA, Amra Abstract A summary of the resource. On some financial markets commercial bank loan capacity is largely dependent upon foreign funding, which is quite expensive, and it diminishes liquidity of the overall economy and hinders the development of the country's flagging economy. Based on the assumption that securitization is one of possible methods for solving this problem, this paper discusses the possibilities of its implementation into the financial markets and advantages of that process. Some financial analysts declared the securitization as one of the main culprits for the development of the global economic crisis. However, the fact that the causes of the crisis are much more complex supports the thesis that securitization still be considered a very valuable tool for the development of financial markets, noting that its misuse can have far reaching negative consequences. Bearing in mind the appropriate features of loan portfolio and Basel II regulations, it points to the conclusion that the possibilities of implementing this process into the some financial market is welcomed and that it may have positive effect on increasing the level of liquidity and the overall economic development. Synergistic effects of Basel II and securitization of receivables, could lead to many positive effects. The process of securitization creates a wide variety of securities covered by assets, which are most characteristic of the securities covered by the mortgage (Mortgage Back Securities) and the securities covered by assets in the narrow sense (Asset Back Securities). Financial institutions that put their assets into process of securitization could obtain alternative sources of funding, increased financial flexibility, lower cost of capital, strong balance sheet, reduce credit exposure, etc. The initiation of securitization would allow cheaper sources of financing to banks, which would lessen dependence on expensive foreign sources of capital. The aim of this paper is to describe the process of securitization of receivables and the effects of introducing a specific financial market, with elements of the classification. Keywords: securitization of receivables, loan portfolio, credit risk, ABS, MBS, banking system, Basel II standards Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://omeka.ibu.edu.ba/files/original/08eea17904b17edc71d22c71ac938ff4.pdf abde026f5be24d1f82bd842b7ebe890e PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Applying Cognitive Development on Second Language Acquisition (SLA) Dr Wafaa Abdel Aziz Metwalli Faculty of Mass Communication and Al Alsun, Al Alsun Department,English Language Misr International University, Cairo, Egypt wafaa.metwalli@gmail.com Abstract: ―Language Acquisition requires meaningful interaction in the target language- natural communication- in which speakers are concern not with the form of their utterances but with messages they are conveying and understanding.‖ Stephen Krashen. Second language acquisition (SLA) is the process by which people learn a second language in addition to their native language(s). The term second language is used to describe the acquisition of any language after the acquisition of the mother tongue. The language to be learned is often referred to as the ‗target language‘ or L2, compared to the first language L1. Cognitive learning theory has focuses on unobservable change in mental knowledge. Cognitivsim or mental change, as psycholinguists say, should no longer be ignored as a rejection of the behaviorist views. Cognitive abilities of SLA vary from one person to the other; presumably the recent studies suggested a synthesis in which the process of language acquisition may interact with cognitive development to produce an improvement in acquired language. SLA is often viewed as part of Applied Linguistics; it is typically concerned with the language system and learning processes, whereas applied linguistics may focus more on the experiences of the learner particularly in the classroom. The cognitive development of the second language acquisition is developed in this research through student –directed projects, presentations and classroom discussions to supplant the traditional lecture format. The purpose of this research is to combine these vital strands of investigation into close dialogue that will be applied on a group of university students studying a course of Sociolinguistics in Al Alsun Faculty, English Department. Results will be recorded to show the improvement of the second language (English Language) on this group viewable in their presentations and performances. Introduction The purpose of language learning is to improve the speakers‘ four skills of listening, speaking, reading and writing, with the base of large vocabulary and good grammar but this is not the final purpose. The final purpose is to let speakers be able to use the language. Most of the speakers do better in reading and writing than in listening and speaking. They can hardly communicate and express themselves (LingualinksLibrary1999). The four basic skills are related to each other by two parameters: the mode of communication: oral and written and the direction of communication: receiving or producing the message (Perego,S.F.,& Boyle, O.F. 2001). Since 1960‘s the Cognitive Learning Theory has provided the predominant perspective within which Leaning Research has been conducted and theories of learning have evolved. The theory of Cognitive Learning, one of the most historically influential theories, was developed by Jean Piaget a Swiss Philosopher (1896-1980). His genetic epistemological theory provided many central concepts in the field of developmental psychology in relation to the growth of intelligence which for Piaget, meant the ability to more accurately represent the work and perform logical operations on representations of concepts grounded in interactions with the world. The theory concerns the emergence and construction of schemata – schemes of how one perceives the world – in ‗developmental stages‘, times when children are acquiring new ways of mentally representing information. The theory is considered ‗constructivist‘, meaning that it asserts that we construct our cognitive abilities through self-motivated action in the world (Chapman 1988). The cognitive theory is best defined by exclusion, as it is not behaviorist or humanist but cognitive. Broadly cognitive theory is interested in how people understand material and the aptitude and capacity to learn. Cognitive processes and mental events which are central to human learning must therefore be incorporated into theories of learning. Individuals are actively involved in the learning process they are not passive receivers of environmental conditions, they are active participants in that learning process. Learning involves the formation of mental associations that are not necessarily reflected in overt behavior changes. An 1284 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo individual‘s knowledge is self organized through various mental associations and structure. Learning is a process of relating new information to previously learned information in other words learning is occurred when an individual associate new learning with previous knowledge (Lightbrown &Spada 2006). To conclude, the cognitive theory focuses on how people process the information they receive from the environment how they find what they have learned when they need to use the knowledge (Ormrod 1999). Cognitivism focuses on an observable change in mental knowledge,it came about as a rejection of the behaviorist views . Psychologists believed that mental events and cognitivism could no longer be ignored. Cognitivism emphasizes mental processes and proposes that many aspects of learning may be unique to the human species. It has affected educational theory by emphasizing the role of the teacher in terms of the instructor‘s effectiveness of presentation of instructional material in a manner that facilitates students‘ learning (e.g. helping students to review and connect previous learning on a topic before moving to new ideas about that topic, helping students understand the material by organizing it effectively, understanding differences in students‘ learning styles, etc. (Bransford, Brown & Cocking, Rodney, ed., 2000) (Scaffolding Teaching Strategy). ―Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill‖ Stephen Krashen.‘ ―Acquisition requires meaningful interaction in the target language-natural communication- in which speakers is concerned not with the form of their utterances but with the messages they are conveying and understanding‖. ―The best methods are therefore those that supply ‗comprehensible‘ input in low anxiety situations, containing messages that student really want to hear. These methods do not force early prediction in the second language, but allow students to produce when they are ‗ready‘, recognize that improvement comes from supplying communicative and comprehensible input , and not from forcing and correcting production‖ Stephen Krashen (1988). According to Krashen there are two independent systems of second language performance: ‗the acquired system ―and ‗the learned system‘. The acquired system or ‗Acquisition‘ is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language –natural communication- in which speakers are concentrated not in the form of their utterances, but in the communicative act. The learned system or ‗learning‘ is the product of formal instruction and it comprises a conscious process which results in conscious knowledge about the language, for example knowledge of grammar rules. According to Krashen ‗learning is less important than ‗acquisition ‗, the acquisition system is the utterance initiator, while the learning system performs the role of the ‗monitor‘ or the ‗editor‘. Theories concerning the relationship between language acquisition and cognitive development are examined and implications for education are discussed. There is disagreement about the sources and processes involve in achieving linguistic performance and in particular determining linguistic competence. Among many theories and modifications is the Speaking Skill as a function of thinking. Various interpretations of this skill have been proposed by Chomsky (1965), McNeill (1966), Katz (1966) and Piaget (1967). It is suggested that while language acquisition may not be a sufficient condition for thought with respect to most cognitive functions, it may play a role in significant ways that are at present little understood. Language may well have a more significant role in the formation of thought than Piaget would allow, even though it may still not be the principal determinant of thought claimed by Bruner and Vygotsky (Reed, Rodney. Louis 1977). Researchers have found that most learners begin their acquisition process of the language with the process of ‗Silent Period‘ in which they speak very little if at all, and while appearing silent they are rehearsing important survival phrases and lexical chunks. These memorized phrases are then employed in the subsequent period of ‗Formulaic Speech‘. (Naiman 1975) The study of the effects of teaching on second language acquisition seeks to systematically measure or evaluate the effectiveness of language teaching practices. Such studies have been undertaken for every level of language, from phonetics to pragmatics and for almost every current teaching methodology (Cook 2001). It is therefore impossible to summarize their findings here. Researches have indicated that many traditional language–teaching techniques are extremely inefficient (Mitchell & Myles 2006). The aim of this study is to solve the problem of the students at the university level encountering the problem of communication using their second language. Case Study Students understand the Second Language but they cannot speak it, students start learning their second language which is the English language at a very early age probably the elementary stage, the target is 1285 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo always to teach new vocabulary and to read short passages along with some rules of grammar .The evaluation is always in a written form testing their knowledge of grammar and vocabulary. The problem is observed in Al Alsun Faculty, when the students participate in class using the second language, which is considered a major element in their studies as they comment and state their ideas on the material they read and study. When they speak they focus on the wording of the language not the meaning, they are always worried of making mistakes which proves lacking of skill and self-confidence. When applying the cognitive theory on the students to develop their Second Language Acquisition, the reflection of the cognitive learning that took place in their minds unconsciously declares itself in their performance. The factors which help in developing the acquisition of the language are: the relaxing learning atmosphere inside the class as well as the handy material used that encourage them to perform without the fear and the emphasis is on the meaning delivered not the wording utterances. The following hypothetical questions are answered in the study  What is the effect of applying the cognitive processes on acquiring the second language?  Does the class atmosphere accelerate the acquisition of the second language?  How does the role of the activities inside class improve the cognitive development which leads to the second language acquisition? Method of the study This study is designed as a qualitative research approach which aims at gather in depth understanding of human behavior and the reasons that govern such behavior. The qualitative method investigates the‘ why‘ and ‗how‘ of decision making, not just what, where and when. It produces information only on the particular cases studied and any more general conclusions are only propositions (informal assertions).Qualitative method is more subjective: describes a problem or condition from the point of view of those experiencing it. The most common analysis of qualitative data is observer impression by expert or stander observer. The problem in this study is diagnosed by observation of students at the university level having difficulty with their second language speaking skill. Criteria  Learning as a process of relating new information to previously learned information influenced the choice of the course because the students have to have previous knowledge about it (schemata). ‗Introduction to Sociolinguistics‘ is the course of application and the rational behind it is that the core of the course is the relation between language and society, the students are able to link their society and their language to the information introduced in the course.  The role of the instructor is effective to facilitate the students‘ learning by helping them to understand the material, organize it and understand the students‘ different learning styles. Accordingly the preparation for the new atmosphere in class started by explaining the idea of splitting the class into groups of their choice and each group choose a name for identity. They in turn will perform a presentation, with or without the data show, or a debate or a mind mapping chart or a discussion. The choice of the activity should match the material introduced.  Rules in class are set:  Listen and watch attentively to the performance of your colleagues  Keep the questions till the end of the performance  Respect the ideas of each other  Each one in the group should get involved in the activity  English language is the language of communication in class  Time your performance so as to leave time for discussions and questions on what has presented  The groups should vary the activity they present every time  New strategies in class stemmed from the cognitive theory which is incorporated into theories of learning. Learners accordingly are not passive receivers but active participants. The mental process that emerges along with the progress in language acquisition can be detected and evaluated  ―The best methods are therefore those that supply ‗comprehensible ‗input on low anxiety situations, containing messages that students really want to hear. These methods do not force early prediction in the second language, but allow students to produce when they are ‗ready‘, recognize that improvement comes from supplying communicative and comprehensible input , and not from 1286 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo  forcing and correcting production‖ Stephen Krashen (1988). Students are given the freedom to design their own performances the way they think is agreeable and easier to deliver the message. They come up with new ideas such as acting scenes in their first language to emphasis meanings like: Diglossia and its two varieties, the different dialects of one language, code switching and code mixing. They even video tape scenes in the street acting and interacting with the public. When they feel that they are controlling and producing their own ideas and they feel the reaction of their performances on their colleagues and professor they feel more self confident and get stimulated to immerse new ideas. Among many theories and modifications of theories is the Speaking Skill as a function of thinking , various interpretations of the last notion have been proposed by Chomsky(1965),McNeill(1966),Katz(1966)and Piaget(1967). The importance of the speaking skill is unquestionable because it consolidates the acquisition of the language. The student should cross the ―Silent Period ―into the ―Formulaic Speech‖. In this study the students passed the silent period and with motivation and encouragement in a proper atmosphere they become capable of using the language more effectively and fluently (formulaic speech). Conclusion The students need to use all their skills in reading, writing, listening and speaking. The difference between the students at their early join to the university and towards their graduation is recognizable, they acquire more self confidence and their English language improves immensely. The more practice and interaction in class the more the development of the oral skill occur. The implementation of this experience on the students taking a course of Sociolinguistics in spring 2007 proves success. Since then I continued using the same procedures and adding more to the idea. It is noticed that they started with a very timid and reserved attitude being unable to use the language freely and fluently and by time they gain more confidence and signs of progress in their language is detected. The students develop their speaking skill as well, it is the reflection of the cognitive learning that took place in their minds and unconsciously it declares itself in their performance. The factors which help in developing this skill is the relaxing learning atmosphere inside the class as well as the handy material used to encourage them to perform without fear and the emphasis is on the meaning delivered not the wording utterances. The steady state and the continuity help in forming the skill and polishing it. The recurrence of the performance for each group brings us nearer to our target. It is as if we are cleaning the path of the river from the rocks to let the flow of water runs smoothly and rapidly. It did flow. 1287 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Anderson & Krathwohl,(2001) Taxonomy of Educational Objectives Categories in the cognitive domain of Bloom‘s Taxonomy From Wikipedia. The free encyclopedia. Atherton .J. S. (2005) Learning and Teaching: ―Aspects of Cognitive Learning Theory‖ (on- line) UK: available: http:www.learningandteaching.info/learning/aspects cog.htm Accessed: 11 August 2008. Bransford, John D., Brown, Ann L., & Cocking, Rodney R., ed., (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, D.C.: The National Academies Press. Canale,M. and M. Swain(1980).Theoretical bases of Communicative approaches to second language teaching and testing. Applied linguistics 1(1):1-47 Chapman, M. (1988).‖Constructive Evolution Origins and Development of Piaget‘s Thought‖. New York: Cambridge University Press. Chomsky,N.(1965). ―Aspects of the Theory of Syntax‖. Cambridge: MIT Press. Cook, Guy (2001) the Discourse of Advertising, 2nd ed. Routledge. Mitchell, H., & Myles, F. (1988). Second language learning theories. London: Arnold.The Reading Matrix Vol. 6, No. 3, December 2006 5th Anniversary Special Issue — CALL Technologies and the Digital Learner- Lianrui Yang & Kate Wilson (2006) Dornyei, Z.(2001)‖New themes and approaches in second language motivation research‖. Annual Review of Applied Linguistics, 21, 43-59. Dewaele,J and Furnham,A(2000): ―Personality and Individual differences ―. Personality and Speech Production: A pilot Study of Second Language Learners. Erin C. Barret Cunia (2003-2007) Cognitive Learning Theory- Web Quest Katz, B. (1966). ―Nerve, muscle, and synapse‖. New York, McGraw-Hill. Krashen, Stephen D. (1978).‖Principles and Practice in Second Language Acquisition‖.Prentice Hall International, Krashen, Stephen D. (1988)‖ Second Language Acquisition and Second language Learning‖.Prentice Hall International,. LinguaLinks Library, Version 3.5, published on CD-ROM by SIL International, (1999). [Ordering information.]Page content last modified: 21 March 1999. McNeill, David. paper (1966 )"Developmental psycholinguistics"1 presented at a conference in the United States on "Language development in children". Ormrod. J. E. (1999): ―Human Learning‖ (3rd ed.), Upper Saddle River, NJ: Prentice Hall. Perego,S.F.,&Boyle, O.F. (2001). ―Reading ,Writing & Learning in ESL‖ a resource book for K-12 teachers.New York: Longman. Piaget, J.-P. (1981). ―Intelligence and Affectivity‖. Basic Books, New York. Second Language Research, Vol. 17, No. 4, 368-392 (2001) 1288 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 677 Title A name given to the resource Applying Cognitive Development on Second Language Acquisition (SLA) Author Author Metwalli, Wafaa Abdel Aziz Abstract A summary of the resource. ―Language Acquisition requires meaningful interaction in the target language- natural communication- in which speakers are concern not with the form of their utterances but with messages they are conveying and understanding.‖ Stephen Krashen. Second language acquisition (SLA) is the process by which people learn a second language in addition to their native language(s). The term second language is used to describe the acquisition of any language after the acquisition of the mother tongue. The language to be learned is often referred to as the ‗target language‘ or L2, compared to the first language L1. Cognitive learning theory has focuses on unobservable change in mental knowledge. Cognitivsim or mental change, as psycholinguists say, should no longer be ignored as a rejection of the behaviorist views. Cognitive abilities of SLA vary from one person to the other; presumably the recent studies suggested a synthesis in which the process of language acquisition may interact with cognitive development to produce an improvement in acquired language. SLA is often viewed as part of Applied Linguistics; it is typically concerned with the language system and learning processes, whereas applied linguistics may focus more on the experiences of the learner particularly in the classroom. The cognitive development of the second language acquisition is developed in this research through student –directed projects, presentations and classroom discussions to supplant the traditional lecture format. The purpose of this research is to combine these vital strands of investigation into close dialogue that will be applied on a group of university students studying a course of Sociolinguistics in Al Alsun Faculty, English Department. Results will be recorded to show the improvement of the second language (English Language) on this group viewable in their presentations and performances. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3414 Title A name given to the resource APPLYING COMMUNICATIVE APPROACH TO IMPROVE YOUNG LEARNERS’ CLASSROOM AND SOCIAL INTERACTION: THE USAGE OF PREPOSITIONS* Author Author Koken, Elif Akbarov, Azamat Abstract A summary of the resource. This paper aimed to explore in the light of author’s experience how communicative approach improves young learner’s classroom participation, social interaction,understanding and use of prepositions. Communicative approach focuses on authentic and meaningful exchange of new information through communication. By using authentic material students find the connection to their own language. Students should be able to use the language appropriately in a given social context. The researcher focused on activities to improve students’ knowledge of prepositions through communicative method. Similarly, everyday the researcher observed the performance of students. The researcher gave students different kinds of activities such as games, role-play etc. to improve their knowledge of prepositions. The experiment conducted by the researcher with the experimental group of 5th class. Keywords: Communicative approach, young learners, communication, activities, prepositions Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/625046a6af71d7437713fcd1af06ad06.pdf 0c84b7b0f166a5dcca3086fae9459973 PDF Text Text Appropriate versus Preferred Teaching Style: A Freshman English Case Ervin Kovačević International University of Sarajevo/ Sarajevo, Bosnia and Herzegovina Key words: Teaching Style, Compulsory Adult Education ABSTRACT The contemporary universities across the world offer programs run in a foreign language; the courses are planned, delivered, and assessed in the language that has to be mastered by the non-native student population. The heterogeneity among their students is met in quite unique ways, since both the domains of compulsory adult education and foreign language education are dictated by various andragogical and pedagogical theories and approaches. When educational philosophies are studied the focus is on the educators' beliefs about education and other relating concepts. If teaching styles are to be studied the focus is not only on the beliefs and values, but also on the educational decisions and displayed teaching actions. Therefore, defining the appropriate teaching styles in compulsory educational settings seems to be crucial if the efficiency of teaching actions or educational decisions is to be questioned. This research presents the freshman students' preferences over teaching styles they had been exposed to. More than 150 freshman students of International University of Sarajevo were surveyed during the last three semesters. The comparative analysis of the stated preferences and the learner profiles under the scope confirms the premise that an advanced foreign language course delivery at the college level needs to be segmented into the teaching tasks of informing, demonstrating, facilitating, and delegating nature, which alternate not only in the classroom but in every other available teaching – learning exchange context during the process of instruction. Consequently, the concept of an appropriate teaching style is challenged by the concept of a preferred teaching style in this article. � https://omeka.ibu.edu.ba/files/original/754c584f6686c34a6f19e6b2d2e7e34c.docx f89a9cbd9cb35ac1e066cbf4c394d785 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1760 Title A name given to the resource Appropriate versus Preferred Teaching Style: A Freshman English Case Author Author KOVACEVIC, Ervin Abstract A summary of the resource. Key words: Teaching Style, Compulsory Adult Education ABSTRACT The contemporary universities across the world offer programs run in a foreign language; the courses are planned, delivered, and assessed in the language that has to be mastered by the non-native student population. The heterogeneity among their students is met in quite unique ways, since both the domains of compulsory adult education and foreign language education are dictated by various andragogical and pedagogical theories and approaches. When educational philosophies are studied the focus is on the educators' beliefs about education and other relating concepts. If teaching styles are to be studied the focus is not only on the beliefs and values, but also on the educational decisions and displayed teaching actions. Therefore, defining the appropriate teaching styles in compulsory educational settings seems to be crucial if the efficiency of teaching actions or educational decisions is to be questioned. This research presents the freshman students' preferences over teaching styles they had been exposed to. More than 150 freshman students of International University of Sarajevo were surveyed during the last three semesters. The comparative analysis of the stated preferences and the learner profiles under the scope confirms the premise that an advanced foreign language course delivery at the college level needs to be segmented into the teaching tasks of informing, demonstrating, facilitating, and delegating nature, which alternate not only in the classroom but in every other available teaching – learning exchange context during the process of instruction. Consequently, the concept of an appropriate teaching style is challenged by the concept of a preferred teaching style in this article. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed