71 10 3494 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 933 Title A name given to the resource Creating a Profile of Student Motivation in Foreign Language Education Author Author Murat, Demirkan Aytul, Durmaz Didar, Yenigun Abstract A summary of the resource. The choice of our subject was guided by our own desire to know how to motivate students in FLE in order to give them a taste of self-effort and success. Based on our interest in student motivation, we wanted to think about the available ways to promote it. In this context, the role of the pedagogical task appeared to us as one of the possible ways to motivate our students, as it seems to allow them to raise their consciousness about their shortcomings, needs and successes. Before the final exam, it seemed interesting to carry out our project “The Creation of Motivational Profile”. This project was taken into account as 40 percent of the final exam score. It turned out that the project contract seemed suitable for almost all of our students. As part of this collective project unanimously chosen, we wanted to have students work on their own motivational profile. This project can be defined as a self-analysis conducted by a student for an authentic purpose. “The motivational profile” may also be referred to as record of learning, presentation record, progress record. Our “educational project” will be organized as follows: firstly, we’ll present the theoretical framework our study is based on, that is to say a framework inspired by the action-oriented approach and its impact on motivation. From these two key concepts “pedagogical task” and "motivation", we’ll try to identify the effects of this action-oriented approach on the motivation of our students. Finally, within the context of the motivational profile project, we are going to look for answers for these questions: What could influence more efficiently the motivation? To what extent could this task affect our students? What impact might this pedagogical contract have on the motivation level of students? Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/bc404f9c7ed894ff5fe98b388c2a56c6.pdf 105129bfb776d49d731574b18a29f481 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Creating Morally-minded Organizations in a Machiavellian Work Environment N. Derya Ergun ÖZLER Dumlupinar University, Department of Administration, Turkey deryaergun69@hotmail.com Nuray MERCAN snmmercan@yahoo.com Abstract: Organizations are highly rational constructs operating in a competitive market and bureaucratic entities designed to attain first organizational-collective and individual-private ends in an orderly fashion. In an entity as such there is little formally accepted and approved room for personal maneuvers which may jeopardize much larger goals of organizations. However, organizations have an internally and interpersonally highly competitive environment, more like a war place for power and influence. Organizations are increasing looking for competent, competitive and achievement oriented individuals yet expect them to work in teams as resource sharing saints. It is time to ask whether it is exactly this paradoxical tendency of modern organizations that encourage Machiavellian behaviors. What type of business organizations and environments are more conducive to Machiavellianism? What types of negative and positive incentives are there in regard to Machiavellianism? And what needs to be done? The aim of this work is to develop above argument further, answer some of above questions and then make workable suggestions for practitioners to help in their attempts to identify Machiavellian tendencies and differentiate Machiavellian behaviors from non-Machiavellian ones. Relavance Of Machiavellianism In Modern Organizations Niccolo Machiavelli (1469-1527) is one of the most influential and controversial personality in the history of philosophical literature. The term Machiavellian originates from the name of Machiavelli, the author of the 1513 treatise, The Prince. He possessed a negative and a pessimistic belief about human nature. He neither liked nor promoted such a nature. Machiavelli believed that he chose a realistic approach than a fairy tale to solve political problems of his time and country. According to Machiavelli individuals in general are selfish and lack wisdom and therefore they should be regarded as vicious, lazy, and untrustworthy and that a ruler should use cruelty, exploitation, and deceit to maintain power. Therefore, unless people are vise in general the ruler needs not to behave in ethical or moral manner. Although his general stance is considered to be amoral (not immoral), Machiavelli maintained that ethics and professional requirements are, by and large, irreconcilable with real politic. Since he drew a line between private (individual) sphere and the public - institutional sphere, there emerged radically different ways of evaluating the respective behaviors of each sphere. As Galie and Bopst (2006) promptly argue, Machiavelli‘s teachings have never gone out of fashion; no doubt because power remains a central aspect of modern political and corporate life. The writings of this 16th century thinker seem as relevant today as they were a half millennium ago. Indeed, numerous monographs published in the last decade still argue for Machiavelli‘s relevance to modern management and corporate leadership. It is a truth that management textbooks concerning morality in corporate life seem to be inconsistent with the actual teachings of Machiavelli and paradoxically they fail to acknowledge that the teachings of Machiavelli are still most relevant to the modern corporate world. In this world occupational careers are filled with face to face interactions which allow almost endless opportunities for interpersonal manipulation and improvisation. The process of obtaining promotions and salary increases seems inevitably to arouse emotions and induce goal directed behaviors (Turner and Martinez, 1977, p. 326). Despite his relevance in modern management the literature is inconsistent about Machiavellianism. It is not clear what Machiavellianism is. Is it a personality trait, a strategy, a type of relationship, a system, behavior or something else? To Christie and Geis (1970) for instance it is a world view which has three distinct themes. The first theme involves using manipulative strategies such as deceit and flattery in interpersonal relations. The second theme involves a cynical perception of others as weak and untrustworthy. The third theme involves indifference toward conventional morality in thought and action (Shepperd and Socherman 1997, p.1448). Machiavelli says "Any person 155 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo who decides in every situation to act as a good man is bound to be destroyed in the company of so many men who are not good. Wherefore, if the Prince desires to stay in power, he must learn how to be not good, and must avail himself of that ability, or not, as the occasion requires"(as Cited in Cyriac and Dharmaraj 1994, p.281). Machiavellianism is also defined by the same authors as ―a trait that involves strategically manipulating others for personal gain often against the other‘s self-interest‖ as conceptualized by Christie and Geis (1970). According to Christie and Geis (1970), high Machs tend to manipulate people for personal gain and have little emotional involvement in interpersonal relationships. High Machs are less altruistic, more likely to cheat, more flexible in tactic usage, less moral and less empathetic. Right after this Christie and Geis then consider Machiavellianism as a type of interpersonal relationship. In their measure of Machiavellianism, high-rated Machiavellians were those who are better positioned as manipulators (Porter, Allen ve Angle, 1981, p.122). Some others take Machiavellianism as a skillful management of interpersonal relations because they have a tendency to initiate and take control in interpersonal relations. Rationality and persuasive skills are essential for their success in face to face relations. Normative pressures have little impact on these people (Schermerhorn, Hunt and Osborn, 1995:56). For some Machiavellianism can be seen as an instrumental action since high Machs also spend more effort to gain political influence (Porter, Allen ve Angle, 1981, p.139). In common usage Machiavellianism and Ethics are thought to be two distinct edges of a scale. In other words Machiavellianism is perceived as an anti-ethic. Machiavelli himself argued that if a ruler wishes to attain his ultimate objectives he would find morality as irrational. Following the morality of the people will turn every attempt of a ruler into a terribly irrational policy (Skinner 2002, p.60). Machiavellianism has been seen by most thinkers from Marx to Shakespeare as the most fatal blow at ethical foundations of political life (Skinner 2002, p.11). Yet this is an unfair attack. First Machiavelli provided eye-opening ideas about real politics. The exemplary politicians he described in his writings actually lived before him not after him. He warned against excessive use of power and punishment, thus we cannot blame him for the despots of the 20 th century. He was not a revolutionary but promoted a moderate politics to gain and maintain power and order. He also showed the way for ordinary man to climb up the ladder of hierarchy to be elite. And this is why he is still relevant. He was not against individual ethics or morality in general. He thought them as instrumental, a mask for the ruler to wear or sometimes a hindrance. More in line with these point of view Machiavellian individuals can be seen as lacking conventional moral sense and adopt the angle of individualist utilitarianism when relating with other people. Machiavellians may not be devoid of morality, they just do not behave consistently with traditional moral values. Machiavellian leaders seem to be more successful in negotiations and persuasion so much so that they can be handy for organizations. They can concentrate on analyzing the situation and developing winning strategies (Christie ve Geis, 1970). However corporation must confine Machiavellian tendencies and strategies to certain boundaries in which achievement orientation, persuasive skills and goal attainment stay alive and also possible harms of opportunist, selfish and deceitful behavior can be avoided (Mandacı, 2007, p.54). Association of Machiavellianism with Other Personality Traits What kinds of individual dispositional factors are there to facilitate Machiavellianism? Barlow and QualterStylianou‘s (2010) recently investigated the association of Machiavellianism (Mach) with emotional intelligence (EI) and the theory of mind (ToM) on 109 primary school children. High Machs think first then act while low Mach first act than amend their consciousness. Although Machiavellians do not necessarily score high on intelligence tests they are more likely to be perceived clever and astonishing. Consistent with previous research on adults, a negative association was found between Machiavellianism and social-emotional intelligence. Subsequent regression analyses showed that being more adept at emotional and social intelligence do not lead girls to manipulate others in social encounters. This was not the case for boys. Paulhus et all (2001) showed that Machiavellianism and psychopathic behaviors are negatively associated with conscientiousness. The Machiavellian remains most realistic while the Narcissists are least realistic about their own character. Paal and Bereczkei (2007) showed that (1) a strong negative correlation between Machiavellianism and social cooperative skills; (2) a connection between the extent of cooperative tendency and the level of mindreading; and (3) a lack of significant correlation between theory of mind (an understanding that other people have beliefs and desires) and Machiavellianism. Rayburn and Rayburn (1996) found that the relation between personality traits and ethical-orientation indicate sex is not a good predictor for differences in Machiavellian and Type A personality and ethical-orientation. Intelligence is found to be positively associated with Machiavellian- and Type A personality-orientation but negatively associated with ethical-orientation. Machiavellians tend to have Type A personalities, but tend to be less ethically-oriented than non-Machiavellians. Type A personalities are more ethically-orientated than Type B 156 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo personalities. There is a lack of agreement as to what constitutes ethical behavior and whether there is a relation between personality traits and ethical orientation. Rayburn et all (2003) compares academic achievement, Machiavellian levels, Type A or Type B personality traits, ethical orientation, and charisma of female and male students. Female students report higher academic achievement, but male students are statistically more charismatic than female students. However, female respondents are more ethical. There is no significant difference in the Machiavellian score and Type A/B personality between female and male respondents. Higher academic achievers have higher Machiavellian scores while Type A personalities are more ethical, but are less charismatic. Shepperd and Socherman (1997) pointed at some paradoxical issues. For example, people scoring high in Machiavellianism (high Machs) can be manipulative and domineering. Yet the domineering style of high Machs may stop them from using manipulations that require a display of weakness. The authors examined whether Machiavellianism moderates the use of sandbagging—a manipulative strategy in which people display low ability to induce an opponent to reduce effort or lower his or her guard. In Experiment 1, participants reported that they would reduce effort in response to a disadvantaged opponent and anticipated that their opponent would behave similarly if they were disadvantaged. In Experiment 2 low Machs in competition sandbagged their opponent when they were uncertain that they could otherwise beat him. High Machs, in contrast, preferred a show of strength to weakness, displaying high ability even when sandbagging might have been an advantageous strategy. In terms of ethical perception, studies suggest that people with high level of ethical perceptivity tend to demonstrate lower levels of Machiavellian tendencies (Christie ve Geis, 1970). According to Christie and Geis (1970) social pressure is less constraining for Machiavellian personalities and thus they are less likely to conform to ethical standards. Ural (2003, p.102) lists the following Machiavellian principles from ―Prince‖ and ―Discourses‖: • • • • • • • • • • • • • • To win people, tell them what they want to hear It‘s better to make up a substantial reason than telling the truth when asking someone to do something An unqualified trust on someone will bring harms rather than goods It is hard to progress without holding the corners Honesty is not always the best policy The safest way is to acknowledge that every individual is evil but they lack opportunity to relinquish that evil When you see no benefit do not ever tell your reasons Don‘t try to justify deeds to yourself with a moral angle Flattering important people is a vise thing to do It is not vise to be humble and honest all the time People having incurable illness should be able to choose painless death It is impossible to be good in every aspects Men will not work unless they are induced The biggest difference between guilty and not guilty is the former is stupid enough to be caught Machiavellianism in Different Cultures Cyriac and Dharmaraj‘s (1994) findings indicate that Indian businessmen in industrialized towns show Machiavellian characteristics more. Siu‘s (1999) research on bankers in Hon Kong concludes that high Mach posses higher levels of job satisfaction than the low Machs. Corzione and Buntzman (1999) found that among the employees working in American Finance sector there is no significant difference between genders on their levels of Machiavellianism. A comparison between American and Hon Kong banking sector showed that both cultures indicate similar level of Machiavellianism. Kavak‘s (2001) research in Turkey concludes that average Machiavellianism score is 97.13 in general, 86 for public servants and 85 for private sector. That means the level of Machiavellianism in Turkey is higher than USA (84.5) and lower than Austria (98.6). Yıldız and Gültekin (1998) argue that mid-level managers show comparatively low level of Machiavellianism. Their study implies that collectivist attitudes might be less Machiavellian than individualist ones. Machiavellianism and Organizational Behavior Research suggests that employees possessing a Machiavellian personality have both advantages and disadvantages in the workplace. With respect to deception, high Machs are much less likely to be caught, more convincing liars, harder to judge and were believed to be telling the truth more than low Machs liars. The flexibility 157 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo of the high Mach is another advantageous characteristic. For example, high Machs with an external locus of control supposed to be better managers according to Goodboy and Mccroskey (2007, p.290). Jellinek (1985) found the interaction of high school principals' degrees of Machiavellianism and their schools‘ organizational structure with their experience of occupational stress. In general, principals in schools which had less than 1,500 students were lower in Machiavellianism and also experienced less stress. The relationship between school size and experienced stress suggested that Machiavellianism may be a response to current problems faced by high school principals, rather than being solely an enduring personality characteristic. Subramaniam (2009) found the relationship between Machiavellianism orientation and job involvement among employees of an airline company in Malaysia. Machiavellianism orientation and job involvement are positively and significantly correlated. It is found that there was a significant relationship between age and level of job involvement, however, no significant relationship is detected between gender and Machiavellianism orientation. Shome and Rao‘s (1996) research results indicate a significant difference among accountants holding different positions within the firm (i.e., partners, managers and seniors) in terms of Machiavellian orientation. In addition, audit seniors were found to have the highest Mach scores, partners have the lowest, and the managers have intermediate scores. Liu (2008) determined the relationship between Machiavellian orientation and knowledge sharing willingness and found that there are significant negative correlations between the two. The correlation coefficients are all significantly negative. Bodey and Grace (2007) examined personality characteristics, such as self-monitoring, perceived control, self-efficacy and Machiavellianism, within the realms of complaint behavior. The results indicate significant relationships between self-monitoring, perceived control and self-efficacy with attitude to complaining while selfefficacy and Machiavellianism was significantly related to propensity to complain. Becker (2007) determined the relationship between Machiavellianism and organizational citizenship behavior (OCB). The negative association between Machiavellianism and organizational citizenship behaviors toward the organization (OCBO) is stronger than the negative association between Machiavellianism and organizational citizenship behaviors toward individuals or groups (OCBI). Additionally, Machiavellianism is associated with the OCB motive of impression management, but negatively associated with the OCB motives of organizational concern and pro-social values. Latif‘s (2000) study indicate that higher levels of moral reasoning were significantly related to ―internal‖ scores on Rotter‘s internal/external locus of control scale. Both higher levels of moral reasoning and ―internal‖ scores on the locus of control scale were significantly related in the negative direction with Machiavellianism. However, only moral reasoning accounted for a significant amount of the variance associated with students‘ ethical behavior. Goodboy and McCroskey (2007) study examined the relationships of organizational orientations and Machiavellianism with nonverbal immediacy and job satisfaction in the organizational context. Participants included 160 full-time employees who worked at various for profit or non-profit organizations in the Mid-Atlantic area. Results indicated that the organizational orientations (i.e., upward mobile, ambivalent, and indifferent) and Machiavellianism were significant predictors of employee nonverbal immediacy and job satisfaction. Conclusion The above accounts of Machiavellianism show that Machiavellianism is not simply a personality trait. Those who have high emotional intelligence show less Machiavellian behaviors. There is no significant difference between genders in term of Machiavellianism. However, the managerial position, business sector, the organizational size, economic development of countries and probably many other exogenous factors are more important facilitators of Machiavellian behaviors. We believe that ethical awareness is not simply an individual factor but actually more relevant with the cultural-normative factors and incentive situations within a social structure. References Becker J. A. & Dan O.H. (2007). Machiavellians‘ Motives in Organizational Citizenship Communication Research, 35 (3), pp. 246-267. Behavior, Journal of Applied Bodey, K.& Grace D. (2004). Examining Self-Monitoring, Perceived Control, Self-Efficacy and Machiavellianism in the Context of Complaint Behaviour, Griffith Business School, Conference Publications. 158 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Barlow, A. & Qualter, S. M. (2010). Relationships Between Machiavellianism, Emotional Intelligence and Theory Of Mind in Children, Personality and Individual Differences, (48), pp. 78-82. Cherulnik, P.D.& Way, J. H.& Ames, S. & Hutto D. B. (1981). Impressions of High and Low Machiavellian Men, Journal of Personality, (49), pp. 388-400. Christie R. & Geis F. L. (1970). Studies in Machiavellianism, New York Academic Pres, New York. Cooper, R. & Hands, D. & Wootton, A. & Bruce, M.& Daly, L. & Harun, R. (2003). Machiavelli and Innovation: The Politics of Design?, Desing Management, 5th European Academy of Design, Barcelona, Espanha, pp.1-16. Corzione, J. C. & Buntzman, G. F. & Busch, E. T. (1999). Machiavellianism in U.S.Bankers, The Journal of Organisational Analysis, 7, pp. 72-83. Cyriac K. J. & Dharmaraj R. (1994). Machiavellianism in Indian Management, Journal of Business Ethics, 13, pp. 281-280. Galie P. J. & Bopst C. (2006). Machiavelli and Modern Business: Realist Thought in Contemporary Corporate Leadership Manuals, Journal of Business Ethics, 65, pp. 235-250. Goodboy A. K.& Mccroskey J. C. (2007). Toward a Theoretical Model of the Role of Organizational Orientations and Machiavellianism on Nonverbal Immediacy Behavior and Job Satisfaction, Human Communication. A Publication of the Pacific and Asian Communication Association, 11 (3), pp.287 - 302. Kavak, B. (2001). Makyavelizm ile Tüketicinin Ahlaki Yargıları Arasındaki iliĢkiye Yönelik Amprik Bir Ġnceleme, Ev Ekonomisi Dergisi, 7(8), ss. 11-20. Jellinek, R. (1985). Machiavellianism, Organizational Structure And Principals' Occupational Stress (Job Satisfaction), Etd Collection For Fordham University. Paper Aaı8508118. Http://Fordham.Bepress.Com/Dissertations/Aaı8508118 Latif, D. A. (2000). The Relationship Between Pharmacy Students‘ Locus of Control, Machiavellianism, and Moral Reasoning, American Journal of Pharmaceutical Education, 64, pp. 33-37. Liu, C. C. (2008). The Relationship Between Machiavellianism and Knowledge Sharing Willingness, J Bus Psychol, 22, pp. 233240. Mandacı, G.(2007). Makyavelist Tutumların Etik Algısı Ve Demografik Faktörler Açısından Değerlendirilmesi: Bankacılık Sektöründe Bir AraĢtırma, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü ĠĢletme Anabilim Dalı Yönetim Organizasyon ve Örgütsel DavranıĢ Bilim Dalı, Yüksek Lisans Tezi, Ankara. Paal, T.& Bereczkei, T. (2007). Adult Theory of Mind, Cooperation, Machiavellianism: The Effect of Mindreading on Social Relations, Personality and Individual Differences, 43, pp. 541–551. Paulhus, D. L.& Williams, K.& Harms P. (2001). Shedding Light on the Dark Triad of Personality: Narcissism,Machiavellianism and Psychopathy, University of British Columbia Presented at 2001 SPSP Convention in San Antonio Society for Personality and Social Psychology. Porter, L. W.& Allen, R.W. & Angle H. L. (1981). The Politics of Upward Influence in Organizations, Research in Organizational Behavior, 3, pp. 109-149. Rayburn, M. J.& Rayburn, G. L. (1996). Relationship Between Machiavellianism And Type A Personality And EthicalOrientation, Journal of Business Ethia, 15, pp. 1209-1219. Rayburn, M.& Overby J. & Hammond, K. (2003). Differences in Charisma, Ethics, Personality, And Machiavellian Characteristics of Male And Female Marketing Students, Academy of Marketing Studies Journal, 7 ( 2), pp. 107-125. Shepperd, J. A. & Socherman, R. E. (1997). On the Manipulative Behavior of Low Machiavellians: Feigning Incompetence to "Sandbag" an Opponent‖ , Journal of Personality and Social Psychology, 72 (6), pp. 1448-1459. Schermerhorn, J. R.& Hunt, J. G.& Osborn, R. N. (1995). Basic Organizational Behavior, New York:John Wiley & Sons, Inc. Shome, A.& Rao, H. (2000). The Relatıonshıp Between Machiavellianism And Work Experience in Public Accountants: An Empirical Study, aaahq.org/northeast/2000/q65.pdf. 159 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Skinner, Q. (2002). ―DüĢüncenin Ustaları: Machiavelli‖ Türkçesi: Cemal Atila, Ġstanbul: Altın Kitaplar Yayınevi. Siu, W. (1998). Machiavellianism and Retail Banking Executives in Hong Kong, Journal of Managerial Psychology, 13 (1/2), pp.28-37. Subramaniam, V. M. (2009). The Relationship Between Machiavellianism and Job Involvement Among Employees in An Airline Company in Malaysia Faculty of Business and Accountancy, University of Malaya. Turner, C. F. & Martinez, D. C. (1977). Socieconomic Achievement and the Machiavellian Personality, Socimetry, 40 (4), pp. 325-336. Ural, T. (2003). ĠĢletme ve Pazarlama Etiği. Ankara: Detay Yayınları. Yıldız, G. & ErdoğmuĢ, N. (1998). Toplulukçu Kültürde Makyavelist DavranıĢ ve Bir Uygulama, Siyasette ve Yönetiminde Etik. Adapazarı. www.nihaterdogmus.com/.../6toplulukau-kaoeltaoerde-makyavelast-davraniaz-ve-bar-uygulama1.doc 160 � 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. 202 Title A name given to the resource Creating Morally-minded Organizations in a Machiavellian Work Environment Author Author ÖZLER, N. Derya Ergun MERCAN, Nuray Abstract A summary of the resource. Organizations are highly rational constructs operating in a competitive market and bureaucratic entities designed to attain first organizational-collective and individual-private ends in an orderly fashion. In an entity as such there is little formally accepted and approved room for personal maneuvers which may jeopardize much larger goals of organizations. However, organizations have an internally and interpersonally highly competitive environment, more like a war place for power and influence. Organizations are increasing looking for competent, competitive and achievement oriented individuals yet expect them to work in teams as resource sharing saints. It is time to ask whether it is exactly this paradoxical tendency of modern organizations that encourage Machiavellian behaviors. What type of business organizations and environments are more conducive to Machiavellianism? What types of negative and positive incentives are there in regard to Machiavellianism? And what needs to be done? The aim of this work is to develop above argument further, answer some of above questions and then make workable suggestions for practitioners to help in their attempts to identify Machiavellian tendencies and differentiate Machiavellian behaviors from non-Machiavellian ones. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/0442f7e6ef04996b0fbd8bc3c2348af8.docx 20512ca6482c801a82a1a021f3b01a1c https://omeka.ibu.edu.ba/files/original/e0094cc084779d63e02247a53e408dd0.pdf aa141b7594707174d2993c751aff0b5c PDF Text Text Creating Value for Leasing Service Customers on the Example of VB Leasing In the Market of Bosnia And Herzegovina Slobodan Vujić VB Leasing BH Bosnia And Herzegovina slobodan.vujic@vbleasing.ba Saša Vujić University “VITEZ” Travnik Bosnia And Herzegovina vujic.sasa1@gmail.com Aida Abduzaimović University “Vitez” Travnik Bosnia And Herzegovina aida.abduzaimovic@unvi.edu.ba Ibrahim Obhodas University “VITEZ” Travnik Bosnia And Herzegovina ibrahim.obhodjas@unvi.edu.ba Abstract: The paper is aimed at analyzing the process of creating the customer value added in the area of leasing services, as well as at determining what the value added implies for leasing product customers. The leasing company's goal is to develop and maintain its client relations through creating the leasing service customer value added, and thus achieve increased business efficiency and an increase in its market share. The paper will analyze advantages and disadvantages of the leasing package, both from economic and from financial aspect of leasing. Leasing package development is based on the mutual economic interest of both lessor and lessee. The financial basis of leasing is financing, i.e. acquisition of given goods without engaging one's own capital and without entering a classic loan-based relationship. The paper will also discuss types of leasing that are the most frequent in Bosnia and Herzegovina market. In order to determine what represents the total value for the leasing service customer, for the paper purposes, we will conduct primary research pertaining to the importance of individual elements in dealing with a leasing company, and study the present customer satisfaction in dealing with leasing companies. Data will be collected through survey questionnaires with close ended questions based on the Likert scale from one to five. Survey questionnaire will comprise two parts: the importance of individual elements dealing with a leasing company and the present customer satisfactions in dealing with a leasing company. Each part will comprise five elements. The respondents will be requested to rank each element according to importance in dealing with a leasing company. The questionnaire surveys will be distributed among leasing customers, legal and private persons in Bosnia and Herzegovina. 500 questionnaire surveys will be distributed. Besides the described primary data, the analysis will also use the secondary data of international and local organizations involved in analyzing the leasing market. The research will provide an insight into what affects the creation of the leasing service customer value added, and how it is reflected on the company's market share. Keywords: operational leasing, financial leasing, service, customer value added, marketing. 162 �162 � 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. 2642 Title A name given to the resource Creating Value for Leasing Service Customers on the Example of VB Leasing In the Market of Bosnia And Herzegovina Author Author VUJIĆ, Slobodan VUJIĆ, Saša ABDUZAIMOVIĆ, Aida OBHODAŠ, Ibrahim Abstract A summary of the resource. The paper is aimed at analyzing the process of creating the customer value added in the area of leasing services, as well as at determining what the value added implies for leasing product customers. The leasing company's goal is to develop and maintain its client relations through creating the leasing service customer value added, and thus achieve increased business efficiency and an increase in its market share. The paper will analyze advantages and disadvantages of the leasing package, both from economic and from financial aspect of leasing. Leasing package development is based on the mutual economic interest of both lessor and lessee. The financial basis of leasing is financing, i.e. acquisition of given goods without engaging one's own capital and without entering a classic loan-based relationship. The paper will also discuss types of leasing that are the most frequent in Bosnia and Herzegovina market. In order to determine what represents the total value for the leasing service customer, for the paper purposes, we will conduct primary research pertaining to the importance of individual elements in dealing with a leasing company, and study the present customer satisfaction in dealing with leasing companies. Data will be collected through survey questionnaires with close ended questions based on the Likert scale from one to five. Survey questionnaire will comprise two parts: the importance of individual elements dealing with a leasing company and the present customer satisfactions in dealing with a leasing company. Each part will comprise five elements. The respondents will be requested to rank each element according to importance in dealing with a leasing company. The questionnaire surveys will be distributed among leasing customers, legal and private persons in Bosnia and Herzegovina. 500 questionnaire surveys will be distributed. Besides the described primary data, the analysis will also use the secondary data of international and local organizations involved in analyzing the leasing market. The research will provide an insight into what affects the creation of the leasing service customer value added, and how it is reflected on the company's market share. Keywords: operational leasing, financial leasing, service, customer value added, marketing. 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/27fd63b041b9d0f89c468c97cb71f645.pdf c11191e23813a0468ee1010f9a2304fd PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Creation of an Online ESP Course in Web 2.0 Environment Darko KovaĦeviĤ Education and Teacher Training Agency, University of East Sarajevo Bosnia and Herzegovina dax1978@gmail.com Abstract: The Internet of today offers almost unlimited options and tools for the creation of various online teaching materials that can be used for all the needs of an ESP course, both as main and as extracurricular (additional) materials. After a brief introduction bringing some important facts about Web 2.0 and its use related to e-learning, the central part of this paper will be dedicated to the creation of an online course in English for Information and Communication Technologies (ICT) used as an extracurricular resource for the students of the Faculty of Electrical Engineering in East Sarajevo. The course will be described through the tools and services necessary for its creation as well as through its organizational concepts and practical usage. Such a description will be briefly preceded by the presentation of some general facts about the English language, lessons, tuition and curriculum at the Faculty. In the conclusion of the paper, some general conclusions and expected practical results will be mentioned. Key Words: ESP, online course, Web 2.0, tuition, e-learning Introduction: Specifities of ESP Tuition at Faculties English for Special Purposes (ESP) is taught at many faculties today in form of courses that expand the courses in general English by dealing with the specific features of vocabulary, grammar and terminology of certain field of science, technology, art etc. In such a way it enables the student – future expert in certain field – to use the language actively for all kinds of professional purposes. To be able to follow the tuition without problems, an ESP student has to be able to deal with the most important concepts of the English language, but also to have some general and professional knowledge to help him deal with the materials in foreign language. Standard, classroom ESP tuition is mostly based on various books. In present time, there are really innumerous books and other resources for all the aspects and levels of ESP starting from those issued by famous education centers and publishing houses such to those prepared by different known or anonymous teachers, which can be found on various web pages on the Internet. All these resources are very useful, they are, actually, the basis of English language teaching all over the world, but they still have some limitations, mostly in terms of interactivity and being absolutely up-to-date. Namely, although the books and other written materials are still the main source of information and knowledge in contemporary education, in terms of language learning they are still limited to a one-way communication, in which, on one side, the writer or creator presents the theoretical part of some unit and then gives the assignments related to it, while the reader- a student, standing on the other side, tries to adopt the given theoretical knowledge and to improve it by doing and solving the assignments. The role of the teacher in the classroom is to improve this communication and to make it vivid, but it usually takes just a limited amount of time which is simply not enough. At the same time, something which is written down on a piece of paper is not easy to be changed or updated, and these changes are updates are something which is necessary in this time of enormous number of information which is transferred throughout the world every day, especially when dealing with such a lively matter as English language is. One of the possible things that can be done to improve the interactivity in ESP learning is the creation of online courses dealing with specific matters. 329 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo University Students, English Language and the Internet The overall situation in higher education during the last two decades imposes the active Internet usage on all faculty levels (students, administration, teachers and non-academic stuff) as one of the main features for a constant progress, development and standing in line with the competitive institutions. On the other side, from the perspective of an ordinary young man – student, a general decrease of Internet costs and, at the same time, increase in connection speeds, together with various possible ways of connecting (ADSL, Wireless, Cable) make the usage of the Internet available to almost everyone. In such an environment, a great number of students use the Internet actively, both for academic and studying purposes and for fun, entertainment and communication. Taking into account that, besides all the efforts in localization, the official language of the Internet is English language, it becomes obvious that at least a part of time which the students spend on the Internet can be effectively used for their language improvement. Web 2.0 technologies and user-generated content can be of great help in that. Web 2.0 and User-Generated Internet Content In recent years, the Internet has constantly been developing in many different ways, and that development goes far beyond its original role of a worldwide service for information exchange. Together with the appearance of fast broadband connections, the Internet has turned into a complete interactive, multidisciplinary and multimedia system – a kind of virtual reality with an almost indefinite number of possibilities and opportunities offered to each user. Throughout such evolution, the relation between the Internet and its users changed from the one-way distribution of information (―Packaged Goods Media‖) to a two-way interactive process (―Conversational Media‖), what came with the appearance of Web 2.0 technology. Web 2.0 is a term describing the trend in the use of World Wide Web technology and web design which aims to enhance creativity, information sharing, and, most notably, collaboration among users. Although such a term suggests a new version of the World Wide Web, it does not refer to an update to any technical specifications, but to changes in the ways software developers and end-users use the Web. Among various consequences irrelevant to this work, the concepts of Web 2.0 led to the development and evolution of User-generated content (UGC) on the Internet. The term UGC entered mainstream usage during 2005, after a radical arising in web publishing and new media production circles. It reflects the expansion of media production through new technologies that are accessible and affordable to the general public. These include video streaming, blogging, podcasting, wikis, social networking sites, discussion boards (forums), news sites, trip planners, experience and photo sharing sites, online word processors, online desktop environments etc. In addition to these technologies, UGC may also involve a combination of open source, free software and flexible licensing or related agreements to further diminish the barriers to collaboration, skill-building and discovery. The three basic characteristics of UGC are: 1. Publication requirement: While UGC could be made by a user and never published online or elsewhere, the focus here is on the work that is published in some context, be it on a publicly accessible website or on a page on a social networking site only accessible to a select group of people (e.g. fellow university students). This is a useful way to exclude email, two-way instant messages and the like. 2. Creative effort: This implies that a certain amount of creative effort was put into creating the work or adapting existing works to construct a new one; i.e. users must add their own value to the work. The creative effort behind UGC often also has a collaborative element to it, as is the case with websites which users can edit collaboratively. For example, merely copying a portion of a television show and posting it to an online video website (an activity frequently seen on the UGC sites) would not be considered UGC. If a user uploads his/her photographs, however, expresses his/her thoughts in a blog, or creates a new music video, this could be considered UGC. Yet the minimum amount of creative effort is hard to define and depends on the context. 3. Creation outside of professional routines and practices: User generated content is generally created outside of professional routines and practices. It often does not have an institutional or a commercial market context. In extreme cases, UGC may be produced by non-professionals without the expectation of profit or remuneration. Motivating factors include: interactive connecting with people or target groups, achieving a certain level of fame, notoriety, or prestige, and the desire to express oneself. 330 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo It is often possible for an UGC to be partially or totally monitored by website administrators to avoid offensive content or language, copyright infringement issues, or simply to determine if the posted content is relevant to the general theme of a site. Use of Web 2.0 and UGC in English Language Teaching and Acquisition Because of its availability and also because of global popularization of some services that came with the appearance of Web 2.0 technologies, some UGCs, such as blogs, wikis, podcasts and social networking sites have become very popular, especially among the senior secondary school pupils and the university students. Being extremely easy to use, and giving many opportunities to young people (personal presentations, presentation of personal attitudes and gained knowledge, publication and availability of various audio and video material, meeting friends and new people in various ways, file and information interchange, etc.), User-generated internet contents have been taking a large amount of time which students spend on the Internet. Observing the Internet as a global network where a page is just a few clicks away from every other, and taking into consideration the popularization of an organized Internet usage in education, through e-learning, distance learning and various CMS tools, the teachers‘ active participation in particular UGCs and the guided directing of students to the same UGCs (in this case, of course, using exclusively English language as the means of communication), together with the proper control of their activities there would surely lead to the creation of an interactive, all time up-to-date language learning system, in all components possible for a particular UGC. One of the ways for making such a system is to create an online course which would integrate and organize various UGC within a single website. At the faculties that have the possibility and resources to involve distance learning or e-learning as a regular part of their curricula, such courses can be used as an integral part of tuition, while at others they can be used as an extracurricular, additional tool for knowledge improvement and widening, exercising and practicing. This paper with discuss the necessary steps, knowledge and tools for the creation of one such course, a course in English for ICT, which is taught at the second semester of the first year of the Faculty of Electrical Engineering in East Sarajevo. Steps Before and During the Course Creation There are many things that must be kept in mind during the creation of an online course. At first, there is the defining of the purpose, scope and organization of the course. Then, there is a degree of computer literacy in teachers and students, an in accordance with that, the selection of adequate tools for online course creating. Together with that selection, it is necessary to discuss the important issues of payment and licensing both for the tools and the contents created in them, and also the matter of data storage and hosting space. Only after taking into account everything that has been mentioned, the practical creation of course can start. In the practical case of the named course, the purpose has already been mentioned – an online contribution to the lessons at one-semester English for ICT classroom course. The course itself is based on the selection of texts from Cambridge ―Professional English in Use – ICT‖ book and lasts for 15 weeks (30 lessons) and covering 27 units from the book. Because of the copyright, the materials from the book units (lessons, exercises) must not be directly used in the online course, but, thanks to the fact that the units cover some general issues of ICT (living with computers, types of computer system, hardware components, software types, networking, the Internet, security, mobile phones etc.), new materials of the same type, with the same topics, features and vocabulary can be easily created or found on various free resources on the Internet. In such a way, the online course would also consist of 27 units, where every unit from the book would be covered with one or more relevant texts, and a lot of interactive materials connected to it, that enable memorizing, practicing, and renewing of knowledge. Besides such a following of the ―main‖, classroom course, the course would also enable relative independence of units to enable the users to work at their own speed if necessary, and that is to be done by creating a common glossary of terms for the entire website, accessible from every page. In terms of computer literacy, computer science and computers are so present in everyday life of today that almost every person is capable of performing at least basic tasks on a computer, so that it neither teachers nor students should have a problem in dealing with the course, especially if abundant documentation and tutorials that come with most of the programs are taken into account. Still, if there is a need, some additional advice may be asked from the IT department of the faculty, and the students may also ask to be introduced to the course by their teachers. The next question that naturally appears deals with which tools and applications should be used. 331 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo There are numerous tools and management systems on the Internet of today that enable the realization of language courses, with different features, ways of payment and licensing, data storage and hosting space, degree of complexity, and the amount of interactivity that they offer. All of them can be classified in three groups: CMS or LMS (Classroom/Learning Management System), applications for creating interactive contents in Flash or standard HTML format to be published on the web, and the Internet services for website creation and hosting. CMS/LMS is a tool for creating complete online virtual classroom environment in form of an interactive website. Its installation and setup often require some computer knowledge, while the usage is intuitive, logical and easy. On the other side, various applications for creating interactive contents in Adobe Flash of HTML format (tests, lessons, exercises, quizzes etc,) work on the WYSIWYG (what you see is what you get) principle, and are mostly easy for use, requiring only essential computer knowledge and no knowledge in programming and design. Finally, the Internet of today offers various options for both online design and hosting of web pages, which also work on WYSIWYG principle and are intuitive and logical for average user. They can be used both for creation of teaching materials and in combination with interactive web-ready contents created in other programs. After the observation and testing of many programs from all three categories, together with taking into account the objective needs of an ESP course, some general conclusions are made. Although there are various free LMS/CMS solutions on the web, their installation, setup and use, together with hosting and registration issues, would be too complicated for a relatively simple one-semester course to follow ―regular‖ tuition, and because of that they have not been taken into account. The decision is made to make the course by combining some of two other types of resources – online services for website creation and hosting and Flash interactive contents authoring tools. Among many offered options, two have been selected: Weebly, as a full online service for website creation and hosting, and iSpring Presenter, as an excellent Flash contents authoring tool, and. Some facts about the named will be given in the text that follows. Tools for the Course Creation Weebly Weebly is an online service that, after an easy and quick registration, enables the creation and hosting of a web page with the address in the form username.weebly.com. It enables the teacher-administrator to create pages and menus within the site and also to insert various external elements (HTML code, text, images, video, animations, Flash applications, forums, surveys etc.) and publish them on the web, thus offering both multimedia and interactivity. Everything can be done very easily and intuitively, often by simple text typing and dragging and dropping of page elements. In the case of an English in ICT course, it can offer a course base in form of a website which is, at the same time, an information exchange system (containing lessons, presentations, discussions results) and the tool for embedding, grouping and organisation of interactive Flash materials created in some other programs (quizzes, tests, exercises). In that way, it solves most of the technical problems in terms of course administration and hosting. The service also allows the creation of Assignment Forms with the options for uploading the assignments, and students‘ blogs. What makes it is an excellent tool for getting various types of feedback from students. iSpring Presenter iSpring Presenter is a PowerPoint add-in which, basically, enables the conversion of PowerPoint presentations into Adobe Flash (.swf) or self-executive (.exe) format (thus enabling them to be published for different media and reproduced on every computer, regardless its software), and also, what is more important, it gives various additional features in terms of interactivity, besides those that already exist in PowerPoint (adding quizzes and Flash animations). Such presentations can also be embedded into websites, with their interactivity fully preserved. After the installation, the program is fully integrated in PowerPoint and is placed in the ribbon of PowerPoint as a separate tab. By clicking on it, the user can see all the general options it offers, grouped in the sections: Publish, Presentation, Narration, Insert and About. Some of the options (e.g. those in the sections Presentation and Narration) as more or less the same as those contained in PowerPoint, although they offer some more advanced options and adjustments. Within the 332 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo section Narration, such options are Record/Import Audio/Video, and Sync, which enables the synchronization of narrations with animation effects. On the other side, Presentation offers the overview of presentation (exploration and editing of its structure) within Presentation Explorer, the management of the presentation links and references within Links and the customization of presenters within Presenters. However, the sections Insert and Publish come with the options that widely expand the features of PowerPoint. The section Insert enables the insertion of Flash objects, YouTube videos and quizzes into the slides of a presentation. Each of the categories can be broadly used both in classes and in learning at home. The insertion of Flash objects enables the user to insert the already prepared Flash (.swf) files in the presentation, with their functionality completely preserved. On the other side, for inserting YouTube videos, it is necessary to have the link of the video, which is then pasted or typed in the Insert You Tube Video window. However, the most important and the most appropriate feature for creating interactive materials to be embedded within an ESP course is the possibility of making and inserting Quizzes. When the option Quiz in the section Insert is selected, the QuizMaker window opens, allowing the user to make various types of questions within a quiz. Those types of questions are: True/False, Multiple Choice, Multiple Response, Type In, Matching, Sequence, Numeric, Fill in the Blank , Multiple Choice Text and Word Bank. All of these question types can be freely combined within a quiz. Each of the quizzes created can be given a unique title, helping it to be distinguished from the others. The QuizMaker also deals with other relevant options and settings for test making, such as feedback (via e-mail), visual appearance, awarded points, number of attempts, passing score, etc. It also offers the preview of a quiz being created in every moment. The insertion of images, audio and video is also enabled. In such a way, the quizzes can be created both as parts of presentations, coming together with other presentation elements containing the text, images, charts, tables, or as standalone test units to be published on a website or sent to students by e-mail. They enable the user to type in the answers, or select and arrange them with mouse actions, and to get the points and scores for the achieved results upon finishing. The review of correct answers is also enabled. The created quizzes have to be published through some of the publishing options offered in the section Publish of iSpring Presenter. The simplest option is Quick Publish, which is used for publishing the presentation in Flash format using the default settings offered by the program. The other option, Publish, offers four different options for publishing presentations to Flash: Web, CD, iSpring Online and LMS. As their titles suggest, each of the options prepares the presentation for publishing to different media, with some options shared and some other which are specific for the intended media. Basically, and depending on the purpose, the presentations can be exported as Flash, .exe, HTML or compressed (.zip) files. Many other publishing options can also be adjusted in detail, such as the player design, playback and navigation, compression, Flash animation properties and protection. Conclusion: Practical Course Creation As it has already been mentioned, a website created and hosted at Weebly will be a basis of the English in ICT accompanying online course. Its home page should contain the relevant information and RSS feed for the news and updated information, while the menu bar should lead to Lessons and Exercises, organized in accordance with the titles of the units from the mentioned coursebook, and further linked to each other, and also to Glossary. It should also lead to students‘ Discussion Board (forum), necessary for getting the feedback, and to a page dedicated to embedded audio and video materials relevant to the course. While the lessons should appear as ordinary web pages operating in hyper textual environment, to have adequate Exercises, that would provide both interactivity and feedback, it is necessary to embed various quizzes created in iSpring Presenter to webpages. Depending on the purpose and the needs of particular lessons, the quizzes can be of different types and contain various indirect test units. Together with exercises for each lessons, some general tests should be prepared on the basis of grouping particular Lessons in accordance with their contents. All the mentioned enables a successful creation of an online ESP course that will stand as a supportive and additional teaching material to a classroom course, and, at the same time, give the students options to learn, exercise and improve their knowledge outside the classroom and regular tuition time. 333 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Esteras S. R. & Fabre E. M. (2007). Professional English in Use ICT. Cambridge: University Press. Harmer, J. (2007). How to Teach English. Harlow: Longman. Harmer, J. (2008).The Practice of English Language Teaching, Harlow: Longman. http://www.ispringsolutions.com/kb/docs/presenter/5.0/ (April 7, 2011) http://www.weebly.com (April 7, 2011) KovaĦeviĤ, D. (2010). iSpring Presenter as a Tool for the Improvement of Multimedia Presentations in English Language Teaching, 15. Kongres JISA DICG, Herceg Novi McNamara, T. (2000). Language Testing, Oxford: University Press. ŃestiĤ. L. (2002), Gramatika tehniĦkog engleskog sa rjeĦnikom, Zenica: Minex. 334 � 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. 49 Title A name given to the resource Creation of an Online ESP Course in Web 2.0 Environment Author Author Kovačević, Darko Abstract A summary of the resource. The Internet of today offers almost unlimited options and tools for the creation of various online teaching materials that can be used for all the needs of an ESP course, both as main and as extracurricular (additional) materials. After a brief introduction bringing some important facts about Web 2.0 and its use related to e-learning, the central part of this paper will be dedicated to the creation of an online course in English for Information and Communication Technologies (ICT) used as an extracurricular resource for the students of the Faculty of Electrical Engineering in East Sarajevo. The course will be described through the tools and services necessary for its creation as well as through its organizational concepts and practical usage. Such a description will be briefly preceded by the presentation of some general facts about the English language, lessons, tuition and curriculum at the Faculty. In the conclusion of the paper, some general conclusions and expected practical results will be mentioned. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/32457844bdc2553cb82d2f01f486d89e.pdf 31a94ce65e9b2acb9f5da0be97ca7c0e 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 Credit Card Fraud Detection Using Machine Learning Algorithms and Data Analysis Techniques Author Author Sarah Kozić Abstract A summary of the resource. In today’s world usage of card-based and online payment methods is rapidly increasing, and with this growth comes the issue of cybersecurity and overall fraud. The credit card fraud rate has never been higher, and it is following a growing trend.<br /><br />Therefore, improvement of credit card fraud detection systems is the main priority for all banks, systems that are providing credit card-based payments and all the participants in the digital payments market. This also comes for the purpose of the large percentage of the population that is using their credit cards daily, from everyday payments to international transactions that are of great value.<br /><br />The goal was to train multiple models to define if referenced transactions should be treated as fraud, and the results were measured by standard machine learning parameters. The model that had best results is Ensembled model using Decision Tree, Logistic Regression and K-Nearest Neighbor models with overall accuracy of 99.91% with Feature Selection algorithm applied. Ensemble method combines multiple models and creates the model with the best metrics possible. Along with this model, we have trained Logistic Regression model, K-Nearest Neighbors, Support Vectors Machines and Neural Networks, with accuracies respectively 88.37%, 85.48%, 00.73% and 98.11% with features selected.<br /><br />This research also covers the part of data preprocessing, as this step is crucial when building a model for credit card fraud detection systems. These systems must be fast and precise in order to be usable, as they are dealing with large sets of imbalanced data.<br /> <p>At the end of the study, individuals will have better insight in credit card transactions, will also be familiar with the different methods for detecting credit card frauds and will have insight in which model suits the needs of this case the most.</p> Keywords Keywords. Credit Card, Fraud, Transaction, Machine Learning Algorithms, Classification, Dataset Preprocessing algorithms classification credit card dataset preprocessing fraud machine learning master's thesis transaction https://omeka.ibu.edu.ba/files/original/9cbe193473e45d671361326a5ba52acc.docx 4e82f2950313744ae8e32e454270453d https://omeka.ibu.edu.ba/files/original/f19bb527850dd781939b2edb616c8709.pdf 7f31b831b68e52f957f279fc51c12fc8 PDF Text Text Credit Card Frauds in Banking Tuğba Eyceyurt Batır Ataturk University Turkey t.eyceyurt@hotmail.com Abstract: This paper explores the credit card fraud and methods of it, and gives information about what to do in case of encountering credit card fraud by chargeback topic. In light of this information, the purpose of this paper is to enlighten credit card users and create awareness of using a credit card. Some relevant and required data from some authorized organizations and public enterprises are obtained, like: Association of Certified Fraud Examiners “ACFE”, The Union of Credit Cards, Interbank Card Canter, Department of Anti-Smuggling and Organized Crime and some special banks. By this data, it is given theoretical knowledge dealing with fraud types and occurrence rates. Since the economic necessities of people increase, there are more requirements to new meaning and tools of payment and nowadays credit cards are the most important instrument of payment meeting this requirement. Increasing of banks’ kind of services with developing technology not only brings benefits to people but also brings some risks. There are some frauds that try to earn illegal money by using developing technology. But the technology not only benefits fraud but also benefits to people who examine the fraud and it is very easy to find out them with a careful examination. In this paper it is studied on the types of credit card fraud such as, application fraud, lost – stolen cards, account takeover, fake and counterfeit cards. Also it includes parts of gaining information by taking reports and data from different and safe official sources. Besides that, paper investigated about how often the occurrence of these methods. Nowadays, due to the fact that frequency of using credit cards and online shopping is increased substantially, the cost of frauds accrues. So, banks are more attentive and more careful as improving their struggle methods. Banks’ auditing on time, the care of customer and contracted merchant will be useful considerably while struggling against fraud. Keywords: Banking, Credit card, Fraud, Chargeback. 117 �117 � 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. 2577 Title A name given to the resource Credit Card Frauds in Banking Author Author BATIR, Tugba Eyceyurt Abstract A summary of the resource. This paper explores the credit card fraud and methods of it, and gives information about what to do in case of encountering credit card fraud by chargeback topic. In light of this information, the purpose of this paper is to enlighten credit card users and create awareness of using a credit card. Some relevant and required data from some authorized organizations and public enterprises are obtained, like: Association of Certified Fraud Examiners “ACFE”, The Union of Credit Cards, Interbank Card Canter, Department of Anti-Smuggling and Organized Crime and some special banks. By this data, it is given theoretical knowledge dealing with fraud types and occurrence rates. Since the economic necessities of people increase, there are more requirements to new meaning and tools of payment and nowadays credit cards are the most important instrument of payment meeting this requirement. Increasing of banks’ kind of services with developing technology not only brings benefits to people but also brings some risks. There are some frauds that try to earn illegal money by using developing technology. But the technology not only benefits fraud but also benefits to people who examine the fraud and it is very easy to find out them with a careful examination. In this paper it is studied on the types of credit card fraud such as, application fraud, lost – stolen cards, account takeover, fake and counterfeit cards. Also it includes parts of gaining information by taking reports and data from different and safe official sources. Besides that, paper investigated about how often the occurrence of these methods. Nowadays, due to the fact that frequency of using credit cards and online shopping is increased substantially, the cost of frauds accrues. So, banks are more attentive and more careful as improving their struggle methods. Banks’ auditing on time, the care of customer and contracted merchant will be useful considerably while struggling against fraud. Keywords: Banking, Credit card, Fraud, Chargeback. 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/b88b68f497e347ab26e1104b64d53a66.pdf 820c4c0630fad62a2c7dcb7e16798c85 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Credit Rating Perception Ramazan Yanık Atatürk University, Erzurum, Turkey ryanik@atauni.edu.tr Murat Serçemeli Atatürk University, Erzurum, Turkey msercemeli@atauni.edu.tr Reşat Karcıoğlu Atatürk University, Erzurum, Turkey rkarci@atauni.edu.tr Severe Tremors existing in Country economies caused by global crisis in recent years have brought reactions to the notes determined before crisis period with them for the countries affected considerably from the crises by Credit Rating Agencies. For this reason, harsh criticisms relating that credit rating agencies were influenced from political pressures were expressed. The perception of academicians about this subject is the subject of the study. In the study, the fact that sharp criticisms against rating agencies should be evaluated with the dimension perceived by academics is supported by a study. Keywords: Credit Rating, Crisis, Academics Perceptions. 239 � https://omeka.ibu.edu.ba/files/original/93a77755f72ed5b6742bf7403f05c874.docx 49d0f04aee74c85ac143fd20289afed0 https://omeka.ibu.edu.ba/files/original/11c74011e9414599a7f3ac3c427f58c5.pdf cda8cb54753c33b146d5fa1de4275d79 PDF Text Text International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Credit Rating Perception Ramazan Yanik Ataturk University, Erzurum, Turkey ryanik@atauni.edu.tr Murat Sercemeli Ataturk University, Erzurum, Turkey msercemeli@atauni.edu.tr Resat Karcioglu Ataturk University, Erzurum, Turkey rkarci@atauni.edu.tr Abstract Severe Tremors existing in Country economies caused by global crisis in recent years have brought reactions to the notes determined before crisis period with them for the countries affected considerably from the crises by Credit Rating Agencies. For this reason, harsh criticisms relating that credit rating agencies were influenced from political pressures were expressed. The perception of academicians about this subject is the subject of the study. In the study, the fact that sharp criticisms against rating agencies should be evaluated with the dimension perceived by academics is supported by a study. Keywords: Credit rating, crisis, academics perceptions Introduction As a result of improvement of the relationships between those who demand load and those who provide funds in ABD in 19th century, rating got wider, and in the world today, it has been used by mainly the countries as well as a number of organizations. Credit Graded Organizations are of important place in the realisation of element of investment, detection and arrangements ın the financial markets. In recent years, it becomes a discussion subject about the wideness of global crisis. With the aim of protecting investors on public benefiters of organizations and countries: a) Borrowing tools they exported (shore and stocks) and they’re loads’ main capital and the risk of their gains and interest refunds,b) The risks that will be originated from them own administration and financial structures,c) Measurement of the risks they designed for specially their financial structure, and the operation of their numbering or determination, and these have been called as “Credit Graded”.As follows, some of the Graded organizations and types of Graded have been shown. Fitch Graded Today, the organizations publishing financial statistics developed a mark scale from AAAA to Din the world this organizations has provided knowledge to the more than so countries, and have been pursuing the data the investor’s demanded. 1 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Standard & Poor’s Graded Today, this organizations has 23 branches offices in all over the world, it produces solutions for those, which want to decide true investments. Mood’s Graded John Moody established it in 1300. It published Moody’s Manuel. A number of founds, stocks, treasure, and papers for private organizations offer their contents in it. It graded from AAA to C scale. Findings Table 1 Descriptive Statistics Academic Tittle Ass. Prof. Dr. Assoc. Prof. Dr. Prof. Dr. Academic Field Accounting/ finance Economics N 29 5 6 % 72,5 12,5 15,0 15 25 37,5 62,5 Table 2 The Field The lecturer tookhis /her academic Title The criteria as to perception The criteria of reality of country marks The criteria of reality of country mark for Turkey After 2008, the criteria of reality country mark for Turkey Independence criteria for country mark Independence criteria of country mark for Turkey After 2008, for Turkey independence criteria of country mark The criteria as to perception The criteria of country marks to reflect the reality The criteria of country marks to reflect reality for Turkey After 2008, the criteria of country marks to reflect reality for Turkey Independence criteria for country marks Independence criteria for country mark For Turkey After 2008, independence criteria of country mark Accounting / Finance Mean Std.Dev . 2,53 1,25 2,20 0,94 2,46 0,99 3,06 2,73 2,73 1,10 1,22 1,10 Economics Mean Std.Dev. 2,60 2,48 2,40 1,22 1,23 1,22 2,56 2,40 2,32 1,23 1,54 1,14 Ass.Prof.Dr. Mean Std.Dev. Academic Title Asc.Prof.Dr. Mean Std.Dev. Prof.Dr. Mean Std.Dev. 2,48 1,21 2,60 1,14 3,00 1,41 2,34 1,11 2,20 1,10 2,66 1,37 2,41 1,05 2,20 1,30 2,66 1,51 2,65 1,23 2,60 1,14 3,33 1,03 2,44 1,27 2,60 1,14 2,83 0,75 2,48 1,21 2,20 1,30 2,66 0,52 2 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Conclusion and Discussion In the result of responding of the surveys carried out by the lecturers with doctorate working in the department of accounting and finance at Ataturk University; the determination of Country Marks by credit Graded Organizations isn’t perceived as independently and really. The determination of country marks about Turkey after 2008 by Credit Graded Organizations isn’t perceived as independent and really. As regard academic tittles and academic fields; there is no distinction as regards evaluation of independence and reflection of reality. References Akbulak .Y. (2012), Kredi derecelendirmesi veya rating: kavram ve ölçütler, Mali Çözüm Dergisi http:/www.tesam.org.tr/download/krediderecelendirme pdf http:/ www.economitrend.com/kredi-derecelendirme-kurumları and notes 3 � 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. 1594 Title A name given to the resource Credit Rating Perception Author Author YANIK, Ramazan SERCEMELI, Murat KARCIOGLU, Resat Abstract A summary of the resource. Severe Tremors existing in Country economies caused by global crisis in recent years have brought reactions to the notes determined before crisis period with them for the countries affected considerably from the crises by Credit Rating Agencies. For this reason, harsh criticisms relating that credit rating agencies were influenced from political pressures were expressed. The perception of academicians about this subject is the subject of the study. In the study, the fact that sharp criticisms against rating agencies should be evaluated with the dimension perceived by academics is supported by a study. Keywords: Credit Rating, Crisis, Academics Perceptions. 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 978-9958-834-23-3 https://omeka.ibu.edu.ba/files/original/2a331a9a02aadee22c5bee0f755af5cc.docx 4c337ed668b99c58631c7e2867db8919 https://omeka.ibu.edu.ba/files/original/e72e51499c34cb1c6b261792eadf08a1.pdf 326ecbaa1a924589bde58290835cff33 PDF Text Text Crisis of the European Union and its Effects on the EU Enlargement Policy: Case of Western Balkans HaticeYazgan CankiriKaratekin University Turkey yazganhatice@hotmail.com Abstract: European Union (EU) Enlargement is identified as a successful tool for the EU in order to enhance economic and security benefits as well as to Europeanize the prospective members. Despite its achievements until now, enlargement have also some negative repercussions since the enlargement process gives rise to exceeding burden to the EU budget, institutions and some key policies in the short term. Current economic crisis of the EU, along with its political and social impacts add another dimension to the challenges of enlargement. Today Western Balkan countries, Turkey and Iceland are the countries involved in the future enlargements. Main aim of this paper is to analyse the impact of the EU crisis on the enlargement of the EU in general and on Western Balkans in particular. Although the EU enlargement process continues officially, current economic crisis has negatively affected the process. On the one hand, the EU with an ongoing crisis lost some attractiveness for the candidates and on the other hand, its absorption/integration capacity has decreased in the sense that a new enlargement wave with burdensome candidates would not be feasible for the EU. Besides, the crisis deepened the North-South divide in the EU and thus Western Balkan countries will be mostly among the Southern part in terms of economic and social development. Bearing in mind the negative perception of the European public opinion towards EU enlargement which deepened with the crisis, EU needs more legitimacy in order to justify the Western Balkans Enlargement. Last but not the least, growing EU demand from the candidates as a result of the evolving enlargement conditionality through the years is the other factor affecting the future of enlargement. Main argument of this paper is; although the economic and political crises of the EU do not present favourable conditions for both sides, the EU already has the justification for Western Balkans’ Enlargement due to its geographic location “in” Europe and the EU’s ineffective position to prevent the violence during the wars of 1990s which will be reverted to an active position with enlargement. Keywords: Conditionality, Crisis, European Union Enlargement, Western Balkans 11 � 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. 2435 Title A name given to the resource Crisis of the European Union and its Effects on the EU Enlargement Policy: Case of Western Balkans Author Author YAZGAN, Hatice Abstract A summary of the resource. European Union (EU) Enlargement is identified as a successful tool for the EU in order to enhance economic and security benefits as well as to Europeanize the prospective members. Despite its achievements until now, enlargement have also some negative repercussions since the enlargement process gives rise to exceeding burden to the EU budget, institutions and some key policies in the short term. Current economic crisis of the EU, along with its political and social impacts add another dimension to the challenges of enlargement. Today Western Balkan countries, Turkey and Iceland are the countries involved in the future enlargements. Main aim of this paper is to analyse the impact of the EU crisis on the enlargement of the EU in general and on Western Balkans in particular. Although the EU enlargement process continues officially, current economic crisis has negatively affected the process. On the one hand, the EU with an ongoing crisis lost some attractiveness for the candidates and on the other hand, its absorption/integration capacity has decreased in the sense that a new enlargement wave with burdensome candidates would not be feasible for the EU. Besides, the crisis deepened the North-South divide in the EU and thus Western Balkan countries will be mostly among the Southern part in terms of economic and social development. Bearing in mind the negative perception of the European public opinion towards EU enlargement which deepened with the crisis, EU needs more legitimacy in order to justify the Western Balkans Enlargement. Last but not the least, growing EU demand from the candidates as a result of the evolving enlargement conditionality through the years is the other factor affecting the future of enlargement. Main argument of this paper is; although the economic and political crises of the EU do not present favourable conditions for both sides, the EU already has the justification for Western Balkans’ Enlargement due to its geographic location “in” Europe and the EU’s ineffective position to prevent the violence during the wars of 1990s which will be reverted to an active position with enlargement. Keywords: Conditionality, Crisis, European Union Enlargement, Western Balkans Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/3635075d8944a5a4f9687e2b08ba68d4.pdf a1897de6622b66b96048ad89c260057c PDF Text Text CRITERIA FOR THEMATIC GROUPING OF BANKING/FINANCIAL TERMS IN THE UZBEK LANGUAGE Saodat Muhamedova & Ekaterina Shirinova Tashkent State Pedagogical University, Uzbekistan Article History: Submitted: 12.06.2015 Accepted: 24.06.2015 Abstract: The following article is dedicated to the question of thematic grouping of banking/financial terms, which take a considerable place in the lexical structure of the Uzbek language. The paper presents the criteria for the distribution of terms according to their lexical structure, their original properties, and it provides examples for the substantiation of the hypothesis. Key words: banking/financial terminology, thematic grouping, criteria for distribution of terms, criterion of relativity under the form, criterion of a semantic relativity. 1. Introduction In today's globalized world, when the progression of science and technology changes the way of life of the mankind, the shape and essence of language and its lexical structure is equally affected. Terminology, as one of the largest branches of lexicology, rapidly reacts to the social and moral changes in the society. Underlining these changes is the linguistics sphere, which is in each language and field expressed differently. Thus, in Uzbek linguistics, a number of researchers identified the terminology of various branches [1; 2; 3; 4; 5; 7; 8; 9; 10] examining mainly the semantic properties of terms such as synonymy, homonymy, antonymy, and polysemy. It is necessary to underline that the banking/financial terminology of the Uzbek language, which is the object of our research, is labeled as system [11]. However, the existence of the same paradigmatic relations is revealed in it. Due to this, some parameters, which give the chance to confirm specific lexical as terminological system are put forward. These parameters have arisen on the basis of properties of systems and criteria defining terminology as a system. The given parameters are formed based on the analysis of terms of banking/financial terminology of the Uzbek language. �In order to examine special units of any field, such as sciences and the industries, which were considered terminological system, they should answer to requirements of systematization. For this purpose, terms used in a special field should: a) have a considerable quantity, b) private value, c) sources and ways of forming and developing the terminological sphere, d) serve as a tool for dialogue in the field, e) unite in lexical sets, f) enter in paradigmatic relations with other elements of the given system (synonymy, homonymy, antonyms, paronym, polysemy) and in syntagmatic relations with the general language system. Analyzing the research of terminological systems of different fields of activity in Uzbek linguistics, it is possible to notice that in some dissertations [4; 5; 6; 8; 9; 10] the question of distribution of terms in lexical sets is considered. As it is stated, “the stage of development of system of lexicology is characterized by studying, dividing words on thematic and lexical-semantic groups and meaning on components» [13, P. 47]. In order to correctly carry out the analysis of bankingfinancial terms, we divided them in lexical sets, given that the field is based on traditional points of view. The widespread use of banking/financial terms creates certain difficulties when it comes to their classification into lexical sets. In spite of this, we have succeeded in defining the criteria for classification of terms in this field. Initially, we paid attention to the structural system of terms. If in the structures of several terms there is a general component, they are considered as a lexical set. If it is impossible to find similarity between terms based on their structure, then it is necessary to carry out a componential analysis of terms. If the results revealed that in terms of their semantic structure the terms were actively integrated, they were considered as one lexical set, whereas terms that were classified as actively differential were grouped in a variety of lexical sets. It is known that terms in any field of activity concern different lexical sets. In our opinion division of terms by the above-stated criteria give the chance to define a circle of terms use of this or that terminological system. To elaborate further, we have given more concrete criteria for classification of terms used in a banking/financial system, which are revealed based on dictionaries and sources of expertise. 1. Criterion of relativity under the form: association of terms, with the general component in structural system, under one lexical set. �2. Criterion of a semantic relativity: association of terms under one lexical set which have no similarity under the form, but have active integrated meaning in the semantic structure. It is necessary to note that in the first case the classification process is easier than in the second. That is because the components uniting terms under one lexical set are expressed in the form of the term. For example, existence of the component “bank” in all terms such as: банк вексели( the bank bill), банк операциялари (banking operation), банкнинг актив операциялари (an active operation of a bank), банкнинг пассив операциялари (a passive operation of a bank), does obvious their occurrence in a lexical set “банк иши (banking (bank business))”, and existence in terms валюта бозори (currency market), валюта конверсияси (currency conversion), валюта курси (currencycourse), валюта операцияси (currencyoperation), валюта позицияси (currency position), валюта тизими (currencysystem), валюта трансферти (currencytransfer) ... A component the currency carries them to a lexical set negotiable papers. Also, on the basis of this criterion derivative terms are defined (question, which demands careful research). Items “dealer” and “broker” in terms of form have no similarity, so they are classified by the second criterion. ДИЛЕР – молиявий активлар савдосидаги воситачи; мижознинг ҳисобига ва унинг топшириғи бўйича, шунингдек, ўз ташаббуси билан ўз ҳисобига битимларни бажарувчи, битим суммаси ва активларни сотиш ва сотиб олишдаги курс фарқланишидан тушган фойдадан мукофот ҳақи олувчи шахс [15, P. 265]. DEALER (from English dealer - the dealer, the agent) is a private person or firm, members of the stock exchange conducting operations on the stock exchange not as simple agents-intermediaries (brokers), and on their own behalf and account, putting in their own money in operating business, which carry out independent purchases and sales of bonds, currencies, precious metals, etc. Also it can be defined as the participant of business, physical or the legal body buying wholesale products, and trading them at retails or small parties. Usually a dealer is an agent of firms-manufacturers of production, playing the role of a participant in their dealer network [14, with. 131]). БРОКЕР (маклер, комиссионер, куртье) –молиявий активлар савдосидаги воситачи (даллол); мижоз топшириғига кўра ва унинг ҳисобига олди-сотди битимини амалга оширади. Мижоз билан тузилган шартнома асосида олди-сотдининг маълум бир фоизи миқдорида мукофот олади [15, P. 262]. BROKER - a person, an exchange worker, a participant of the market, the agent of market relations acting in a role of the intermediary between sellers and buyers of goods, securities, currency. Brokers promote the conclusion of commercial transactions, "connecting" the buyer and seller. Brokers operate on the instructions of the clients and at their �expense, getting payment or compensation in the form of commission fee at the transaction conclusion. The broker can be a separate person, firm, organization [14 can act, with. 59]. The given terms have no similarity in terms of their form, but in their semantic plan, there is the general meaning, like financial activity set which correlates terms to a lexical set a financial system and provides them with synonymy. 2. Conclusion: As A. A. Abdullaevoj states “Words, expressing own values, within the limits of one lexicalsemantic group at the same time appear the relations connected between themselves, not indifferent for their own values. These are relations of synonymy, antonyms, any specifications, differentiation and generalization of close or adjacent values”. Terms are a part of the lexical layer, where one lexical set can be connected to another. To prevent such situations it is necessary to define borders, which are the concrete factor of a relativity of terms. For example, for lexical set differentiation of some we define as the important factor existence in structural or semantic structure of terms a phrase currency or means of the financial reference. Therefore, it is necessary to underline that the distribution of terms in lexical sets allows us to make thematic dictionaries for a specific field, and thus solve the problem of classification of terms. Undoubtedly it is of great importance both for linguistics and for the world of banking and finance. References 1. Абдуллаева А.А. Лексика сферы международных отношений (на материале русского и узбекского языков): дисс. ... канд. филол. наук. Ташкент, 2003. 2. Базарова Д.Х. История формирования и развитие зоологической терминологии узбекского языка. Ташкент, 1978. 3. Дадабаев Х. Общественно-политическая и социально-экономическая терминология в тюркоязычных писменных памятниках XI-XIV вв.. Ташкент,1991. 4. Данияров Р. Техническая терминология узбекского языка на современном этапе: автореф. дисс. ... д-ра филол. наук. Ташкент, 1987. 5. Джамалханов Х. Из истории формирования и развития узбекской ботанической терминологии: автореф. дисс. ... канд. филол. наук. Ташкент, 1966. 6. Искандарова Ш.М. Ўзбек тили лексикасини мазмуний майдон сифатида ўрганиш (шахс микромайдони): филол. фанлари д-ри ... дис. автореф. Тошкент, 1999. �7. Йўлдошев И. Ўзбек китобатчилик терминологияси: шаклланиши, тараққиёти ва тартибга солиш: филол. фан. док. ... дис. Тошкент, 2005. 8. Касымов А.И. Фармацевтическая терминология в современном узбекском языке: автореф. дисс. ... канд. филол. наук. Ташкент, 1982. 9. Мадвалиев А. Узбекская химическая терминология и вопросы ее нормализации: автореф. дисс. … канд. филол. наук. Ташкент, 1986. 10. Мираҳмедова З. Ҳозирги ўзбек тилининг анатомик терминологияси: филол. фанлари номзоди ... дис. Тошкент,1994. 11. Мухамедова С., Ширинова Е. Системная характеристика банковско-финансовой системы узбекского языка // Перспективы развития современной филологии: материалы VI международной научной конференции. Санкт-Петербург, 2012. С.156– 161. 12. Искандарова Ш.М. Ўзбек тили лексикасини мазмуний майдон сифатида ўрганиш (шахс микромайдони): филол. фанлари д-ри ... дис. автореф. Тошкент, 1999. 13. Сафарова Р. Лексик-семантик муносабатнинг турлари. Тошкент: Ўқитувчи,1996. -47 б. 14. Словарь банковских терминов Викепидия. [Электронный ресурс] www.bank.ru. С. 131. 15. Шодиев Ҳ., Ҳамроев М. Молия статистикаси. –Т.: Абу Али ибн Сино, 2002. Б.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. 2901 Title A name given to the resource CRITERIA FOR THEMATIC GROUPING OF BANKING/FINANCIAL TERMS IN THE UZBEK LANGUAGE Author Author Muhamedova, Saodat Shirinova, Ekaterina Abstract A summary of the resource. The following article is dedicated to the question of thematic grouping of banking/financial terms, which take a considerable place in the lexical structure of the Uzbek language. The paper presents the criteria for the distribution of terms according to their lexical structure, their original properties, and it provides examples for the substantiation of the hypothesis. 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 2015-07 Keywords Keywords. Article 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. 791 Title A name given to the resource Critical Discourse Analysis in Interpretation of Newspaper Articles Author Author Mureškić Harbaš, Alma Abstract A summary of the resource. This paper discuses the use of the Critical Discourse Analysis approach in the study of newspaper articles. Analysis of newspaper texts cannot be limited to linguistic analysis of texts; rather, it calls for a wider perspective, which includes both the study of the actual text as well as the study of the text’s external factors as elements of context. The Critical Discourse Analysis approach has proved particularly useful in the study of newspaper articles, as it enables the study of newspaper text in the context of its production and reception and offers critical interpretation of newspaper text. Critical interpretation of newspaper texts is not only of academic interest, but it is also an important social skill. Adopting the CDA approach, this paper investigates the use of passive voice for obfuscation of responsibility in representation of negative events. We argue that representation of events in newspapers relies not only on the message that is conveyed explicitly, through a particular word choice, but also implicitly, through syntactical patterning. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics